A Survey Of The Cultivation Of The Ability To View In Senior High School English Teaching From The Multimodal Perspective

The Internet era has provided a faster and more convenient way to disseminate information,and the knowledge dissemination channel with visuals as the main carrier has gradually become the mainstream,demanding people to obtain and analyze information from visual texts.In response to the developing trend,the English Curriculum Standard for General High Schools(2017 Edition,2020 Revision)includes “viewing” in the development of language ability,and points the carrier of “viewing” to multimodal discourse.However,the research on "viewing" in China is still in its initial stage,and the discussions on the ability of“viewing” are mostly focused on the theoretical level of connotation and cultivation,so it is especially important to investigate the practice of “viewing” in high school English classrooms..With the guidance of visual literacy,multimodal discourse analysis and cognitive classification theory of educational goals,this study invites five English teachers and 264 students from five classes of a middle school in Z city,F province as the research subjects,and the survey data were collected through questionnaires,classroom observations and interviews.(1)What is the status quo of teaching the competence of “viewing” in high school under multimodal theory?(2)What are the main problems existing in the teaching of the competence of “viewing”in high school under multimodal theory?(3)What are the causes for the problems in teaching “viewing” in high school English under multimodal theory?The survey concludes that: 1)The overall training level of “viewing” is not ideal.2)The problems can be concluded from three aspects.Firstly,the unsatisfactory skill training and uneven development of various sub-skills is of core importance.Secondly,teachers will consciously use multimodal discourse for teaching in class,but often lack of awareness of discourse mining,especially mining the part that can teach the competence of “viewing”while using visual mode to teach discourse.Thirdly,the type of visual text is single.Pictures and videos as the main visual text in the classroom,with the low use of other visual texts like chart.Fourthly,language skills development is disconnected.Teachers are aware of the interrelated teaching relationships between “viewing” and “reading”,“viewing” and“listening”,“viewing” and “speaking”,but ignore the integration of “viewing” and “writing”.3)Factors contributing to these problems include: Insufficient theoretical development of“viewing”.Lack of evaluation criteria for “viewing”.Shortage of modal resources for“viewing”.A tight schedule of learning sessions.On the basis of the above findings,this study sheds new light on how to improve the current situation of “viewing” competence development: 1)Educational authorities should further improve the examination and evaluation of “viewing”,organize relevant training,and provide teaching resources for “viewing”.2)Teachers should actively study the theory of“viewing” and be good at putting multimodal resources of “viewing” into the practice of teaching “viewing”.3)Students should understand the concept of “viewing” and take the initiative to use multimodal resources to develop the ability.