| Reading is an important and major way for people to obtain information and acquire language.Reading ability is crucial for L2 learners,because it is directly related to the quality of language learning.So,cultivating students'English reading ability is one of the main objectives of English education.The Ministry of Education promulgated the Standard of English Curriculum for High School in 2018,which made the reform of English curriculum into a new stage of development.The new curriculum also emphasizes the importance of literature reading,which further illustrates that literature plays an important role in foreign language acquisition,and literature teaching will be a key link in the teaching of basic English in China However,there are some problems in current English literature reading teaching in senior high schools,such as single teaching mode,less interaction between teachers and students,etc.These problems cause that students lack interest in reading literary articles and hold a negative attitude towards English literature reading.Stein(2000)put forward the method of multimodal teaching,which refers to applying two or more symbols or modes to present teaching content Multimodal teaching can stimulate students'learning interest and enable them to actively participate in classroom activities,thus promoting teaching effectiveness In recent years,a great number of scholars abroad and at home have conducted lots of researches on multimodal teaching.However,the subjects are confined to university students,and most studies are theoretical.Therefore,the purpose of this study is to explore the impacts of multimodal English literature reading teaching on senior high school students' reading ability,which is reflected on the ability of understanding,inference and appreciation,The research questions are as follows:1.What are the effects of English literature reading teaching based on multimodal theory on senior high school students' reading ability?2.Why does the teaching of English literature reading based on multimodal theory affect the reading ability of senior high school students?3.How to improve the reading ability of senior high school students based on multimodal literature reading teaching?Test,questionnaire,and interview were used as research instruments in this study.The experiment lasted for three months.103 students from two classes of Grade Ten in one senior high school of Nanjing,Jiangsu Province were selected as the subjects.Class Four was chosen as control group(CG),while Class Five as experimental group(EG).Traditional literature reading teaching and multimodal literature reading teaching were adopted respectively.Finally,all of the relevant data was analyzed by SPSS 25.0The results indicate that:Firstly,the teaching of literature reading based on multimodal theory plays a significant role in improving students' comprehension and appreciation ability.However,the inferential ability is relatively unchanged The average score of quantitative reading ability of EG increased by 3.49 points Compared with the traditional teaching method of literature reading,multimodal literature reading teaching is more effective for improving students' reading ability.Secondly,Literature reading teaching based on multimodal theory contribute to improving students' reading interest.The results of the questionnaire show that 68.63%of the students confirm the positive impacts of multimodal teaching on their English reading.And the improvement of interest will necessarily bring about the improvement of reading ability.Thirdly,multimodal literature reading teaching can improve students'practical application abilities,especially the abilities to find detailed information and understand the main idea Therefore,based on the multimodal theory,the design of teaching cases,the enrichment of text content and the improvement of evaluation mechanism are of great significance to the teaching of English literature reading in senior high school. |
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