A Study Of Rural Junior Middle School English Vocabulary Teaching From A Multimodal Perspective

Multimodal discourse analysis theory originated in the 1990 s,mainly explores non-verbal social symbol resources,which explores the meaning and form of modality,as well as the synergy among various modalities.Vocabulary is an important part of English learning.Learning vocabulary well is the premise of learning English.Vocabulary teaching in rural areas generally adopts the traditional teaching method.Students’ vocabulary foundation is weak and their interest in English vocabulary learning is not strong at rural areas.With the continuous optimization of teaching resources,schools in remote rural areas are also equipped with various multimedia teaching resources.In this background,the author teaches English vocabulary based on multimodal discourse analysis theory.Leading in a new topic in teaching bases on the cultural dimension about the theory.Presentation of the topic bases on the context dimension.Interactions between the students and the teacher base on form dimension from multimodal discourse analysis theory,which can improve the students’ cognition of vocabulary.The researcher aims at exploring how to carry application of multimodal vocabulary teaching,the teaching effect of multimodal vocabulary teaching method and whether multimodal vocabulary teaching method can arouse the students’ interest in rural junior middle school.There arethree research questions in the study.1.What is the current situation of English vocabulary learning in Jianga School?2.To what extent has the students’ interest in English vocabulary learning been aroused after adopting multimodal teaching method?3.Has the students’ English vocabulary proficiency been improved through multimodal teaching method? To what extent?Aiming at the above research questions,the author conducted multimodal teaching experiments in Jianga School from October 2018 to December2018.There are two classes in the teaching experiments.One is as the experimental class and the other is the control class.There are 49 students in the experimental class.And there are 48 students in the control class.The experimental class adopts multimodal vocabulary teaching method,while the control class uses traditional vocabulary teaching method.Before the experiments,there is a questionnaire for students from the two classes to survey the students’ current vocabulary learning situation in Jianga School.There is a vocabulary test for the two classes to see whether there are any differences between the two classes.There are three steps after the experiments: The researcher investigates students’ vocabulary learning situation and whether the interest of learning vocabulary is increased through the result of post-questionnaire.And then the researcher takes interview A for English teachers to survey currentvocabulary teaching situation in Jianga School,and takes interview B for the students from the experimental class randomly to understand the feedback of multimodal vocabulary teaching method.At last,there is a post-test for two classes to see whether the students’ performance is improved or not and whether there are remarkable differences between the two classes at the end of teaching experiments.SPSS 21.0 statistics is used to analyze the experimental results,and then the following conclusions are drawn: Multimodal vocabulary teaching method aroused the students’ interest in learning English by mobilizing the students’ different sensory organs in class teaching.Students participate in various teaching activities actively.The teacher’s body language,eye contact,tone of voice can attract the students’ attention.The interaction between the students and teachers in class can enhance the memory effect of vocabulary.Analysis of two vocabulary tests shows that the students’ scores are both increased after the teaching experiments.At the same time,the improvement of the experimental class is more significant than that in the control class.According to the experimental results,there are some implications for junior middle school about English vocabulary teaching in rural areas.One the one hand,teachers should combine multimodal teaching method and traditional vocabulary teaching method reasonably to give consideration to all students,and regard students as the subject of teaching and learningactivity.On the other hand,teachers use the Internet to explore teaching materials and multimodal resources which are suitable for students’ learning situation with proper modalities.This study will provide some references for the study of English vocabulary teaching in rural junior middle schools.