A Study On The Application Of Multimodal Teaching Mode To Senior High School English Vocabulary Teaching ——A Case Study Of No.xx Middle School In Urumqi

Multimodal teaching mode is an effective teaching method that integrates written language,pictures,video,audio,animation and other external symbolic resources with the help of multimedia and other teaching tools in the teaching process,fully stimulates and mobilizes students’ multiple sensory systems,and finally forms student-centered classroom teaching and full interaction between teachers and students.So far,there have been many researches on multimodal teaching mode abroad and at home,including various aspects of the field of English teaching,such as listening,speaking,reading and writing.However,among these researches,most of researches on the application of multimodal teaching mode have been applied to English vocabulary classroom in junior high schools and universities,while relatively few researches on senior high school English vocabulary classroom,especially in Xinjiang.In addition,the current teaching mode of vocabulary is single and does not attach importance to the cultivation of high school students’ interest in English vocabulary learning,which can not meet the vocabulary learning needs of high school students.Therefore,this research applies multimodal teaching mode to Xinjiang senior high school English vocabulary teaching by settling the following two questions:（1）What are the effects of multimodal teaching mode on students’ English vocabulary learning?（2）What are the students’ attitudes towards multimodal vocabulary teaching mode?The research lasted for 3 months from September 2021 to December 2021.The subjects were 100 students from two intact classes（the Experimental Class was Class 1;the Control Class was Class 2）in senior two in No.70 Middle School in Urumqi.The multimodal vocabulary teaching mode was adopted in the Experimental Class,while the Control Class adopted the traditional vocabulary teaching mode.The teaching material used by the two classes were compulsory 4 and compulsory 5 of Ordinary High School English Curriculum Standard Experimental Textbooks approved by the Ministry of Education of the People’s Education Press in 2004.Both the teacher and the class hours of the two classes are all the same.Before the experiment,a pre-test paper was distributed to the students in the two classes to test whether there was a significant difference in students’ English vocabulary level between the two classes.After the experiment,a post-test paper was first conducted in the two classes to test the effects of the multimodal teaching mode on the students’ English vocabulary learning.A questionnaire was then administered to the students in the Experimental Class and 10 students were randomly interviewed to know the students’ attitudes towards the multimodal vocabulary teaching mode.Finally,the researcher analyzed and discussed the data collected from the experiment by SPSS20.0.Through the data analysis of test papers,the questionnaire and the interview outline,research results show that,firstly,the multimodal teaching mode is helpful to the improvement of students’ vocabulary cognition ability,specifically in terms of understanding word meanings,accurately spelling words,as well as remembering words and it also has a positive impact on students’ ability to use vocabulary.Secondly,students have a positive attitude towards the effects of the multimodal vocabulary teaching mode on vocabulary acquisition,application and retention and learning interest.Finally,based on the findings and limitations of this research,the researcher draws some pedagogical implications and makes some suggestions for the future research.