An Experimental Study Of English Vocabulary Teaching In Senior High School Based On Multi-modal Theory

With the rapid development of digital,network and multimedia technology,multimodal teaching is integrated into classroom teaching,and the single-mode teaching is gradually changed.As one of the three elements of language,vocabulary is not only an important part of language knowledge,but also the basis of English learning.Multimodal vocabulary teaching means that teachers use PPT,pictures,colors,audio,video,action and other means and resources to make the teaching ecology diversified.Even at present,multimodal vocabulary teaching has become an upsurge.Therefore,it is of great theoretical and practical value to apply multimodal theory to high school English vocabulary teaching.Based on the in-depth study of multimodal theory,the author carried out an experimental study of English vocabulary teaching in senior high school based on multimodal theory.The main research problems of this experiment are as follows:1.What is the influence of multimodal vocabulary teaching on students’ vocabulary comprehension and application ability?2.What is the influence of multimodal vocabulary teaching on students’ attitude towards vocabulary learning?3.What is the specific application effect of multimodal vocabulary teaching method in high school English classroom?In view of the above research problems,the author selected two classes in Grade One of senior high school in Qinglong Manchu Autonomous County of Qinhuangdao City as the research object,with a total of 114 students.Among them,Class 13 is experimental class,and Class 14 is control class.The experimental class adopted the vocabulary teaching method based on multimodal theory,while the control class still adopted the traditional English vocabulary teaching method.The main steps of this experiment are: pre-interview,pre-questionnaire,pre-test,teaching experiment,post-interview,post-questionnaire,post-test,data analysis and processing,research conclusions and inspirations.This study combines multimodal theory with high school English vocabulary teaching practice,discusses the important influence of multimodal vocabulary teaching method on high school students’ English vocabulary learning,which lays a practical foundation for further research in this field.The conclusion can be drawn by analyzing the experimental data: Multimodal vocabulary teaching model and linguistic symbols interact to construct meaning.The interaction can not only effectively mobilize students’ initiative in vocabulary learning,but also gradually improve their comprehensive ability of listening,speaking,reading,writing and translation.Multimodal vocabulary teaching method can effectively improve students’ vocabulary comprehension and application ability.Compared with the traditional vocabulary teaching mode,multimodal vocabulary teaching helps to improve students’ vocabulary learning enthusiasm and their attitude towards English learning.Most of the teachers and students hold the attitude of approval and support for multimodal vocabulary teaching.