A Study On The Effect Of Multi-Modal English Continuation Writing On Senior High School English Learners’ Grammar Efforts And Grammar Learning Motivations

The basic knowledge and the innovative awareness and thinking,referred by China college entrance examination evaluation system,are two of the requirements,the four standards,of the college entrance examination.The English continuation writing,added as a new type in English writing in the college entrance examination,is a method combined the reading and writing to examine learners abilities on basic English knowledge and their innovations,which will be bound to spread to all the nation.Grammar is the rule when learners study a language and it is also one of the test points in language knowledge,according to English Curriculum Standard for Senior High School(2017 edition).It will directly influence learners’ language comprehension and the accuracy of language expressions.What’s more,one of the evaluative standards of English continuation writing is whether they use the rich structures and the accuracy of grammar.In reality,learners have less curriculum of English continuation writing while teachers put importance on instructing the reading materials,arranging single writing task to learners,which is lack of stimulating other modals on sense organs like visions.Hence,it is worthwhile for researchers to do some researches on how to enhance students comprehension of the reading materials and innovations on their writing processes.Multi-modal teaching can construct a three-dimensional teaching environment;create multiple modes to improve the using of students’ varies sense organ;promote learners comprehensions on English knowledge while advance their produce of it and the significance of producing are the less grammar errors and higher grammar learning motivations that learners have.Based on that,researcher will use MAP,one of the multi-modal modes,to have English continuation writing classes for examining the influences of the errors of grammar expressions and learners motivations on grammar learning.This research is conducted based on the theory of multimodality,designing the MAP mode of continuation writing.97 learners,who studied in Fuzhou X middle school in Fujian province,are chosen to be the objective of this study.The study lasts three months,aiming to explore the influence on learners grammar errors and their grammar learning motivations under the English continuation writing teaching of multi-modal method.Two study questions are contained in this research.First,what are the influences of learners’ grammar errors on expressions according to the multi-modal English continuation writing teaching,which has two sub-questions: what are the influences of learner’s form errors and syntax errors.Errors of tense,voice,infinitive,modal verbs,auxiliary verb,pronoun,article,plural and single of the noun,the third person singular,preposition,the transformation of part of speech are included in form errors while errors of phrase structures,clauses,connections in the sentence,connections between the sentences belong to the syntax errors.Second,what are the influences of learners’ grammar learning motivations according to the multi modal English continuation writing teaching,which has four sub-questions: what are the influences of learners’ attentions,recognition of the importance to their life,confidences and satisfactions of learning grammar.According to the questions before,methods of literature research,experimentation,testing,questionnaire survey and interview are employed in this study.At the same time,the English continuation writing in monthly test of the continuation school and that in the final examination this term are be selected to test whether their errors of grammar reduce.The ARCS questionnaire on grammar learning motivations is used to test whether their motivations on grammar learning change.During the three months’ experiment,some discoveries have been found.At the beginning,learners’ grammar errors,form errors and syntax errors,can be reduced effectively,that is to say,learner’s grammar accuracy can be promoted effectively according to the multi-modal English continuation writing.After that,the form and syntax errors are both reduced in experimental class.Compared with the control group,errors of tense,voice,infinitive,modal verbs,auxiliary verb,pronoun,preposition,the transformation of part of speech have been reduced significantly while errors of article,plural and single of the noun and the third person singular haven’t.Errors of phrase structures,clauses,connections in the sentence have been reduced significantly,however errors of connections between the sentences haven’t.In addition,learners’ motivations on grammar learning have been greatly improved.After the experiment,learners attentions and their confidence on grammar learning have been promoted notably while their recognition of the importance to their life and satisfactions of learning grammar haven’t.After the three-month English continuation writing experiment,some inspirations are wanted to share.To begin with,teachers are supposed to be innovated,managing to develop teaching methods of colleges and universities into elementary and middle schools.In the second place,knowing learners’ conditions should be put in an important place,that is to say,teachers are supposed to put their characters into learners to have a better understanding on what on earth learners need.What’ more,abilities on writing English continuation writing of teachers should be enhanced,learning to have the courage to write it and to evaluate it.