Action Research On Improving Senior High School Students’ English Reading Literacy From A Multimodal Perspective

In the new era of information and knowledge explosion,the importance of reading becomes more and more prominent.Reading is one of the important ways of language acquisition,and reading ability is an important indicator to measure students’ English reading level.However,the existing English reading teaching mode has some limitations.The dull classroom atmosphere and monotonous teaching design not only lead to students’ unsatisfactory reading performance,but also weaken their reading interest and self-confidence.Therefore,under the background of the new era,English reading teaching should not only pay attention to cultivating students’ “reading ability”,but also deepen the cultivation of “reading literacy”.The teaching research of Chinese scholar Zhang Delu(2009)shows that teachers can create multi-modal scenarios to cultivate students’ English reading literacy with the help of modern educational information technology,which provides a new perspective for cultivating students’ reading literacy.Based on the theory of input hypothesis,constructivism and multimodal discourse analysis,this study uses action research to explore the operation mode of multimodal teaching in high school English reading,and verifies the effect of multimodal teaching in improving students’ English reading literacy through teaching experiments.The main research questions are as follows: 1.What is the current situation of English reading literacy in high school students? 2.After multi-modality is applied to high school English reading teaching,what are the changes in students’ reading literacy? 3.After multi-modality is applied to high school English reading teaching,what is the teaching mode for improving students’ English reading literacy? In order to answer the above research questions,this study selected students from Class 4,Grade 1 of a high school in Liaocheng as the research objects,and carried out two rounds of action research for 16 weeks.The experimental data were collected by a variety of research tools,such as reading ability test,reading character questionnaire and interview outline,and SPSS26.0 software was used for statistical analysis.Through this action research,the conclusions are as follows: 1.The current reading literacy of students is still at a low stage,especially in the cultivation of cultural awareness and the formation of reading habits.2.After the application of multimodal teaching mode in high school English reading teaching,students’ reading ability and reading character have been improved as a whole,their reading habits have been significantly developed,and their reading experience has been enriched.3.The multimodal teaching mode of English reading classroom teaching can be summarized into three stages: multi-modal teaching design and resource organization,multi-modal teaching process and monitoring,multi-modal teaching task layout and after-class reflection.The research shows that the application of multimodal teaching in high school English reading teaching is feasible and can bring enlightenment to the cultivation of students’ English reading literacy,which has certain reference value and practical significance.