An Experimental Study On Multimodality-based Vocabulry Teaching Model In Junior Middle School English Teaching

Multimodality-based vocabulary teaching model refers to the model of mobilizing hearing,sight,touch and other senses to learn vocabulary through symbolic resources such as images,sounds and body language under the guidance of multi-modal discourse analysis theory.The purpose of this model is to enhance students’ interest and improve students’ vocabulary memory effect in vocabulary learning.At present,the traditional vocabulary teaching method is still adopted by most junior high schools in their English vocabulary teaching,which is boring and cause poor vocabulary teaching effect.However,which vocabulary teaching model is more effective still needs a lot of research.Therefore,the author has carried out an experimental research,and hopes to provide some suggestions for future vocabulary research.This paper is an experimental study comparing two different English vocabulary teaching models in junior high schools.It mainly includes three research questions:(1)Can multimodality-based vocabulary teaching model enhance students’ short-term vocabulary memory effect?(2)Can multimodality-based vocabulary teaching model enhance students’ long-term vocabulary memory effect?(3)Can multimodality-based vocabulary teaching model effectively stimulate students’ interest in English vocabulary learning? The participants were two parallel classes(45 students in each class)taught by the author in a junior high school in Zibo.One is an experimental class and the other is a controlled class.After the experiment,the students were given an immediate test and a delayed test.Through data analysis,the following main findings are obtained:First,the immediate test results show,the difference between the means of the two classes is 3.29 points on a 30-point test.And the students in experimental class are significantly different from those in controlled class on the immediate test score(t=4.502,p<0.005).Sub-item results show that,in the score of pronunciation part,the controlled class is slightly better than the experimental class.In the blank-filling part and sentence-making part,the experimental class is obviously better than the controlled class.Therefore,to a large extent,we might say that the multimodality-based vocabulary teaching model can enhance students’ short-term vocabulary memory effect.Second,in terms of the delayed test results,the difference between the means of the two classes is 3.62 points.And there is a significant difference between the two classes on the delayed test score(t=5.407,p<0.005).Sub-item results show that,except for the pronunciation part,the results of the experimental class are better than those of the controlled class in the blank-filling and the sentence-making part.Therefore,to a large extent,we might say the multimodality-based vocabulary teaching model can enhance students’ long-term vocabulary memory effect.Third,from the data of the interview and classroom observation,most of the students in the experimental class have increased their interest in vocabulary learning after using the multimodality-based vocabulary teaching model,thus improving their vocabulary learning effect.It can be seen that learning new words by multimodality-based teaching model has no significant effect on students’ mastery of word pronunciation,but it has obvious positive influence on blank-filling and sentence-making part.