A Study On The Application Of Multimodal Discourse Analysis Theory In English Listening And Speaking Teaching In Junior High School

Listening and speaking are two of the basic skills in English learning,and they are important aspects that reflects English learners’ comprehensive language use ability.However,in the current front-line teaching of English in junior high schools,teachers focus more on the explanation of language knowledge points and neglect the cultivation of English listening and speaking skills.With the development of modern educational information technology and teaching theory,especially the rise of multimodal teaching,a large number of experts and scholars have set out to study the application of multimodal discourse analysis theory in school language teaching.So far,many scholars have explored the specific applications of this theory in language teaching,such as in grammar teaching,vocabulary teaching,and listening and speaking teaching.However,most of the listening and speaking studies have focused on university English listening and speaking.Little attention has been paid to junior high school English listening and speaking.Applying multimodal discourse analysis theory to listening and speaking teaching is based on students’ learning interests and their own characteristics,linking teaching objectives with students’ life reality,selecting multiple teaching methods that students are interested in,using multimodal symbolic resources combined with the most appropriate sensory modalities,creating multimodal teaching situations for students to participate wholeheartedly in the teacher-student interaction process,and using multiple assessment methods This study not only improves students’ listening and speaking performance,but also cultivates students’ good learning habits and intercultural communication skills.In this study,the following two questions were investigated: 1.How does the application of multimodal discourse analysis theory to classroom teaching affect students’ learning attitudes? 2.What are the effects of using multimodal discourse analysis theory on students’ listening and speaking skills?The experimental subjects of this study were 100 junior high school students from two parallel classes in a junior high school in Xinyang.The experimental class applied multimodal discourse analysis theory to the listening and speaking teaching,while the teachers in the control class adopted the traditional teaching mode.The experiment was conducted for 4 months.The data collected were analyzed using Excel and SPSS 25.0.The results showed that applying multimodal discourse analysis theory to the classroom teaching of listening and speaking could alleviate students’ fear of listening and speaking,and increase their interest and self-confidence in learning.It can improve students’ listening and speaking performance and has effectiveness in listening and speaking teaching.The students in the experimental class have improved in vocabulary and phonetics.In conclusion,applying multimodal discourse analysis theory to listening and speaking teaching has a positive impact on improving junior high school learners’ English listening and speaking ability.The theory is suitable to be applied to the teaching of English listening and speaking in junior high school.