| Vocabulary is not only an important part of language knowledge,but also a solid basis for students to develop language skills.It plays an extremely important role in English teaching.However,the common vocabulary teaching methods are inefficient because of their single mode.With the continuous exploration of teaching methods,multimodal teaching method emerges.It emphasizes the effective input of language information by means of multiple modal resources such as language,sound,image and video,and synchronously mobilizes multiple senses such as vision,hearing and touch to receive and accurately understand semantics.It can not only effectively improve students’ English vocabulary learning efficiency,but also stimulate students’ interest in learning.This study uses two parallel classes in Grade 7 at No.7 Middle School in Yongchang County,Jinchang City,Gansu Province as experimental subjects and runs a three-month teaching experiment based on the theory of multimodal discourse analysis,Krashen’s input hypothesis and dual coding theory to examine the effects of multimodal teaching on junior middle school students’ acquisition of English vocabulary.The following two research questions are put forward:(1)What are the effects of multimodal teaching on junior middle school students’ English vocabulary achievements?(2)What are the changes of students’ attitudes towards English vocabulary teaching after using multimodal teaching method?To make sure there is no noticeable variation in the English vocabulary level between the experimental class and the control class prior to the experiment,pre-tests are administered to each group.And questionnaire is distributed to the experimental class to understand their attitudes towards English vocabulary teaching at the present stage.During the experiment,traditional lecture-based learning method is adopted for the control class,while multimodal teaching method is adopted for the experimental class.After the experiment,post-tests are carried out for the two classes to analyze whether the students’ vocabulary achievements are significantly improved compared with the pre-tests.In addition,questionnaire and interview are conducted in the experimental class to investigate their attitudes towards multimodal vocabulary teaching.Finally,the author uses SPSS 24.0 to analyze the quantitative data obtained from tests and questionnaire.At the same time,the qualitative data obtained from interview are analyzed in text.The results show that:(1)After the use of multimodal teaching method in English vocabulary instruction,students’ vocabulary achievements have been significantly improved.(2)Following the implementation of multimodal teaching,the majority of students have a positive outlook toward English vocabulary teaching and are more likely to select multimodal vocabulary instruction over traditional vocabulary instruction. |
