The Visual Grammar-based Study On Relieving English Listening Anxiety Of Junior Middle School Students In Multimodal Teaching

“Listening”,as an essential part of language learning and a basic means of language input,plays an irreplaceable role in the language development of English learners.Among the four basic skills of listening,speaking,reading and writing,listening is considered to be one of the important factors of students’ English anxiety.In the current junior middle school English listening class,teachers only focus on using the auditory modality in listening teaching,and pay less attention to students’ anxiety generated in the process of listening.With the development of modern education technology,multimodal listening teaching has been developed.However,the research is still in the exploratory stage on how to use multimodal listening teaching to relieve students’ listening anxiety and improve their listening performance in junior middle school.Therefore,this study takes the representational meaning,interactive meaning and compositional meaning of Visual Grammar to guide multimodal listening teaching.In order to deeply understand the current situation of students’ listening anxiety and improve listening teaching strategies,this study attempts to answer the following three questions:（1）What effects does the application of Visual Grammar-based multimodal teaching to English listening classes have on junior middle school students’ listening anxiety?（2）What effects does the application of Visual Grammar-based multimodal teaching to English listening classes have on self-evaluation,listening habits,the characteristics of listening materials and the listening situation of junior middle school students’ listening anxiety?（3）Does the application of Visual Grammar-based multimodal teaching to English listening classes on relieving junior middle school students’ listening anxiety improve students’ listening performance? If so,are there gender differences? If not,please explain the reasons.In order to verify the teaching effect of multimodal teaching based on Visual Grammar in the actual junior middle school listening classroom,80 students are chosen as the experimental subjects according to the ratio of male and female students in two parallel classes of grade two from a junior middle school in Nanyang.During a 16-week teaching experiment,SPSS 24.0 is used to analyze the relevant data of Foreign Language Listening Anxiety Scale and listening tests.Meanwhile,the interview with students is made to understand the changes of the degree of students’ listening anxiety and their attitude towards multimodal listening teaching.It is found that:（1）The application of Visual Grammar-based multimodal teaching to English listening classes can relieve the listening anxiety of junior middle school students.（2）The application of Visual Grammar-based multimodal teaching to English listening classes can obviously relieve the listening anxiety of junior middle school students in self-evaluation,listening habits and listening situations,but the effect of relieving the listening anxiety caused by the characteristics of listening materials is not obvious.（3）The application of Visual Grammar-based multimodal teaching to English listening classes on relieving junior middle school students’ listening anxiety can improve the listening performance of students in the experimental class,while the listening performance of students in the control class haven’t changed significantly.Furthermore,the improvement of male students’ listening performance is greater than that of female students,indicating that Visual Grammar-based multimodal teaching has a more significant effect on male students’ listening learning.Through the above research,it can bring the following implications: Teachers should create a relaxed classroom atmosphere to improve students’ listening confidence.Meanwhile,teachers should use multimodal teaching resources rationally to effectively relieve students’ listening anxiety and improve their listening performance.