An Empirical Study On The Relief Of Primary School Students’ ESL Speaking Anxiety By Multimodal Teaching Method

At present,teachers and parents pay more and more attention to the learning of students’ ESL speaking,and among the many factors affecting the education of primary school students,emotional factors have been widely mentioned and deeply considered.Among many theories,the emotion filtering hypothesis views student language learning as a language input process that can be learned and understood,and it believes that anxiety can seriously hinder the smooth input of this process.Anxiety as an important part of emotional factors,scholars at home and abroad have made a lot of theoretical analysis,scholars show that students’ oral learning is good or not,mainly affected by the anxiety in ESL learning oral language,and anxiety and oral learning is negatively correlated,that is,the more serious the anxiety,the worse the effect of students’ oral learning.Therefore,multimodal teaching methods are used to alleviate anxiety in primary school students’ English classroom,and provide specific and feasible teaching methods for future research on primary school students’ oral English anxiety.Based on the affective filtering hypothesis and the theory of multimodal discourse analysis,the study aims to investigate how to alleviate primary school students’ ESL speaking anxiety through multimodal teaching methods.The study took the fifth-grade students of a primary school in Haikou City as the test subjects.Data were collected before and after the experiment with an Oral Anxiety Scale and English Speaking Tests,and analyzed with SPSS26.0.On this basis,the experimental class was taught oral English using multimodal teaching methods.The data results showed that after the experiment,the oral anxiety of primary school students in the experimental class was alleviated and their oral performance improved.Therefore,the multimodal teaching method has significantly alleviated their oral English anxiety.