Research On The Application Of Multimodal Teaching Approach Of English Reading In Senior High School

As one of the most important way to learn English,reading is the basis for mastering language knowledge,acquiring information and improving language ability.Cultivating students’ reading ability is the main task and the direction of our country’s high school English teaching.However,under the influence of traditional teaching methods,most of teachers pay attention to the teaching of knowledge,a text with coherent content is often dismembered into fragmented language materials,and the central idea,writing style and language characteristics of the article are ignored.Students are also only interested in the language knowledge directly related to the test,rote memorizing isolated language elements,ignoring the grasp of the overall context.With the high-speed development of multimedia and network technique,language is not the only resource of expressing meaning any more,but non-linguistic symbols other than language,such as painting,music,action,etc.are also the source of meaning expression.Non-linguistic symbols are independent and interactive,and together with language symbols,generate meaning.After more than 20 years of evolution,the theory of multimodal discourse analysis has been widely used in various disciplines,and it has also brought a “technical revolution” to English teaching.More and more English educators have begun to transform from the traditional single-modal teaching of“blackboard-textbook” into multimodal teaching.On the basis of the theory of multimodal discourse analysis,Halliday’s systemic functional linguistics and constructivism,this research focuses on the teaching of English reading in high school.110 students from grade 1 two classes of the second senior middle school in Yingkou Development Zone were used as the experimental objects,and the class 11 is the experimental class,class 12 is the control class.The purpose of this study is to explore and verify three research questions:First,what effect does the multimodal teaching approach have on senior high school students’ learning attitudes towards English reading?Second,what effect does the multimodal teaching approach have on senior high school students’ reading comprehension ability?Third,what effect does the multimodal teaching approach have on senior high school students’ reading performance?Before the experiment,the English reading scores of the mid-term exam were used to get a preliminary understanding of the reading levels of the two classes,and meantime,the current situation of reading teaching and learning in two classes was further understood through a questionnaire.In the experiment,the author selected the multimodal teaching for reading teaching in the experimental class,while the control class adopted the traditional teaching method.This experiment took 8 weeks.After the experiment,the author uses the final exam as a post-test and analyzes the English reading scores.The author distributes questionnaires and interviews to further understand that the application of multimodal English teaching in high school English reading teaching can improve students’ performance,promote learning attitude,and then develop their reading ability.The research results show that the application of multimodal teaching approach in high school English reading teaching is feasible and can produce positive effects.Multimodal teaching approach can stimulate students’ interest in reading,mobilize students’ subjective initiative in learning,and in this process can also improve the reading scores and ability of students.However,due to the short experiment time and the limited level of the author,this research still has many limitations,and further exploration and research will be done in the future as a teacher.