The Application Research Of Multi-modal Teaching Mode In Senior High School English Vocabulary Teaching

Vocabulary is very important for language learning.The amount of vocabulary and the understanding and mastery of vocabulary directly affect the ability of language comprehension.Adapting to the rapid development of modern information technology,modern education and presentation of knowledge have also been taken a new approach.multimodal communication teaching mode emerged when multimodal discourse analysis theory entered the teaching field.Multimodality also attracted the attention of researchers in senior high school English vocabulary teaching.This research was based on the multi-modal teaching model,and it explored three questions about vocabulary teaching in senior high school:(1)What is the current status of modal application in senior high school English vocabulary teaching?(2)Does the multi-modal teaching mode have an impact on English vocabulary performance in senior high school English vocabulary teaching.?(3)Does the multi-modal teaching mode affect students’ vocabulary learning interest? Quantitative and qualitative researches were used to explore research questions through questionnaires,tests,and semi-structured interviews.In response to these three research questions,researchers conducted teaching experiments at Yishui in a senior high school from September to December 2019.The research participation was 100 high school students in two parallel classes.Among them,the multi-modal teaching model was applied to the experimental class,and the control class was still based on the traditional teaching model.There were three steps before the experiment: classroom observation,questionnaire survey and pre-test.Compare the differences of students’ attitudes towards English vocabulary learning before the experiment,and detect the differences in vocabulary levels between the experimental and control students before the experiment.In the middle of the experiment,a test was used to compare memory effect of the two classes in the form of student’s word attendance,follow-up test results,or mid-term test results.The trial consists of three steps,post-test,questionnaire and interview.In post-test,students’ final exam scores were used to compare the effects of vocabulary memory in experimental and control classes,and whether there was any change in English performance.As the result showed that the multi-modal teaching mode was effective for senior high school English vocabulary teaching.After the test,six students were selected from the experimental class based on the English test scores and conducted semi-structured interviews to gain a deeper understanding of the students’ views and suggestions on vocabulary learning in the multi-modal teaching mode.The study utilized quantitative and qualitative methods.In this study,the data wereanalyzed with SPSS 26.0 statistical software and the following conclusions were drawn: First,in the English classroom,traditional modal-based teaching modes,such as speech,text,and body movements are used.The advantage of traditional modalities is that students focus on learning vocabulary knowledge.Problems still exist in multi-modal teaching model class.For example,teachers’ insufficient understanding of multi-modality,the single usage rate of teaching modals is frequent,and the learning atmosphere is relatively dull.The frequency of multi-modal that use new media was low.When teachers used multi-mode by new media,they lack the knowledge of multi-modal theory.At the same time,the use of modals violated adaptability and economy,and the combination of complementary and non-complementary relation of modal collocation was unreasonable.Some old teachers had low innovation consciousness and were not familiar with multimedia computers.Second,this thesis was based on the multi-modal teaching mode of new media with the help of multimedia,using pictures,audio,video and other forms.The results of the study showed that the teaching model had a positive effect on the vocabulary teaching effect.After the experiment with different teaching models,the results of the two teaching classes had been improved,and the results of the experimental classes that carried out the multi-modal vocabulary teaching model were more significant.The context created by multimodal vocabulary teaching can mobilize students’ multiple sensory channels,deepen students’ memory,understanding and use of vocabulary,and improve students’ vocabulary learning effect.Third,multi-modal vocabulary teaching had a positive impact on students’ learning interest.The paired sample questionnaire results collected before and after the experimental class showed that students’ vocabulary learning interest changed significantly after the experimental class experiment.The interview results also showed that students of all levels participating took a positive attitude towards multimodal vocabulary teaching.The use of multi-modal symbols can improve students’ learning interest and change their attitude towards vocabulary learning.Fourth,teachers should pay attention to the application of multi-modal teaching models in vocabulary,learn multi-modal theoretical knowledge,make full use of teaching resources such as audio and video in new textbooks,use the Internet to discover more learning materials,and choose different modal scientific choices.Teacher should try to match actively participate in teaching and research conferences related to teaching methods,and to develop multi-modal teaching models in practice.This study combined multi-modality with vocabulary teaching applications,at the same time,the modal selected was different from traditional modalities.The impact of the multimodal teaching model on senior high school English vocabulary learning was discussed.It was hoped that this research will provide inspiration and reference value for improving the efficiency in senior high school English vocabulary teaching meanwhile lay a practical foundation for furtherresearch in this field.