| It is known that a lot of pupils are of little interest in learning English vocabulary and hard to concentrate on the materials.Searching for the solutions of the poor situation of elementary school English vocabulary learning,Multimodal theory is found and can change the condition.Multimodal theory has drawn impressive attention of the scholars from China and abroad since it is put forward in the 1970s.Based on the Multimodal theory,many researchers integrate the theory into the foreign language teaching.Chinese scholars develop Multimodal discourse theory later,and many apply the Multimodal discourse theory to English teaching.However,after researching the documents,it is found that most of the studies are about applying Multimodal discourse in universities,senior high school or middle school.Studies of applying the Multimodal theory to elementary school are comparatively few.So this study can enrich the study of applying Multimodal theory to elementary school and enlarge the application area of Multimodal theory.This paper aims to testify these three questions.First,how well the pupils accept multimodal vocabulary teaching?Second,can multimodal vocabulary teaching raise pupils’ interest toward English vocabulary learning?Last,can pupils make achievement on English vocabulary test after the application of multimodal vocabulary teaching?The subjects are from two classes in Grade 5,main founding are as follows:Firstly,most students accept multimodal vocabulary teaching well.The modes that students like are those the teacher uses most in the class.Secondly,post-test score of vocabulary interest test is higher than the pre-test score,so it shows that students are more interested in learning English vocabulary after taking the multimodal vocabulary teaching.Thirdly,the experimental class’ post-test score of the vocabulary test is better than the control class’.It proves that multimodal vocabulary teaching can improve elementary students’vocabulary test performance. |
