An Application Study Of English Writing Teaching On Reading-to-Write Mode From The Multimodality Perspective In Junior High School

In a globalized environment,English communication has become very common and the number of groups learning English is increasing.As one of the basic skills for learning English,writing reflects learners’ English proficiency in a comprehensive and in-depth way,and it is also an important element in English teaching.However,for junior high school students who grew up in a native Chinese environment,English writing can be difficult for them.Traditional teaching emphasizes writing templates,and the teaching process is boring and tedious and tends to cause students to lose interest in English writing.Therefore,it is a question which worth actively exploring how to choose an effective writing teaching method to attract students’ attention and achieve the goals of teaching.Reading for writing,a new way to evaluate student’s language proficiency especially writing ability,has been studied and applied by a wide range of scholars.With the rapid development of modern education theory and information technology,a teaching model based on multimodal theory has emerged and been applied to various types of teaching activities.The new curriculum standard also emphasizes the need to promote the deep integration of information technology and English teaching.Multimodal teaching advocates the use of different modalities of information such as text layout,pictures,sound,video,gestures and body language with the help of modern educational information technology to stimulate students’ multi-sensory responses and improve teaching efficiency.Based on the above considerations,the multimodal teaching is combined with reading-to-write to explore the following questions: 1.Can reading-to-write mode from the multimodality perspective enhance junior high students’ interest in English writing? 2.Can reading-to-write mode from the multimodality perspective improve junior high students’ English writing skills? The author chose 98 students from a junior high school in a town in Nankang District,Ganzhou City as the research subjects and divided them into experimental and control classes.Questionnaires,interviews and tests were used to implement multimodal information input writing instruction in the experimental class and regular writing instruction in the control class for a three-month teaching experiment,and the data collected and the experimental results were analyzed using SPSS23.0.It was found that this mode of teaching could increase students’ interest and change their attitude towards writing.In addition,students are able to apply the multimodal information input during reading such as rich language materials,the structure and articulation of discourse and the accumulation of vocabulary to their writing to achieve effective output and improve their writing skills.This study has certain implications for the teaching of English writing in junior high school.Firstly,when teaching multimodal writing,teachers should choose appropriate modalities and pay attention to the combination of modalities in order to achieve better teaching effects.Secondly,English teachers should strengthen their theoretical studies on multimodal teaching and reading-to-write,and constantly update their teaching concepts and explore more effective teaching methods.What’s more,the author hopes that this study will provide some reference and inspiration for future research on English writing teaching.