The Application Of "Seewo+" In Junior High School English Vocabulary Teaching Based On Multimodality

Words are basic element of a language,the combination of which has provided unlimited possibilities of expressions.However,although we have realized the importance of vocabulary,the efficiency of vocabulary teaching and learning remains relatively low.In recent years,this problem seems to be well resolved by multimodal vocabulary teaching methods with rapid development in technical teaching and rise of smart campus solution,and"Seewo+" is one of them.On the ground of multimodality,this study is conducted by using"Seewo+" as intelligent tool to testify its feasibility in improving junior high school students’vocabulary learning effects,in prospect of shedding light on domestic junior high school vocabulary teaching.Based on multimodal theory,this study discusses the following issues:1.What effect does "Seewo+" have on junior high school students’ overall vocabulary learning outcome?2.What effect does "Seewo+" have on junior high school students’ cognitive vocabulary learning strategies?3.What effect does "Seewo+" have on junior high school students’ vocabulary learning interest?This study employs both quantitative and qualitative research methods.Quantitative research involves both experiment and questionnaire survey.In the experiment,86 students in two classes of Zexin junior high school in Jiangsu Province are selected as participants."Seewo+" multimodal vocabulary teaching method is applied in experimental class and traditional vocabulary teaching method is used in the control class to reveal the effect of"Seewo+" on students’ overall vocabulary learning outcomes.As for the questionnaires,they are designed in accordance with the cognitive strategy classification in O’Malley＆Chamot（1991）to reveal the impact of "Seewo+" on students’ cognitive vocabulary strategies.In qualitative research,where research method is carried out by non-quantitative means,interview is employed towards 8 students from the experimental class and 5 English teachers to discover effects of "Seewo+" on students’ vocabulary learning interest.The major findings of this study are:（1）In pre-test,there’ no distinctive difference between two classes.However in post-test,students in experimental class achieve higher scores and show significant difference from those in control class.This means "Seewo+" can improve students’overall vocabulary learning outcome.（2）Through analysis from questionnaires,students’ cognitive strategies are used more often in experimental class,showing significant difference with students in control class.It demonstrates students’vocabulary strategies are more flexible in applying vocabulary strategies after learning with the help of "Seewo+".（3）With regard to interview information from students and teachers,the author finds students’ vocabulary learning interest has been elevated after the use of"Seewo+".Furthermore,classroom teaching is more effective as discovered by the five teachers’ observation in eight periods during the teaching process.Based on the major findings,if teachers want to improve their vocabulary teaching effectiveness,they are suggested:（1）applying e-learning technology to facilitate English teaching and learning;（2）utilizing modalities to improve their teaching efficiency in class;（3）focusing on students’ learning interest to make the teaching process more attractive.（4）having more concern about low-achieving students.Apart from the discoveries,this study also has shortcomings in the limitation of time and sample numbers and therefore considerate revisions will provide more impetus to multimodality researches in the future.