The Application Of Muti-modal Theory To English Vocabulary Teaching In Senior High School

Vocabulary is a significant part in the language learning,which is also important in the English teaching.But most students think it is boring and tedious.The reasons are as follows: on the one hand,rote memorization is still the most common method of vocabulary learning among students.On the other hand,some teachers in the teaching process are still overly dependent on the methods of simply reading and out of context.In response to this phenomenon,researchers and teachers have explored methods under a multi-modal perspective which use sound,images and other ways to arouse students’ enthusiasm and promote the teaching effect.Based on the multi-modal theory and guided by the multi-modal comprehensive theoretical framework,this research focuses on exploring the specific effects of applying the multi-modal theory to the English vocabulary teaching in high school by the experimental research and proposes the principles of multi-modal teaching mode.The specific research questions are as follows:（1）Can the multi-modal vocabulary teaching mode improve students’ vocabulary learning ability?（2）Can the multi-modal vocabulary teaching mode promote students’ interest in vocabulary learning?In response to the above research questions,this experiment selected two classes,80 students from senior two in Tongguan Middle School as the research objects,and conducted a one-semester teaching experiment on them.The experimental class used multi-modal vocabulary teaching mode,while the control class used the traditional vocabulary teaching mode.Before the experiment,there was a questionnaire survey under the experimental class for the purpose of knowing the students’ current vocabulary learning interests;at the same time,a vocabulary test was conducted to the experimental class and the control class to ensure there was no significant difference in the vocabulary level between them.After one semester of teaching experiment,a questionnaire survey was conducted to the experimental class again which is compared with the results of the pre-experiment questionnaire to verify whether the multi-modal vocabulary teaching mode could promote students’ interest in vocabulary learning.The vocabulary test on both two classes was conducted again which was compared with the test before the experiment to verify whether the multi-modal vocabulary teaching mode could improve students’ vocabulary learning ability.The conclusions are as follows: the multi-modal vocabulary teaching method could arouse students’ interest and improve students’ vocabulary learning ability in some extent.In teaching,teachers should combine the traditional vocabulary teaching mode with muti-modal vocabulary teaching mode and pay attention to creating some context of reality and combine them with different modals.