A Study On The Application Of Multimodal Teaching Mode To English Writing Teaching In Senior High Schools

Writing is an important language skill,and it also reflects students’ comprehensive language ability.However,influenced by the traditional writing teaching concept,the current teaching mode of English writing is relatively single.In addition,due to the difficulty of writing,many students are not interested in writing.And writing has become a weakness of students in English learning.Therefore,we should constantly explore the ways to improve the writing teaching mode so as to stimulate students’ writing motivation and improve their writing ability.Since 1970s,multimodality has been studied by western scholars.With further study of the multimodality,multimodal teaching mode has attracted the attention of scholars in China,and it has been widely used in English language teaching.However,the research on this teaching mode in senior high school English writing teaching is relatively less.Thus,this paper applies multimodal teaching mode to English writing teaching in senior high schools and investigates the effect of multimodal teaching mode on students’ English writing by exploring the following two research questions:First,in what way can multimodal teaching mode influence students’ writing motivation? Second,what is the influence of multimodal teaching mode on students’ writing ability?In order to answer above questions,the author carries out teaching experiments in two parallel classes of a high school.The controlled class uses the traditional teaching mode and the experimental class adopts the multimodal teaching mode.In this study,the three research instruments such as tests,questionnaires and interview have been used to collect data.Among them,the pre-test and post-test are used by the author to test students’ writing ability,and the two questionnaires are used to analyze the changes that have taken place on students’ writing motivation after the application of multimodal teaching mode in experimental class.Besides,the author interviews the students in experimental class to get the information about their views on multimodal teaching mode and to know the influence of this teaching mode on them after the teaching experiment.And then,the author uses SPSS 21.0 statistical software to analyze the data.The results show that: First,multimodal teaching mode can improve students’ self-efficacy,intrinsic motivation and extrinsic motivation of writing.In the multimodal teaching class,teachers present and explain language knowledge in various aspects through language,sounds,pictures,videos and other modal resources so as to mobilize students’ multiple senses and help them understand language knowledge better.Accordingly,students’ writing motivation can be increased.Second,multimodal teaching mode can promote students’ writing ability.During the writing process,students can not only enrich their writing by collecting and interpreting various modal resources,but also they can learn to form a clear framework for their writing under the help of teacher and classmates.What’s more,they can actively modify and polish their writing.Therefore,students’ writing abilities have been greatly improved.Third,students have a positive attitude to multimodal teaching mode,and they prefer multimodal teaching mode to traditional writing teaching mode.In conclusion,multimodal teaching mode has a positive effect on students’ English writing,and teachers should apply it to English writing teaching appropriately.