A Study On The Effects Of Multimodal Input On Senior High School Students’ English Writing

The types of English writing in the national college entrance examination are becoming more and more diversified,and more attention has been paid to the input in the writing.“Viewing”,a new language skill is required for senior high school students in The English Curriculum Standards for Senior High Schools(2017).However,in the conventional English writing teaching,the teachers’ teaching mode is single,ignoring to cultivate the students’ multiliteracies.As a result,the classroom atmosphere is dull,and the students don’t show much enthusiasm towards English writing tasks.Therefore,this study attempts to explore the effects of cultivating students’ multiliteracies in English writing in senior high schools.Based on the Framework for Multimodal Discourse Analysis Theory,Input Hypothesis and Output Hypothesis,this thesis tries to investigate the following two questions:1.What are the effects of multimodal input on senior high school students’ English writing interest?2.What are the effects of multimodal input on senior high school students’ English writing proficiency?In this study,110 students(EC=55,CC=55)from senior two in a senior high school in Yueyang were randomly selected as the research subjects.During the experiment,the experimental class was taught with multimodal information input method and the diversity of information input was highlighted in the teaching,while the control class was taught with conventional teaching method.Before the experiment,a writing proficiency test was conducted to measure the participants’ writing proficiency.After the experiment,to measure the effects of multimodal input method,both classes were asked to have the writing proficiency test again.Then questionnaires and interviews were conducted among the students of the experimental class.The researcher collected experimental data to make statistical analysis by using SPSS.23.0and then discussed the research questions respectively.The research findings are as follows:(1)Rich language material in multimodal input teaching is beneficial to broaden students’ knowledge and promote students’ English writing;(2)The multi-dimensional interactive teaching of multimodal input writing teaching can let students feel the real language environment and relaxed classroom atmosphere,and enhance students’ interest in English writing.The results of this study show that multimodal input writing teachingis beneficial to promote the students’ English writing interest and writing proficiency.This study verifies the effectiveness and feasibility of multimodal input writing teaching mode in writing teaching of senior high school students.It has some pedagogical implications for English writing teaching in senior high school: Firstly,teachers should pay more attention to the use of multiple modal symbols in English writing teaching to enrich the writing teaching content,and stimulate students’ writing enthusiasm.Secondly,teachers should broaden students’ cultural horizons and language knowledge to cultivate students’ multimodal information reading ability.