The Application Research Of Junior High School English Phonetics Teaching Under The Guidance Of Multimodal Theory

Phonetic teaching is one of the indispensable links in English teaching.It can not only improve students’ English pronunciation,but also affect students’ listening and vocabulary learning.Therefore,phonetic teaching plays a vital role in students’ English learning.However,the author found that there was still many problems in phonetic teaching in China.Firstly,the current phonetic teaching methods are relatively simple and the phonetic teaching is carried out by simple listening and teaching method.Secondly,teachers did not pay enough attention to phonetic teaching and did not carry out phonetic teaching systematically.Finally,teachers focus on the learning of words and grammar while ignoring the teaching of phonetics.Even teachers teach phonetics,they pay more attention to the teaching of segmental level while ignoring the teaching of supra-segmental level.Multimodal theory was put forward by scholars in the 1990 s,and multimodal theory refers to the combination of auditory modes,visual modes and kinesthetic modes.Later,this mode was introduced into the field of teaching and multimode teaching mobilize students’ multiple senses through the use of multiple symbols.After previous studies,it has found that the use of multiple modes in English classroom teaching can promote students’ learning to a certain extent.Previous studies have involved English writing,reading,listening etc,but there are few studies on phonetics.Therefore,this study is based on the theory of multiple modes,and using multiple modes to conduct English phonetics teaching and exploring its impact on junior high school English phonetics learning.The author applied a two-month teaching experiment on 85 students in two parallel classes of Grade two in an English school in Zoucheng city,Jining city,Shandong province.There is an experimental class and a control class in the study.Methods the author uses in this study is the questionnaire survey method,the interview method and the contrast experiment method.There are three main research questions,the first one is under the guidance of multimodal theory,can the teaching of phonetics improve the learning effect of students at the phonological level? The second one is under the guidance of multimodal theory,can the teaching of phonetics improve the learning effect of students at the level of supersonic segment? The last one is what is the students’ attitude to multimodal phonetics teaching?According to the questionnaire,interviews and voice scores of the two classes before and after the experiment,collect,summarize,analyze and discuss.Through the pre-test and post-test analysis of the experimental data at the segment level,it is shown that the phonetic teaching under the guidance of multimodal theory can improve the learning effect of the phonetic segmentlevel of the students.Through the pre-test and post-test analysis of the experimental data at the ultrasonic segment level,it is shown that the phonetic teaching under the guidance of multimodal theory can improve the students’ learning effect at the ultrasonic segment level.Through questionnaires and interviews,we can see that students have a positive attitude towards this teaching method.