An Experimental Study Of Vocabulary Teaching In Middle School English Classes Based On Multimodal Theory

With the continuous development of information technology,people use a variety of modes in communication.And then there was a new theory formed——Multimodal Theory.Multimodal theory emerged at the end of the 20th century.It refers to the phenomenon that human beings use a variety of senses to obtain information and communicate with each other by different symbolic resources such as image,body language,music,video,etc.In recent years,the application of multimodal theory in teaching has become the focus of attention of scholars and experts.Vocabulary provides a basic foundation for language learning.The accumulation of words directly affects the development of language skills including listening,speaking,reading,writing and translating.However now English vocabulary teaching in middle school neglects to provide students with rich learning channels and real language environment,which makes the students’memory of vocabulary inefficient.In practical vocabulary application,it is hard to make students accurately use the corresponding words in a specific context.It results in a lower efficiency and demotivation in English learning for students,and also reduces students’ interest and enthusiasm in English learning.So constructing an effective vocabulary teaching model which is suitable for the contemporary students in middle school becomes one of the important tasks of English teaching.This study attempts to apply the multimodal vocabulary teaching model in middle school by constructing a multimodal vocabulary teaching model,aiming to solve the following two research problems:1.How to build a multimodal vocabulary teaching model to English class teaching in middle school?2.Can multimodal vocabulary teaching model improve the learning achievement of students’vocabulary learning in middle school?What are students’attitudes towards multimodal English vocabulary teaching?For solving these two problems,firstly,the researcher uses multimodal symbolic resources to construct a multimodal vocabulary teaching model in English class which is guided by the comprehensive framework of multimodal theory according to the actual teaching conditions.And it constructs meanings by the interaction of paralanguage,body feature,written language,video,sound,image and other multimodal symbolic resources.It also can create a real context that make students gain intuitive experience in the interaction that is full of multimodal symbolic resources and attract students’attention and promote their active participation in vocabulary teaching.Secondly,from early September 2017 to early December 2017,the researcher conducted teaching experiment in No.3 Middle School in Liao Yuan.The research subjects are two parallel classes in grade nine.Class A(51 students)is the control class,using the original traditional vocabulary teaching method,while Class B(54 students)is the experimental class,using multimodal vocabulary teaching model.The researcher explores the research problems by means of tests and questionnaire and analyzes the relevant data through SPSS statistical software.Finally,the conclusion can be drawn as follows:1.Multimodal vocabulary teaching model can improve students’ vocabulary achievement.2.Students have a positive attitude towards multimodal vocabulary teaching.The majority of students agree with this multimodal vocabulary teaching model,which mobilizes multiple senses through image,music,video,movement and other multimodal symbolic resources.