An Experimental Study Of English Vocabulary Teaching In Junior High School Based On Multimodal Theory

In recent years,Liaoning Province has gradually implemented English automated listening and speaking tests,which puts forward higher requirements for cultivating students' language expressive skill.Above all,vocabulary comprehension ability is an important standard to measure students' listening and speaking skills.At the same time,English Curriculum Standards of Compulsory Education always advocates that vocabulary teaching is to take advantage of students' multiple senses to improve vocabulary acquisition ability.In addition,multimodal theory is a phenomenon of communication which combines different kinds of senses such as visual sense,auditive sense,and tactile sense with various semiotic resources via language,sound,image and action.It can be seen that multimodal theory coincides with teaching idea in the English Curriculum Standards.Hence,more and more people pay attention to multimodal vocabulary teaching mode.Based on multimodal theory,the study explores two questions in vocabulary teaching in junior high school:(1)What are the effects of vocabulary teaching on students' vocabulary learning based on multimodal theory?(2)What are the changes of students' attitudes towards vocabulary learning after the application of multimodal vocabulary teaching? With the guidance of quantitative and qualitative study,the researcher regarded all students in Class 5,Grade 3 of a junior high school in Panjin as the experimental subjects and took advantage of tests,questionnaire and interview to have a three-month teaching experiment.In this experimental study,the researcher estimated the effectiveness of multimodal vocabulary teaching with a comparison ofpre-test and post-test in the class.After that,the researcher provided all students with the questionnaire and interviewed six students who were selected randomly in order to know students' attitudes towards vocabulary learning after the multimodal vocabulary teaching.Finally,the researcher collected the data and made use of statistical software SPSS 25.0 to analyze and drew a conclusion about the experimental study.The results of the study show that multimodal vocabulary teaching have much more advantages than the current vocabulary teaching.From the analysis of pre-test and post-test,multimodal vocabulary teaching can improve students' scores.From the feedback of the questionnaire and the interview,multimodal vocabulary teaching enhances students' interest and changes students' attitudes towards vocabulary learning.Therefore,multimodal theory has some certain referential implications and significance to the subsequent vocabulary teaching.