The Application Of Multimodal Teaching Mode To English Vocabulary Teaching In Senior High School

The English Curriculum Standards for Senior High Schools(2017 edition)emphasizes that vocabulary learning is not only about memorizing sounds,forms and meanings,but more importantly,enabling students to perceive and understand the meaning of words in the discourse and to use words to express information and views on relevant topics.Multimodal Discourse Analysis Theory emphasizes multi-channel and multi-sensory stimuli to mobilize the initiative of learners to participate in language learning,which conforms to the law of language learning.Applying modern information technology to present knowledge,Multimodal Discourse Analysis Theory enters the teaching field and forms a multimodal teaching mode.Guided by the Multimodal Theory,this study combines the multimodal teaching mode with high school English vocabulary teaching to verify its feasibility and advantages,in order to create learning context,improve teaching efficiency and interest in vocabulary learning with the help of a variety of modal symbols.Specific solutions to the following problems:(1)What is the impact of multimodal teaching mode on the effect of English vocabulary teaching in high school?(2)How does the multimodal teaching mode affect students’ interest in vocabulary learning?In view of the above problems,this study takes a total of 100 students from Class(1)and Class(2)of Senior High School in Sanbo Middle School of Huanggang City as the research object to conduct a teaching experiment for one semester.Among them,Class(1)of Senior one is the experimental class,which applies the multimodal vocabulary teaching mode.Class(2)of Senior one is the control class,using the traditional vocabulary teaching mode for teaching.Before the experiment,questionnaires are distributed to the experimental class to understand the students’ interest in vocabulary learning.At the same time,the vocabulary test is conducted in the experimental class and the control class to investigate whether there is a significant difference in the vocabulary level of the two classes.In the experiment,the classroom observation table is used to observe and record the classroom performance of the students in the experimental class and the control class.After the experiment,the experimental class and the control class are tested for vocabulary,and the teaching effect of the multimodal vocabulary teaching mode is investigated by comparing the scores before and after the test,and the classroom effect under the multimodal teaching mode is analyzed by combining the classroom observation table.In addition,questionnaires and sampling interviews are conducted in the experimental classes to investigate students’ attitudes towards the multimodal vocabulary teaching mode and the influence of the multimodal vocabulary teaching mode on vocabulary learning interest.Through the quantitative and qualitative analysis of the data obtained through the classroom record form,SPSS20.0 software and interviews,the following conclusions are drawn: first,from the analysis of the application effect,the classroom with multimodal vocabulary teaching mode is more active and the students are more active in class,while the classroom atmosphere with traditional teaching mode is more dull.Multimodal vocabulary teaching mode uses the context created by multimodal means to mobilize students’ various sensory channels,deepen students’ memory,understanding and application of vocabulary,and improve their vocabulary learning effect.Secondly,from the perspective of learning interest,multimodal vocabulary teaching can improve students’ interest in vocabulary learning.The paired sample t results of the questionnaires before and after the experimental class shows that the interest of the students in the experimental class in vocabulary learning has changed significantly after the teaching experiment.The interview results also shows that students has a positive attitude towards multimodal vocabulary teaching.It is feasible to apply multi-modal teaching mode to vocabulary teaching widely.Actively explore the diversity and integration of multi-modal resources and vocabulary teaching,design a more reasonable teaching mode,and develop multi-modal teaching mode in practice.