The Application Of Multimodal Theory To English Vocabulary Teaching In Senior High School

Vocabulary is a component of the language system which is very important to learn any languages.The exchange of ideas for people is mainly achieved by sentences and discourses that consist of words.Hence foreign language teaching can't work without vocabulary teaching.The task of vocabulary teaching is to help students master as much vocabulary as possible so that their communication skills could improve.However,as for English vocabulary learning,most students are not interested or even feel bored.There are two main reasons: one is that most students spend a lot of time in memorizing vocabulary,but the achievements are trivial.The other is that in the actual vocabulary teaching class,the teaching is relatively boring.Because of the lack of innovation in classroom activities,high school students are short of vocabulary learning strategies,learn at a low efficiency,and lose interest in vocabulary learning.In current vocabulary teaching class,in contrast to the finiteness of input content,the monotony of input method,the disconnection between input and output,and the original simple single-modal teaching method,a multimodal method has emerged,which combines vision,hearing,tactus with other senses and communicates through languages,images,sounds,and symbols.It has attracted many domestic and foreign scholars since the multimodal teaching mode came into being.Some scholars apply it to English vocabulary teaching.However,most of the researches focus on high school students in cities and more developed regions.The high school English vocabulary teaching method in some underdeveloped cities and regions has been like this: teachers read words,and students read them after teachers and then in the self-study time students memorize them,the teachers check them in class,but the effect is not very obvious,and students can't remember words.Therefore,the author decided to conduct an empirical study through applying multimodal teaching mode to English vocabulary teaching of high school.The purpose of this study is to demonstrate that the multimodal teaching mode can improve students' English vocabulary learning.Through this study,the author wants to answer the following three questions:1.What is the impact of multimodal vocabulary teaching mode on high school students' attitude towards English vocabulary learning?2.What is the impact of the multimodal vocabulary teaching mode on the English vocabulary level of high school students?3.How can we apply multimodal vocabulary teaching mode in high school classrooms more effectively?In this study,120 students who studies at Qinyan Tanhuai Middle School are selected as the research subjects.The control and experimental classes show no obvious difference through a test before the experiment.Over five months,the multimodal teaching mode is used in the experiment class,and the traditional teaching method is used in the control class.After the experiment,the author timely collects all the data to analyze it with SPSS23.0.The author finds out that multimodal teaching mode can enhance students' interests in English vocabulary learning and enlarge their English vocabulary.From the experiment,the author also puts forward some suggestions for the better application of the multimodal teaching mode in the future.