| Vocabulary learning is the basis of mastering a language,which is also an important factor affecting the comprehensive ability of language use.In high school,although many teachers and students have invested a lot of time and energy in vocabulary,the results are far from satisfactory,and the same is true of English vocabulary learning in ethnic minority areas.Multimodal vocabulary teaching mode has attracted more and more attention because it can stimulate students ’ multiple senses in the teaching process to make up for the deficiency of using single modal symbols to present knowledge in traditional vocabulary teaching mode.There are significant differences in economy and English teaching level between minority areas and developed areas.Qianjiang District is a minority gathering place dominated by Miao and Tujia people.Based on the theory of systemic functional linguistics and discourse analysis,a four-month empirical study was conducted on 117 students in two classes of Grade 2 in Qianjiang Middle School in Chongqing.First,the experimental class and the control class were chosen randomly.After the multimodal vocabulary teaching mode was adopted in the experimental class and the traditional vocabulary teaching mode was adopted in the control class,the author collected data through pre-test and post-test of vocabulary level,questionnaire survey and interview,and used SPSS26.0 for data analysis,trying to answer the following three questions:1.What are the effects of multimodal vocabulary teaching mode on students ’interest and enthusiasm in English learning in minority areas?2.What are the effects of multimodal vocabulary teaching mode on the efficiency of students ’ vocabulary learning in ethnic minority areas?3.What are students ’ attitudes towards multimodal vocabulary teaching mode in ethnic minority areas?This study uses a combination of qualitative and quantitative research methods.The quantitative part uses the data obtained from the pre-test and post-test of vocabulary level and the questionnaire of high school students ’ vocabulary learning situation to analyze the influence of multimodal vocabulary teaching mode on the English vocabulary level of high school students in minority areas,the advantages of multimodal vocabulary teaching mode and the advantages of traditional vocabulary teaching mode.Qualitative analysis uses interviews to understand the influence of multimodal vocabulary teaching mode on students ’ vocabulary learning.Through the research,the author finds that compared with the traditional vocabulary teaching method,the multimodal vocabulary teaching mode has a positive effect on improving the current situation of low vocabulary learning efficiency and vocabulary level of students in minority areas.In the high school English vocabulary class guided by the multimodal teaching mode in ethnic minority areas,teachers use a variety of different modal resources such as pictures,audio,video and body language to achieve multiple sensory stimulation of students.In this process,the students ’ interest in English learning in ethnic minority areas has been improved to a certain extent.Moreover,the author also finds that multimodal vocabulary teaching mode can improve the efficiency of English vocabulary learning for students in minority areas because it can deepen students ’ impression of target vocabulary,reduce the burden of students ’vocabulary memory and help students improve the utilization rate and accuracy of vocabulary.Finally,through the questionnaire survey,the author finds that the vast majority of the students in the minority areas have a positive attitude towards the multimodal vocabulary teaching model.Based on the above results,the author suggests that when organizing English vocabulary teaching,front-line teachers should make full use of the available multimodal teaching resources such as images,audio and video,and the merits of the traditional vocabulary teaching mode,to achieve the purpose of improving the efficiency of vocabulary teaching.This study has certain practical guiding significance for the localization of modal discourse in China and helping frontline English teachers explore more efficient vocabulary teaching methods. |
