The Application Of Multimodal Theory To English Vocabulary Teaching In Vocational Schools

Vocabulary is the sum of all(or a specific range of)words and fixed phrases in a language.Vocabulary is the foundation of language.Therefore,vocabulary teaching plays a very important role in English teaching.According to the survey,the vocabulary teaching method in secondary vocational education is traditional and relatively simple.The traditional teaching mode of “teacher reading-student follow-up-teacher explanation-student recitation-teacher questioning and dictation of words” has become the mainstream;vocational English classroom is dull and boring,Causing many students to sleep in class.In order to change the current status of English vocabulary teaching in secondary vocational schools and students' attitudes towards English vocabulary learning,to fully mobilize the enthusiasm and initiative of students,so that students can participate in vocabulary teaching classrooms,the author applies multimodal theory to English teaching in secondary vocational schools for demonstration study.Multimodal theory emerged in the 1990 s.With the advancement of the times and the development of information technology,this theory has received the research and attention of many scholars at home and abroad.In recent years,many scholars have begun to conduct practical and theoretical research on the relationship between multimodal theory and language teaching,but the application of multimodal theory in English vocabulary teaching in secondary vocational schools has been scarce,and empirical research is lacking.The author changes the vocabulary teaching of secondary vocational English by reviewing various literatures and conducting research on the application of multimodality theory in English vocabulary teaching in secondary vocational schools based on multimodal theory in English vocabulary teaching research in junior and senior high schools,so as to improve English vocabulary and learning attitude of secondary vocational students.Based on the theory of multimodal theory and Halliday's systematic functional linguistics,this paper uses qualitative and quantitative research methods to conduct research and discussion on the application of multimodal theory in English vocabulary teaching in secondary vocational schools.This paper will focus on the following issues:1.Can multimodal theory applied to English vocabulary teaching improve students' English vocabulary level?2.Can multimodal theory applied to English vocabulary teaching change students' attitude towards learning English vocabulary?In order to verify whether the multimodal vocabulary teaching mode is suitable for English classes in secondary vocational schools,the author takes Rizhao Ocean Engineering School as an example and chooses two classes of 18 high-speed rail(40 students)and 18 high-speed rail 2(40 students)as the classes for experiment subjects,Book1 of English textbooks published by Higher Education Press is chosen as experimental textbooks.Among them,the author takes class 1 of the 18 high-speed rail professional as an experimental class and adopts a multimodal English vocabulary teaching model;class 2 of the 18 high-speed rail professional is taken as a control class and used the traditional English vocabulary teaching method to carry out teaching experiments.In the course of the experiment,the author used research tools such as interview method,pretest,post-test,and questionnaire to explore the application of multimodal theory in English vocabulary teaching in secondary vocational schools.By collecting and sorting the obtained data,using SPSS statistical software to analyze the results of the pretest and post-test results,the author concludes the following conclusions:(1)The application of multimodal theory in English vocabulary teaching can enhance students' memory and learning of words,and improve their English vocabulary level;(2)The application of multimodal theory in English vocabulary teaching can improve vocational students' attitude towards learning English vocabulary.Most students have a positive learning attitude and strong interest in learning.Their learning enthusiasm and initiative has improved.Finally,the author summarizes the deficiencies in the research process,reflects on the teaching of English vocabulary for secondary vocational teachers and suggestions for secondary vocational students to learn English vocabulary,and puts forward suggestions for further research.