| Vocabulary is the key factor for learners to learn English well.The integrated ability of English learners depends on the breadth and depth of vocabulary knowledge.Vocabulary learning strategies,to some extent,are of great help to enhance vocabulary knowledge in both breadth and depth.With the integration of technology and teaching,English vocabulary teaching mode in senior high school has been innovated continuously.Multimodal vocabulary teaching mode has been adopted in English classroom of senior high school.However,because of the stress of College Entrance Examination and limited time,multimodal vocabulary teaching mode has not been fully applied in senior high school English classroom vocabulary teaching.Both the Theory of Multimodal Discourse Analysis and the Theory of Systemic Functional Linguistics put forward the idea of creating rich language input teaching situations to improve classroom teaching efficiency and students’ English proficiency.According to the English Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision),vocabulary learning is a comprehensive language practice that combines specific topics and specific contexts.Based on the Theory of Multimodal Discourse Analysis and Systemic Functional Linguistics,an empirical study was conducted in a senior high school in Shantou,Guangdong Province,to explore how to apply multimodal teaching mode to improve students’ vocabulary proficiency.The purpose of this study is to answer the following three questions:(1)What influences does multimodal teaching mode have on the vocabulary learning strategies for students in senior high school?(2)How does multimodal teaching mode influence the English vocabulary breadth of students in senior high school?(3)How does multimodal teaching mode affect the English vocabulary depth of students in senior high school?The study was conducted over a four-month periods from September,2020 to January 2021.The subjects of the study are 106 students from Class 7 and 8 in a senior high school in Shantou,Guangdong Province.Class 7 was arranged to be the experimental class while class 8 was scheduled to be the control class.Students in the experimental class were exposed to the multimodal vocabulary teaching mode.On the contrary,students in the control class received the traditional vocabulary teaching method.Vocabulary strategies were merely investigated in Class 7.Questionnaires were distributed to the class before the experiment to find out the situation of vocabulary learning strategies.After the experiment,three dimensions of vocabulary learning strategies were compared: meta-cognitive strategy,cognitive strategy and social strategy.The test of vocabulary breadth was revised out of the test paper which was designed by Professor Gui.The test of vocabulary depth was measured by the Word Association Test designed by Read.The vocabularies in the tests were selected from the high frequency words among the required 3500 words for College Entrance Examination.The results indicate that multimodal teaching mode has a positive effect on students’ vocabulary learning strategies,vocabulary breadth,and depth as well.The multimodal teaching mode has a significant effect on the cognitive strategy and metacognitive strategy for students from the experimental class.Specifically,students can adjust their vocabulary strategies according to their learning situation,and the ability of autonomous vocabulary learning was improved.In terms of vocabulary breadth,after the multimodal teaching experiment,the vocabulary size for students from the experimental class is significantly larger than that in the control class.In terms of lexical depth,the differences between the experimental class and the control class,especially in collocation and lexical meaning,are significant.Based on the experiments and findings of this study,the researcher proposes the following pedagogical implications: On the one hand,teachers should choose appropriate modes according to the target vocabulary while employing multimodal teaching,but too many modes may distract students’ attention.On the other hand,teachers should improve their ability to make courseware and promote the ability to integrate resources so as to create an effective and efficient lesson. |
