An Application Study Of Multimodal-narrative Teaching In Senior High English Reading

The current English reading teaching mainly focuses on imparting knowledge with single mode and single language skill training,ignoring the cultivation of comprehensive language,learning strategies and narrative ability.What's more,the previous researches,mainly about the theoretical elaboration,fail to combine the merits of multimodal and narrative teaching method,such as emphasizing students' subjectivity and situational context.Therefore,this paper tries to combine them and probe into the effectiveness of multimodal-narrative teaching method on post-reading based on empirical research.This research aims to guide students to use auditory mode,visual mode and body movement to narrate the text from narrative person,narrator and narrative perspective,thus to validate the research hypothesis of that multimodal-narrative teaching method can improve students' English reading proficiency with different levels.This study attempts to answer the following three questions:(1)Can the implementation of multimodal-narrative teaching method enhance students' cognitive strategies?(2)Can the implementation of multimodal-narrative teaching method improve students' reading proficiency?(3)Does multimodal-narrative teaching method have the same effect on students with different levels? If not,what are the differences?There are 104 experiment subjects in this study,from Senior Two,******High School.The teaching time,procedure and the teacher of two classes are the same.The independent variable is multimodal-narrative activity supplemented after the regular reading teaching.The dependent variable is reading comprehension proficiency.In EC,six different multimodal-narrative activities are assigned according to the content of the article:(1)Extending the story;(2)Making a news report;(3)Debate;(4)Retelling the story;(5)Role play;(6)Speech.The study lasts for three months and all the data collected are analyzed and computed by SPSS 22.0 and Excel.Students' reading strategies are investigated by questionnaire,and reading tests are used toverify whether students' reading proficiency is improved.After the experiment,nine students with different levels in EC are interviewed to further understand their attitudes towards this method.The results are as follows:(1)Most students after the experiment use reading strategies consciously,prefer choosing retelling,adaptation of stories and other ways to understand the text.Their interest and participation in English class have been increased significantly.(2)Changing the narrative person and perspective contributes to students' deep understanding of the article and author's intention,fostering appreciation of the text,and improving their reading comprehension ability.(3)There are significant differences in the reading comprehension ability among students with different levels,which are middle-level students > low-level students > high-level students.The implications are as follows:(1)Through the empirical research,the paper enhances the understanding of the narrative of the text,which will be crucial to advancing ontology studies on multimodal-narrative teaching method.(2)The application of multimodal-narrative teaching method is helpful to clarify the relationship between multimodal and narrative teaching method,which enriches reading teaching methods,especially in post-reading.(3)Students can give full play to their subjectivity and creativity.However,the genre of text selected in this study is limited,and more texts with different themes and genres should be selected in future studies.