| Multimodal theory provides a means for people to get information and interact by using semiotic modes such as image,music,video,body language,etc.For the past few years,its application status in teaching has gradually received the crucial attention of scholars and experts.Vocabulary is an important cornerstone of students’ English learning,especially in the initial stage.However,nowadays in junior high school,there still lacks various learning ways or real language environment in English vocabulary teaching,which causes the students’ memory of vocabulary unsatisfactory,and the use of vocabulary in the specific context is difficult.The aftermath is students’ learning interest is reduced,and the learning effect is negatively affected.Therefore,constructing an effective vocabulary teaching mode has become one of the urgent problems in the current junior high school English teaching.The thesis takes 100 sixth graders of two classes as research subjects.Among them,class 9 is the control class,using traditional vocabulary teaching mode,while class 2 is the experimental class,integrating multimodal theory into English vocabulary teaching.Through a four-month teaching experiment,this research explores the influence of multimodal theory in junior high school English vocabulary teaching by combining questionnaire and testing methods.The questions of this study include: 1)Can the application of multimodal theory in junior high school English vocabulary teaching improve students’ learning attitudes? 2)Can the application of multimodal theory in junior high school English vocabulary teaching improve the learning effect?The research results show that: 1)Compared with traditional vocabulary teaching mode,applying multimodal theory into junior high school English vocabulary teaching has improved students’ learning attitude.Firstly,in terms of vocabulary cognition,most of the experimental class students prefer that the true context created by multimodal teaching modes and their multi-sensory stimulating inputs by using images,music,video,limb movements,etc.Secondly,in terms of the attitude of vocabulary memory effect,through simulation memory,students’ cooperation,most of the experimental class students support the integration of images,music,video,physical language,etc.can strengthen the linkage of the words’ interchange,deepen the word memory impression,optimize the effect of vocabulary memory.2)Compared with traditional vocabulary teaching mode,applying multimodal theory to junior high school English vocabulary teaching significantly improves students’ learning effects.Whether it is audio mode,video mode,audiovisual mode,or comprehensive modes,the grades of the experimental class are significantly higher than those of the control class.Therefore,in the process of using multimodal teaching mode,teachers should pay attention to combining multimodal theory into English vocabulary teaching,change their roles,improve multimodal teaching capabilities,learn the advantages from other teaching methods,and improve their teaching effects. |
