Effects Of Multimodal Teaching On Junior High School Students'English Reading Motivation And Proficiency

Reading as an important part of English teaching,is the premise and foundation of students' language input and output.However,students in junior high school have lower interest on English reading which affects the learning effectiveness of reading to some extent.And in discourse communication,the meaning of discourse is mostly to be reflected in both linguistic and non-linguistic factors.Non-linguistic factors,also are addressed as accompanying language features,including physical features and non-physical features.Physical features include actions,gestures,facial expressions,movements and so on.Non-physical features include PPT,laboratories,audio equipment,surrounding environmental factors,networks and so on.In this case,communication is no longer carried out by using one sense,but by having two or more senses performing together.For example,using PPT in class is performed simultaneously with vision and hearing;simulation and explanation are conducted concurrently with hearing,vision and touch.It can be seen that multimodality is ubiquitous and plays an important role in classroom teaching.And students' reading motivation is concerned with reading proficiency.In order to maximize the effects of reading teaching,the use of multimodality is indispensable.This study conducts multimodal teaching to junior high school students' English reading mainly to answer the following questions:(1)Can multimodal teaching affect students' English reading motivation?If so,in what aspects can multimodal teaching affect students' English reading motivation?(2)What are the effects of multimodal teaching on students',English reading scores?What are the influences on students at different levels?(3)What are the junior high school students' attitudes of implementing multimodal teaching?The research subjects totally are 94 second-year students who come from two parallel classes in junior high school in Shenzhen.The control class is 49 students and experimental class is 45 students.They have almost the same gender ratio,age and English reading comprehension.The research lasts for 4 months.The control class adopts traditional teaching,whereas experimental class adopts multimodal teaching.After the intervention of multimodal teaching,the author interviewed 15 students in experimental class whose reading comprehension is at different levels.This study adopts experimental method,questionnaire method and interview method to explore the effects of students'reading motivation and English reading proficiency by applying multimodal teaching to junior high school,and then confirm the validity and feasibility of multimodal teaching.Through data collection and analysis,the author draws the following findings:(1)Multimodal teaching can improve students'English reading motivation,mainly in improving students'self-efficacy and intrinsic motivation;(2)Multimodal teaching can improve students'English reading scores.And it has different effects on students at different levels.Medium achieving students make significant improvement,while high and low achieving students just make improve slightly;(3)Teacher should choose as many modes as possible that students are interested in when carrying out multimodal teaching.Furthermore,teacher should flexibly mobilize multiple teaching methods and modalities to motivate students sensory organ,so as to strengthen teaching effects.In addition,this study has verified that multimodal teaching has positive impact on students'reading motivation and proficiency.For example,it can inspire students'interest in learning,deepen their understanding of the text from all aspects,and increase their long-term memory of the text.And this study provides some suggestions of implementing multimodal teaching as well.However,limitations still exist in this study which are expected to be further explored and developed.