An Empirical Study Of Multiliteracies Pedagogy In Senior High School English Reading Teaching

The concept of multiliteracies was put forward by New London Group in 1996.They believed that with the rapid development of information technology and multi-integration of languages and cultures,the traditional reading teaching model focusing on language symbols has been unable to meet the requirement of the multimodal society.In order to cultivate the learners’ multiliteracies,they put forward the multiliteracies pedagogy accordingly.Multiliteracies is a branch of multimodal discourse analysis theory and the design learning theory put forward by New London Group is the theoretical basis of the multiliteracies pedagogy.The multiliteracies pedagogy is proposed on the basis of the information technology development,the time of systematic research of which is relatively short.Although its theoretical basis has basically taken shape,the relevant application research is still in the exploration stage,and no systematic application model has been formed.Besides that,due to the limitation of practical condition,most studies only focus on the application of multiliteracies pedagogy in college,which shows that it has a positive influence on college students’ English ability.Therefore,how to break through the practical restrictions and improve the effectiveness of the application of multiliteracies pedagogy in senior high school English class has great exploration value.English reading ability is an important part of senior high school students’ comprehensive English ability.Therefore,this study mainly focuses on the impact of multiliteracies pedagogy on senior high school students’ English reading learning.Based on previous studies,this study takes two parallel classes of Grade One in a senior high school in Yuncheng City as the research subject to carry out the application of multiliteracies pedagogy in senior high school’s English reading class,and to investigate the influence of multiliteracies pedagogy on senior high school students’ attitude to English reading.The specific research questions are as follows :(1)What is the effect of multiliteracies pedagogy on senior high school students’ English reading performance?(2)How does the multiliteracies pedagogy affect senior high school students’ attitude to English reading ?(3)What is the attitude of high school students towards the multiliteracies pedagogy?The teaching experiment can be divided into pre-experiment,while-experiment and post-experiment.In the pre-experiment,two parallel classes were selected as the teaching subjects,one is randomly set as the EC and the other as the CC.Both of the two classes took part in the pretest.And the questionnaire of attitude to English reading was conducted in the EC.The data of the pretest and pre-questionnaire were collected for further analysis.In the while-experiment stage,both of the two classes had the researcher as the English teacher.In the EC,the multiliteracies pedagogy was used in English reading class,and the PWP reading teaching model was used in the CC.In the post-experiment stage,the post-test of English reading was carried out in both two classes and the questionnaire of attitude to English reading was investigated in the EC again.Finally,several students in the EC were randomly selected for the interview to understand their attitudes towards the multiliteracies pedagogy.Based on the analysis of data,the following conclusions can be drawn:(1)The multiliteracies pedagogy has a positive influence on students’ English reading performance.(2)The multiliteracies pedagogy is conductive to the improvement of students’ attitude to English reading.(3)Senior high school students hold a positive attitude towards the multiliteracies pedagogy.Based on the theoretical research and practical experience,the researcher puts forward four suggestions for the application of multiliteracies pedagogy in senior high school English reading class:(1)Teachers should actively speed up their role of transformation.They should become a facilitator of students’ learning,and return the class to students.(2)Teachers should understand the different functions of different modalities in the process of language teaching,fully tap the multimodal resources in the reading texts,and give full play to the role of multimodal resources in the teaching process.(3)Teachers should create a real learning context and a relaxing learning atmosphere for students.(4)In the process of setting up activities,teachers should fully consider the difficulty and feasibility of activities to improve the teaching efficiency.This study aims to provide meaningful teaching enlightenment for senior high school English reading teaching.