A Study On The Application Of Multimodal Theory To English Listening Teaching In Junior High School

English listening is one of the most important skills in language learning that affect learners’ comprehensive English ability.Traditional English listening teaching mainly conveys information through auditory modality,but in the process of verbal communication,pure language is not the only means of information transmission.In recent years,the application of multimodality theory to English teaching has developed,but most of the research is concentrated on higher education.The research on English listening teaching of junior high school is still at the exploring stage.Based on the above research background,this study attempts to apply multimodal theory to English listening teaching in junior high school and explore the following research questions:(1)What influences does the application of multimodal theory to English listening teaching have on junior high school students’ listening scores?(2)Can the application of multimodal theory to English listening teaching reduce junior high school students’ English listening anxiety?(3)What are the junior high school students’ attitudes towards multimodal teaching in English listening teaching?The research participants are the students in Class 14(the experimental class)and Class 15(the controlled class)of Grade 8 in a junior high school.The experimental class adopts the teaching method based on multimodal theory and the controlled class adopts the traditional listening teaching method.The experiment lasts three months.The tests,questionnaires and interview are used as research instruments,and the collected data are analyzed by SPSS13.0 software.The research results show that:(1)The significant difference in English listening tests before and after the experiment in the experimental class shows that the application of multimodal theory to English listening teaching in junior high school can effectively improve students’ listening scores.(2)The listening anxiety of students in the experimental class was alleviated after the experiment,indicating that it can relieve students’ listening anxiety to some extent.(3)Students in junior high school have a positive and supportive attitude towards the application of multimodal theory to English listening teaching.Multimodal teaching helps to stimulate students’ interest in listening,enable them to concentrate on the learning process,actively participate in the classroom learning and master listening strategies.Based on the above research results,combined with the suggestions provided by students in the interview,the author puts forward suggestions correspondingly for future research on multimodal listening teaching,hoping to provide a reference for future research and practice of English listening teaching.