An Experimental Study On English Vocabulary Teaching In Senior Middle School Based On Multimodal Theory

Vocabulary is the basic material of language and mastering a large amount of vocabulary is a premise for students to improve the ability of listening,speaking,reading and writing.According to the author’s investigation on the present situation of English vocabulary teaching in senior high school,in practical English teaching,most teachers stay in the traditional teaching method of vocabulary translation.The teaching mode is single,which greatly reduces the students’ interest in English vocabulary learning.Therefore,the learning effect is far from satisfaction.In recent years,the implementation of the new curriculum standards requires the corresponding reform and innovation of teaching forms.At the beginning of the 21 st century,the multimodal discourse analysis theory was introduced into China,and the application of multimodal discourse analysis in language teaching in China has been very fruitful.However,most of these studies are college students,vocational students,but the study of the high school students as the research object to carry out multimodal vocabulary teaching is less.Therefore,the study will explore the multimodal English vocabulary teaching in senior high school.Through the experimental study,the study discusses whether multimodal English vocabulary teaching is more effective than traditional English vocabulary teaching in improving students’ achievement and interest in English vocabulary learning,combined with the current situation of English vocabulary teaching in senior high schools in China.In the study,students from two parallel classes in the second grade of XX Experimental Middle School were selected as the experimental objects.50 students were from Class 1 and 50 students were from Class 3.Class1 was selected as the experimental class(EC)and Class 3 was regarded as the control class(CC)randomly.And the experiment teaching implementation period is one semester.In the experimental class,vocabulary was taught with multimodal English vocabulary teaching,while in the control class,traditional English vocabulary teaching was used.In the experiment,pre-test,post-test,questionnaire and interview were used to analyze the results by software SPSS22.0.This study has the following findings:(1)Multimodal English vocabulary teaching is more effective than traditional English vocabulary teaching in improving students’ performance in English vocabulary learning.(2)Multimodal English vocabulary teaching can improve students’ interest in English vocabulary learning.The results show that multimodal English vocabulary teaching is more suitable for the actual needs of students,stimulates students’ interest in English vocabulary learning,and improves the effects of English vocabulary teaching in senior high school.