The Application Of Multimodal Teaching Mode To Oral English Teaching In Junior High Schools

New London Group put forward the concept of multimodal teaching first in 1996.Multimodal teaching means that teachers make use of rich teaching symbols and different modal resources scientifically and rationally,including language,postures and multimedia teaching aids and make these rich resources cooperate with each other and supplement each other to encourage students' various senses to learn.In recent years,multimodal teaching has been applied to foreign language teaching increasingly.However,the research on multimodal teaching mode in China is still at an early stage.Both at home and abroad,multimodal studies focus mainly on theoretical discussion,but empirical studies are insufficient.In addition,domestic and foreign researches on English teaching mainly focus on college and high school English teaching and there are less researches on its application to oral English teaching in junior high schools.On the basis of previous studies and based on input and output theory,system-functional linguistics theory and multimodal discourse analysis theory,this thesis adopts the methods of quantitative research and qualitative research to construct a multimodal oral English teaching mode for junior high school students,so as to improve students' oral English proficiency.This thesis focuses on the following three questions:1.What is the current situation of the application of multimodal teaching mode to oral English teaching in junior high schools?2.How should teachers apply the new multimodal teaching mode according to the oral English teaching practice and the actual needs of students in junior high schools?3.Can students' oral English proficiency be improved after the multimodal teaching mode is applied?This study lasted four months,from September to December in 2019.This study conducted oral English teaching activities based on the first volume of English textbook for Grade Seven issued by Foreign Language Teaching and Research Press.The research subjects were 80 students from Class 1 Grade 7 and Class 2 Grade 7 in Huanglou Middle School in Qingzhou,Shandong province.Class 1 Grade 7(40 students)is the Experimental Class using multimodal teaching mode and Class 2 Grade 7(40 students)is the Control Class using traditional teachingmode.The research tools used are questionnaires,tests and interviews.The author collected all the data and analyzed them by SPSS statistical software in order to compare and analyze the teaching effectiveness of multimodal teaching mode and traditional teaching mode.The research shows that:(1)Before the experiment,multimodal teaching mode has not been scientifically and rationally used in oral English teaching in junior high schools.(2)In the experiment,the teacher chose reasonable modes scientifically and optimized the combination of multiple modes to conduct teaching experiments in Experimental Class.(3)After the experiment,it is found that students' oral English proficiency is improved after the multimodal teaching mode is applied through analyzing scores of pre-test and post-test.Multimodal teaching mode can stimulate students' interest in oral English learning,mobilize students' various senses to allow them to participate in classroom activities,form positive learning atmosphere so as to improve students' oral English proficiency.However,this experiment only involved students in Grade Seven;the teaching materials used in the experiment were narrow and the research time was short.So the experimental results have a few limitations.