A Study Of The Effects Of Multimodal Teaching Method On Junior High School Students’Writing Achievement And Writing Anxiety

Writing,as a comprehensive English skill,plays an important role in second language learning.To a great extent,it directly reveals the learners’ English integrative competence.However,in order to meet the requirements of examination,teachers usually pay attention to input skills rather than output skills,which leads to the decline of students’writing achievement.In addition,students’ writing anxiety has also increased.Excessive writing anxiety is not conductive to students’ knowledge acquisition.Therefore,how to simultaneously improve students’ English writing achievement and reduce writing anxiety has become a problem to be solved by researchers.Many researchers have endeavored to solve this problem in previous studies,but the majority of their research subjects were graduate students,college students and vocational high school students.This research is to investigate the influence of multimodal teaching method on junior high school students’ writing anxiety and writing achievement,which is conducted based on Krashen’s affective filter hypothesis,Swain’s output hypothesis and multimodal discourse analysis theory.In this study,there were 98 students of Grade eight from two classes,and these two classes were randomly selected as the control class(CC)and the experimental class(EC).In the experiment,the experimental class adopted the multimodal teaching method in writing.class,while the control class employed the traditional teaching method in writing class.After one semester,the students of the two classes were given a questionnaire and a test.Meanwhile,in order to ensure the quality of the experiment,a semi-structured interview of nine people was conducted.After data collection,the author adopted independent sample t-test and paired sample t test to analyze differences between the control class and the experimental class with SPSS 19.0.The following results were obtained that:Firstly,multimodal teaching method has a significant effect on junior high school students’ writing achievements.Secondly,multimodal teaching method dramatically alleviates students’ writing anxiety.Thirdly,multimodal teaching method has a positive impact on relieving junior high school students’ classroom anxiety,conception anxiety,avoidance behavior and lack of confidence.Fourthly,there is a negative correlation between writing achievement and writing anxiety.Last but not least,the students interviewed by the author hold a positive attitude towards multimodal teaching method.In conclusion,this research provides enlightenment for junior high school students to reduce writing anxiety and improve their writing performance.