An Empirical Study Of English Vocabulary Teaching In High School Based On Multimodal Theory

In the 1990 s,the research on multimodal theory began to be popular in western countries,which attracted extensive attention from scholars and experts in different fields.With the rapid development of modern information technology,there are many ways of information transmission,such as text,sound,image,video,etc.So,many linguists have tried to apply multimodal theory to English teaching.The research on multimodal teaching began in the early 21 st century in China,and gradually became one of the research topics.Surveys show that the current English vocabulary learning methods used by students are mechanical and inefficient.Traditional teaching methods are still widely used in vocabulary teaching in most English classes.However,National English Curriculum Standards(2017 edition,revised in 2020)puts forward the idea of guiding students to have a deeper understanding and wider use of what they have learned,and we should pay more attention to cultivating the students’ vocabulary memory level in the context,and use the proper means of digital technology and multimedia for further expand vocabulary,to improve the students’ ability to understand and express vocabulary accurately.The multimodal vocabulary teaching mode can promote students’ vocabulary learning through the use of diversified media resources and modal systems.Therefore,it is very important to apply multimodal theory in vocabulary teaching.This thesis discusses the following two research questions:(1)What is the influence of multimodal vocabulary teaching mode on the vocabulary learning effect of high school students?(2)What is the influence of multimodal vocabulary teaching mode on the use of vocabulary learning strategies of high school students?The author took advantage of the internship opportunity to conduct a 16-week experiment in a high school in Harbin,and 96 students in two classes were selected as the research objects,which were divided into the experimental class and the control class.The experimental class adopts the multimodal vocabulary teaching mode,while the control class adopts the traditional vocabulary teaching mode.At the end of the teaching experiment,questionnaires,tests and interviews were used to collect data,and SPSS26.0 was used to make a systematic analysis of the data.The results show that compared with the traditional vocabulary teaching mode,firstly,the multimodal vocabulary teaching mode can improve the short-term memory and long-term memory effect of high school students.It can also promote the understanding and application of vocabulary of high school students.Secondly,the multimodal vocabulary teaching mode has a positive impact on the use of vocabulary learning strategies of high school students,especially associative and contextual strategies.Therefore,for vocabulary teaching in high school,teachers can try to use the multimodal vocabulary teaching mode and combine it with the traditional vocabulary teaching mode,so as to achieve the purpose of promoting students’ vocabulary learning.Finally,the author puts forward some suggestions on vocabulary teaching and related research in high school.