An Empirical Study On The Effects Of Multimodal Input Enhancement On Senior High School Students’ English Grammar Learning

Grammar is an indispensable part of English learning.In the stage of high schools,the difficulty of learning English grammar has increased significantly.However,due to the traditional teaching methods and teachers’ less attention to the grammar teaching,students’ grammar learning is hard to improve.In actual grammar teaching,a majority of teachers often interpret grammar rules and ask students to finish relevant practices,which leads to students’ poor grammar learning effects.Based on the above situation,it is imperative to explore effective grammar teaching methods.In recent years,the diverse modalities of language input and the realization of input enhancement have received extensive attention from academic circles.Multimodality refers to the compound discourse including texts,images,diagrams,etc.And the application of multimodality in grammar teaching can prompt students to pay attention to the target language.In view of this,based on the input hypothesis and attention hypothesis,this research adopts the empirical method and applies the multimodal input enhancement to grammar teaching in senior high schools with the purpose of resolving the issues of senior high school students’ English grammar learning as well as going in quest of effective English grammar teaching methods.This research answers two research questions:(1)Compared with the control group,can multimodal input enhancement improve senior high school students’ English grammar learning?(2)What are the effects of multimodal input enhancement on students’ interests,attitudes and strategies of English grammar learning ?In this research,100 second-year students in two parallel classes in a senior high school in Meizhou City are selected as participants to carry out a 16-week teaching intervention.The two classes are optionally divided into an experimental group(EG,n=49)and a control group(CG,n=51).What’s more,the multimodal input enhancement is conducted in EG based on the induction method while the CG only adopts the induction method for grammar teaching.And the instruments include grammar tests,questionnaire and interview.The results of grammar tests show that multimodal input enhancement can efficaciously enhance high school students’ English grammar learning(df=98,t=2.174,p=.032<.05).At the same time,the questionnaire survey results show that students’ interests,attitudes and strategies have increased to a certain extent after receiving the grammar teaching method of multimodal input enhancement(df =48,t=-7.213,p=.000 <.05).Besides,the data in the interview promote the corroboration of the obvious positive effects of multimodal input enhancement on senior high school students’ interests,attitudes and strategies of English grammar learning.According to the data shown in this research,the grammar teaching method of multimodal input enhancement can improve the status of high school students’ English grammar learning,solve the problems of English grammar teaching faced by teachers and provide a new grammar teaching method for future English grammar teaching.