Effects Of Multimodal Teaching On Junior High School Students’ English Grammatical Ability

With the rapid development of computer and network technology and the application of multimodal discourse in classroom teaching,foreign language teaching has undergone great changes.The application of multimodality and its research are widely conducted in college English teaching,but the application and its in-depth research is quite rare in junior high school English grammar teaching.On the basis of the Multimodal Discourse Analysis Theory and Monitoring Theory,and by referring to the relevant research results of multimodal teaching and English grammar teaching,this study attempts to explore the following two research questions by designing grammar teaching activities and conducting grammar teaching experiments:(1)What are the effects of multi-modal grammar teaching on junior high school students’ ability to grasp grammar knowledge?(2)What are the effects of multi-modal grammar teaching on junior high school students’ ability to reuse grammar knowledge?The research subjects are students of two parallel classes in the third grade of a junior middle school in Yueyang City.The whole teaching experiment lasted eight weeks.Multimodal grammar teaching was conducted in the experimental class,while regular English grammar teaching was conducted in the control class.Through the combination of qualitative research and quantitative research methods,English grammar test paper and interview were successfully carried out in this experiment.And in this study,SPSS23.0 software was used for statistical analysis of experimental data and discussion of research issue.It is found that compared with conventional English grammar teaching methods,the teaching approach based on multimodal theory has significant difference in improving students’ ability to grasp grammar knowledge,but has no significant difference in improving students’ ability to reuse grammar knowledge.The results show that the experimental class is better than the control class in grasping grammar knowledge in post-test,and there is no difference between the control class and the experimental class in reusing grammar knowledge.The research demonstrates that multimodal teaching is effective and has a positive effect on junior high school students’ ability to grasp grammar,but has little effect on their ability to reuse grammar.Although they can explain grammar mistakes by grammar rules,they still make repeated grammar mistakes in the time-limited writing test.The improvement of students’ ability to grasp grammar does not help them improve their ability to reuse grammar knowledge.How to improve students’ ability to reuse grammar needs further exploration.