Multimodal-based Primary School English Experimental Research On Improving Intercultural Sensitivity In Teaching

The English Curriculum Standards for Compulsory Education(2022 edition)emphasizes cultivating students’ cultural awareness,enabling them to "understand the excellent civilization achievements of different countries,compare the similarities and differences between Chinese and foreign cultures,and develop intercultural communication skills".Intercultural sensitivity can help people treat cultural differences correctly and make appropriate behaviors in intercultural communication.It is of great significance to the cross-cultural communication and understanding between countries,nationalities and regions,and to the construction of human social community.Multimodal teaching aims at cultivating students’ multiple reading abilities,such as cultural reading ability and scientific reading ability.Cultural reading ability refers to the comprehension and adaptability to multi-cultures,which enables students to change from single language and culture learning to cultural appreciation and consciously recognize and understand the commonness and difference between different cultures from the perspective of social humanities.The cultivation of cultural reading ability plays a certain role in promoting students’ intercultural sensitivity.In this study,multimodal teaching is combined with the promotion of students’ intercultural sensitivity,and applied to primary school English reading class.The teaching experiment was carried in two classes of grade five in G primary school in Pingxiang,Jiangxi province.Multimodal teaching was carried out in experimental class and traditional reading teaching was carried out in control class.Meanwhile,combining the two research methods of questionnaire survey and interview,three problems were discussed and solved:(1)What is the intercultural sensitivity level of senior primary school students?(2)Does multimodal teaching have an impact on the promotion of intercultural sensitivity of primary school students? If so,what is the impact?(3)How to use multimodal teaching to improve students’ intercultural sensitivity? Through research,it is found that:(1)The overall level of intercultural sensitivity of senior primary school students is low.(2)Multimodal teaching has a positive impact on the promotion of intercultural sensitivity of primary school students,the most influential factor is interaction engagement.It also has a significant positive impact on the respect of cultural differences,interaction confidence and interaction enjoyment,but has no significant impact on interaction attentiveness.To enhance students’ intercultural sensitivity,this study suggests:(1)Enrich teaching content with multimodality;(2)Improve teaching methods by multimodality;(3)Build a learning environment by multimodality;(4)Optimize teaching evaluation by multimodality.