A Study On The Application Of Multimodal Teaching Mode To English Vocabulary Teaching In Junior Middle School

Vocabulary learning is an essential part of English learning.For English learners,having a good command of English vocabulary is a necessity.However,the effect of vocabulary teaching has been far from satisfactory.In China,there are also many problems that cannot be ignored in vocabulary teaching,such as inefficient teaching methods,vocabulary memory difficulties,etc.In order to improve vocabulary teaching effect,different teaching modes and teaching methods have been applied to vocabulary teaching by many researchers and teachers.In the information age,multimodal teaching mode based on systematic linguistics and multimodal discourse analysis has been a hot topic for scholars to study and discuss.Multimodal teaching mode emphasizes the introduction of multiple symbolic modes(language,image,music,etc.)into the teaching process,so as to mobilize learners' multiple senses in learning,stimulate learners' association in various aspects,and enhance the teaching effect.In order to solve the existing problems in vocabulary teaching,many researchers have applied multimodal teaching mode to English vocabulary teaching and have been trying to explore the effect of multimodal teaching mode on English vocabulary learning.In the process of consulting a lot of relevant studies,the author finds that most of the previous studies focus on whether multimodal teaching mode is conducive to the improvement of students' learning attitudes and vocabulary scores.Therefore,it should be the focus of the current researches in this field to explore how to apply multimodal teaching mode to vocabulary teaching more effectively on the basis of its specific influence on students' vocabulary learning.Based on the understanding of multimodal teaching mode,the author applies it to English vocabulary teaching in junior middle school,aiming to explore the influence of multimodal teaching mode on students' vocabulary learning.The research questions of this paper are as follows:1.What is the effect of multimodal teaching mode on students' vocabulary learning?2.How do the effects of multimodal teaching mode on students' vocabulary learning of different parts of speech distribute?To get the answer to the above questions,the teaching experiment is carried out in Shu Yuan Middle School in Nanyang county,Henan province.The teaching experiment lasts four months,which is from September 1st,2019 to January 13 th,2020.The research subjects are 87 students from the two parallel classes in Grade Seven.Before the experiment,the pre-test is distributed to the two parallel classes.The test results show that there is no significant difference in the vocabulary scores of the two classes,which guarantees the feasibility and effectiveness of the teaching experiment.And then the two classes are randomly divided into the experimental class and the control class.At the same time,the author uses questionnaire to deeply understand the current situation of the students' vocabulary learning.And the conclusions show that the two classes are basically the same in vocabulary learning.In the process of the teaching experiment,traditional teaching mode is carried out in the control class,while multimodal teaching mode is applied to the experimental class.At the end of the experiment,all the experimental subjects in the two classes take the post-test.The test results show that compared with the control class,the vocabulary scores of the students in the experimental class have been improved significantly.Moreover,according to the comparison of the scores of different question types in the experimental class' pre-test and post-test,it can be seen that the students in the experimental class have significantly improved their scores in vocabulary pronunciation,word meaning and vocabulary application,but the improvement of students' scores in vocabulary spelling is not obvious.At the same time,through the comparison of the scores of different parts of speech in the experimental class' pre-test and post-test,it can be seen that the scores of different parts of speech have been improved after the experiment.Specifically,the improvement in noun score is the greatest,the improvement in verb score ranks the second,and the improvement in adjective score is relatively the least.In addition,data from questionnaires and interviews conducted after the experiment also further supplement the experimental results.According to the above analysis,the author summarizes the main conclusions of this study: First,multimodal teaching mode has a significant effect on the improvement of students' vocabulary proficiency in word meaning,word pronunciation and word application,but the effect on improving students' word spelling accuracy is not obvious.Second,in this study,the distribution of the effects of multimodal teaching mode on students' learning of nouns,verbs and adjectives is presented as follows: multimodal teaching mode has the greatest effect on the improvement of students' noun learning,the effect on the improvement of students' verb learning ranks the second,and the effect on the improvement of students' adjective learning is relatively the least.In conclusion,this study finds the specific distribution of the influence of multimodal teaching mode on junior middle school students' English vocabulary learning,which provides reference value for the better application of multimodal teaching mode in vocabulary teaching in the future.At the same time,there are still some limitations in this teaching experiment.In the future teaching practice,the author will further explore the operation method of multimodal teaching mode so that multimodal teaching mode can play a better role in junior middle school English vocabulary teaching.