The Effects Of Writing Teaching Through Multimodal Information Input Model On Senior High School Students' English Writing Performances

English writing is the key aspect in testing students' proficiency in English,as well as the complicated process of English output.Therefore,it is one of the most important purposes of English teaching to cultivate students' writing ability in English.In high school,students' English writing ability is mainly measured by their performance in writing.Through the implement of multimodal information input teaching in senior high school,the present study aims to explore its influences on students writing performances,and especially explore answers to the following research questions:1)What's the effect of multimodal information input teaching on senior students' writing performance in terms of the linguistic expression?2)What's the effect of multimodal information input teaching on senior students' writing performance in terms of the point of view?3)What's the effect of multimodal information input teaching on senior students'writing performance in terms of the structure in writing?The study employs qualitative and quantitative methods.The qualitative research mainly includes interviews with all the English teachers in Grade two in a senior high school in Shaobo and a questionnaire survey to 49 students in Class 6 of Grade two in this senior high school.The quantitative research mainly involves two writing tests,and its research subjects were 49 students from Class 6 Grade 2 as an experimental class(EC)and 51 students from Class 7 Grade 2 as a control class(CC)from a Senior High School.At first a pilot study was done to ensure the reliability of the two writing test papers.According to the pre-test,the EC and the CC are found out to have no significant differences in their writing performance in terms of the linguistic expression,the point of view and the structure in writing.Their overall writing performance is at the same level.The two classes are taught by the same teacher,that in different teaching methods In order to improve their writing performance,students from both classes are arranged a writing training class every week.During the process of writing teaching,the experimental class is taught with the multimodal information input teaching method while the students in the control class were taught with the traditional teacher-centered one.The whole teaching experiment was conducted for one semester.After the experiment,the results of the post-test are analyzed by the Independent Samples T-Test and Paired Samples T?test in IBM Statistics SPSS.The major findings can be summarized as follows:1)Regarding the writing performance in terms of the linguistic expression,the EC(M=5.6122)does much better than the CC(4.8235)and there is a significant difference between the two classes(p=0.002).Therefore,multimodal information input teaching does improve senior students' writing performance in terms of the linguistic expression.2)Regarding the writing performance in terms of the point of view,the EC(M=5.0000)outperforms the CC(4.5686),and there exists a significant difference between the two classes(p=0.002).Therefore,multimodal information input teaching does improve senior students' writing performance in terms of the point of view.3)Regarding the writing performance in terms of the structure in writing,the EC(M=5.2449)outperforms the CC(4.6471),and there exists a significant difference between the two classes(p=0.003).Therefore,multimodal information input teaching does improve senior students' writing performance in terms of the structure in writing.Meanwhile,in terms of the overall level of writing performance,the performance of the EC(M=15.8571)is better than the CC(14.0980),and there is a significant difference between the two classes(p?0.000).Therefore,the multimodal information input teaching improves senior students' overall writing performance.The pedagogical implications of the study are that:1)Teachers should make full use of multimodal symbols to do the input of linguistic expression in writing training,which will help students to enrich meaning association and accumulate vocabulary,so as to prepare for the rich output of the linguistic expression in writing;2)In the clarification of the view and selection of writing materials,teachers should make full use of multimodal information input teaching to broaden and diverge students' thinking,and stimulate students to think about the point of view from multiple angles;3)In writing training,teachers can use multimodal symbols to intuitively present the structure of articles,reducing students' burden in cognition,and making students develop the structure of articles independently.This teaching method can not only improve students' writing periormance,but also improve teachers' teaching level and efficiency.Finally,the study still has some limitations,such as the small sample size,the limited time of the experiment,the researcher's understanding and grasping depth of multimodal theory is not sufficient,etc.Therefore,future studies are needed to explore further the effect of teaching through multimodality methodologically.