An Empirical Study On Teaching Listening In Junior High School From The Multimodality Perspective

Language is the primary tool for communication.Listening" is the basis of language communication.Only after receiving information through listening can we respond to communicate.Listening skill is an important part of language application ability.English curriculum standards(2011)puts forward five levels of different target requirements for listening language skills.At present,there are many problems in English listening teaching in junior middle schools that cannot be ignored,such as single listening teaching mode,students' disinterest in listening learning,students' fear of English listening,students' poor listening scores and so on.Through literature review,this study finds that multi-modal teaching can stimulate students' senses and help them to interact with each other in multiple situations,so as to mobilize students' enthusiasm and give full play to their dominant position.Therefore,this paper attempts to apply the multi-modal theory to the teaching of junior middle school English listening,which aims to study the following two questions:1.What is the effect of multi-mode listening teaching on students' listening motivation?2.What is the effect of multi-mode listening teaching on the change of students' listening scores?A total of 98 students from class(3)and class(4)of grade 3 in a middle school in Hainan province were selected as experimental subjects.Three research methods including pre-and post-test,questionnaire survey and interview were adopted.SPSS 19.0 statistical software was used to analyze the data.The research results are as follows:1.Multi-mode listening teaching can enhance students' listening learning motivation.In this study,the percentage of students who choose "absolutely agree" and "relatively agree" before and after the experiment in the experimental class was statistically analyzed.From seven dimensions,it can be found that the learning motivation of post-test students is much higher than that of pre-test students.Thus it can be concluded that multi-mode listening teaching can enhance students' listening learning motivation.The interview results of the students after the experiment confirmed the results of the questionnaire.2.Multi-mode listening teaching can improve students' listening performance.SPSS 19.0software was used to analyze the test scores of the experimental class and the control class in pre-and post-experiments.It was found that the test scores of the experimental class and the control class showed that the listening level of the students in the experimental class and the control class was the same,and there was no significant difference.Moreover,the interviewbefore the experiment confirmed that neither class carried out multi-mode teaching.After three months of teaching experiments,the listening scores of the experimental class were significantly higher than those of the control class,and there were significant differences.It is proved that multi-mode listening teaching can improve students' listening performance.Based on the above research results,this study provides teaching enlightenment for the future multi-modal listening teaching,and hopes that the research results can provide some reference for the future English teaching practice.