Application Of Multimodal Modes To English Vocabulary Teaching In Junior High School

Similar vocabulary,phonetic vocabulary and synonyms are often ignored in English vocabulary teaching,making it difficult for students to acquire these three types words and also feel confused when they use them.In addition,students have relatively poor applicability due to lack of opportunities to practice,and they often make mistakes in the use of these types of vocabulary,causing misunderstandings.Under such circumstances,students gradually lose their confidence and interest in learning these three types of English vocabulary.In recent years,many scholars have found that the multimodal teaching model can have a positive impact on junior high school English vocabulary teaching,but few people apply it to the teaching of similar vocabulary,phonetic vocabulary and synonyms in junior high school.This article aims to introduce multimodal theory into the teaching of similar vocabulary,phonetic vocabulary and synonyms to explore the following questions: 1)How to design an effective and feasible multimodal mode to teach similar vocabulary,phonetic vocabulary and synonyms? 2)Does multimodal similar vocabulary,phonetic vocabulary and synonyms teaching mode have a positive meaning for students’ academic performance,interests and autonomy in similar vocabulary,phonetic vocabulary and synonyms learning?In response to the above research questions,this study selected 96 students from the second grade(7)and the second grade(10)of a middle school in Xi’an as the research objects.In the two classes,multimodal similar vocabulary,phonetic vocabulary and synonym model and traditional vocabulary,phonetic vocabulary and synonym model were used for teaching.This teaching experiment lasted for one semester.This research adopted interview method,questionnaire survey method,test method.After the teaching experiment,SPSS25.0 was used to analyze the collected data.After research,the findings of research question 1)are as follows: When designing effective and feasible multimodal similar vocabulary,phonetic vocabulary,and synonyms teaching model,teachers need to do the following: the multimodal teaching mode of similar vocabulary,phonetic vocabulary and synonyms should pay attention to the choice and collocation of modalities;in the multimodal vocabulary teaching mode,teachers should pay attention to multimodal presentation of similar vocabulary,phonetic vocabulary and synonyms;the multimodal teaching mode of similar vocabulary,phonetic vocabulary and synonyms should be diversified and contextualized in designing practice activities;in the multimodal vocabulary teaching mode of similar vocabulary,phonetic vocabulary and synonyms,the interaction between teachers and students,students and students should be enhanced;the multimodal teaching mode of similar vocabulary,phonetic vocabulary and synonyms should pay attention to the reasonable allocation of time.At the same time,the findings about research question 2)are as follows: the multimodal teaching mode of similar vocabulary,phonetic vocabulary,and synonyms has a positive effect on students’ academic performance,learning interests and learning autonomy in learning similar vocabulary,phonetic vocabulary and synonyms.