The Impact Of Multimodal Vocabulary Teaching Model On The Breadth And Depth Of English Vocabulary Knowledge Of Junior High School Student

Recent years have witnessed the reform of the High School Entrance Examination system under the “double reduction” policy,the changes of English question types in the High School Entrance Examination,as well as the promulgation of English Curriculum Standards for Compulsory Education(2022 Edition).Such factors not only clarify the direction for English vocabulary teaching in middle school,but pose fresh challenges to middle school English teachers and students.Acting as a bridge between sci-tech and teaching,multimodal teaching theory is applied by many scholars at home and abroad to foreign language vocabulary teaching,which has contributed to the progress of foreign language teaching.A downside,however,resides in insufficient empirical studies in this field.On that account,based on the multimodal teaching theory and the input,output hypothesis,this study constructs a multimodal vocabulary teaching model,which is applied to middle school English classes,and probes into the following three research questions by means of tests,questionnaires and interviews:(1)What is the impact of multimodal vocabulary teaching model on the breadth of junior middle school students’ English vocabulary knowledge?(2)What is the impact of multimodal vocabulary teaching model on the depth of junior middle school students’ English vocabulary knowledge?(3)What are junior high school students’ attitudes towards the multimodal vocabulary teaching model?Lasting for more than four months,this study divided 80 second-grade middle school students into an experimental class(40 students)and control class(40 students).In the experimental class,the new vocabulary teaching mode is adopted,while in the control class,the original vocabulary teaching mode is still used.Before commencing the teaching experiment,the students in both class were tested for the breadth and the depth of vocabulary knowledge.After four months of vocabulary teaching experiments,the students in the two classes were tested again.Thereafter,a questionnaire survey was conducted,and 12 students from the experimental class were selected for a semi-structured interview.Both the test and questionnaire results were put into the statistical software platform SPSS26.0 for two independent sample t-tests.Analysis and discussion yielded the following conclusions:(1)The multimodal vocabulary teaching model can broaden students’ the breadth of vocabulary knowledge,and exert prominent positive influences on the knowledge of vocabulary pronunciation and meaning,whereas it has an insignificant positive effect on the spelling accuracy of vocabulary.Moreover,such a mode can broaden the breadth of verbs and adjectives,but has an insignificant positive effect on the knowledge breadth of nouns.(2)The multimodal vocabulary teaching mode can deepen students’ knowledge depth of English vocabulary,and exert prominent positive influences on the knowledge of meaning association and vocabulary collocation,whereas it has an insignificant positive effect on the knowledge of vocabulary grammar.Moreover,such a mode can deepen the knowledge depth of verbs and adjectives but has an insignificant positive effect on the knowledge depth of nouns.(3)Students favorably accept the multimodal vocabulary teaching mode,and generally think that such mode can stimulate their enthusiasm about learning,boost their initiative,improve their motivation for learning,and enhance the effect of vocabulary memory.However,students also believe that this model doesn’t solve the problem of inconvenient use of electronic products,nor does it provide tools and ways to quickly obtain personalized learning materials,which leads to their own inadequate self-inquiry learning.