| Writing is an important expressive skill.However,due to the influence of English teaching mode,teaching methods and other multiple factors,writing has become a weakness for Chinese students for decades.Therefore,the research of writing teaching has always been a key research topic in the education field.In recent years,with the rapid development of information technology,the writing teaching method based on the multimodal-based writing teaching has also attracted wide attention.Many studies have shown that pictures,sounds,colors and others can express a certain meaning like words and achieve the same communicative purpose.Therefore,the application of the multimodal discourse media system in English writing teaching has become an important topic in the field of educational research.Foreign studies have shown that the multimodal discourse media system can be used to stimulate students’ senses,mobilize multiple senses to participate in the learning process of English writing,attract students’ attention,improve students’ interest in writing courses and writing activities,and further improve their writing ability.However,the applied research of the multi-modal discourse media system in teaching is in its initial stage in China,and there is very little research in the field of English writing teaching at all levels and various schools,and the empirical research needs to be improved.Based on the above meaning and background,from the perspective of the multimodal discourse media system theory,this study applies the multimodal discourse media system to the teaching practice of English writing in junior high school,and explores the feasibility of the multimodal discourse media system in English writing teaching.Then,it analyzes the characteristics of the writing teaching method based on the multimodal discourse media system and the changes have happened to students after using the writing teaching method based on the multimodal discourse media system.First of all,before the experimental,the researcher conducted a pretest on the research subjects to ensure that the two classes who participated in the experiment had no significant difference in writing scores,which were comparable.and then made a survey about students’ writing ability,writing scores and interest in writing by applying the questionnaire to know about students’ attitude about English writing Secondly,the researcher designed the writing teaching case based on the multimodal discourse media system according to the students’ writing ability,scores and interest,requiring the experimental group to accept the writing teaching method based on the multimodal discourse media system,while the control group to accept the traditional writing teaching.After three months of follow-up and comparative analysis,the results showed that great changes have taken place in the experimental group who received the writing teaching of the multimodal discourse media system,which is embodied in that the English writing ability and scores are significantly higher than those of the control group receiving the traditional writing teaching.In addition,after the experiment,the researcher applied the post-test,the questionnaire method and interview method to investigate the writing ability and writing interest of the two groups,and compared the results with the results before the experiment,and found that the experimental group was significantly improved in writing ability and interest compared with the control group.Finally,the researcher compared the questionnaires and analyzed the interview results,and then concluded that the writing teaching based on the multimodal discourse media system was characterized by rich content and lively classroom atmosphere and so on.The results of this study showed that the application of multimodal discourse media system to English writing teaching in junior high school can not only improve students’ English writing ability and writing scores,but also cultivate students’ interest in English writing,which is worth promoting. |
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