A Study On The Application Of Multimodal Teaching Mode To English Vocabulary Teaching In Primary School

The learning of vocabulary plays a crucial part in foreign language learning,and only with a large amount of vocabulary as the basis can the free expression of language be realized.English Curriculum Standards for Compulsory Education(2022-year edition)points out that vocabulary learning is not only about memorizing the sounds,forms and meanings of the words,but also about understanding word formation and language expression,which requires teachers to design a series of activities in discourse for students to complete their vocabulary learning through listening,speaking,reading,watching and writing.The design of vocabulary learning activities can not only rely on text,but also combine graphics,audio,video and action,which makes teaching show the characteristics of multimodal.This thesis applies the multimodal teaching mode to English vocabulary teaching in the primary school,aiming to explore the effects of applying the multimodal teaching mode.To achieve the above research objectives,the following two research questions were set for this study:(1)What is the effect of multimodal vocabulary teaching on primary school students’ self-confidence and interest in English vocabulary learning?(2)What is the effect of multimodal vocabulary teaching on primary school students’ English vocabulary learning performance?The multimodal teaching mode used Halliday’s social semiotics theory of systemic functional linguistics,cognitive psychology and multimodal discourse analysis theory as its theoretical foundation.This study adopted questionnaires,interviews and tests to investigate the set research questions.The subjects of the study were 87 students in two parallel classes of the sixth grade in a primary school in Panjin.The experimental class and the control class were taught vocabulary using multimodal teaching mode and traditional teaching mode,respectively.The pre-experiment included two steps:questionnaire survey and pre-test.Before the experiment,the questionnaire survey was used to understand the students’ self-confidence and interest in English vocabulary learning,and the pre-test was used to understand students’ initial vocabulary levels in the two classes.The post-experiment included three steps: questionnaire survey,interview and post-test.The effect of multimodal vocabulary teaching on primary school students’ self-confidence and interest in vocabulary learning was analyzed based on questionnaire survey and interview,and some students were selected to be interviewed based on their post-test scores in order to provide teaching suggestions for optimizing multimodal vocabulary teaching,and the effects of multimodal vocabulary teaching on primary school students’ English vocabulary learning performance were analyzed based on the comparison of pre-test and post-test.This study analyzed the experimental data by using SPSS26.0 software and came to the following conclusions: adopting the multimodal vocabulary teaching mode can effectively enhance primary school students’ self-confidence and interest in learning English vocabulary,and can effectively improve their English vocabulary performance.The students in the experimental class can learn vocabulary actively under the multimodal vocabulary teaching mode,and the scores of vocabulary memory,vocabulary spelling and vocabulary using in experimental class were significantly higher than that of the students in the control class,and their vocabulary learning efficiency was significantly improved.The insights of this study are as follows: first,the multimodal vocabulary teaching mode can compensate for the shortcomings of the traditional vocabulary teaching mode;second,when teachers teach vocabulary in the classroom,they should pay attention to the coordination of each mode and develop multimodal resources,and they can combine the multimodal teaching mode with the traditional teaching mode in their teaching.