| The rapid development of science and technology greatly promotes the update of teaching media,and the modes used in the classroom are also diversified.According to the English Curriculum Standards for Senior High Schools(2020),in modern society,students should be equipped with the skills to understand the meaning expressed by various modes such as pictures,charts,videos and animations.Multiliteracies Pedagogy proposed by the New London group integrates multiple modes into the teaching steps composed of Situated Practice,Overt Instruction,Critical Framing and Transformed Practice,in order to develop students’ reading ability to meet the needs of the development of the society.Based on social semiotics theory,multimodal discourse analysis theory and constructivist learning theory,this paper applies Multiliteracies Pedagogy to high school English reading teaching,and optimizes the application of Multiliteracies Pedagogy in reading teaching through action research,so as to improve students’ reading attitude and ability and to meet the requirements of the curriculum for reading.In this study,57 students in Class 43 of high school in Juancheng County,Heze City were selected as research objects.This action research is divided into three stages and lasts for 13 weeks.Questionnaires,interviews and tests are used to discuss the following three questions:(1)How to effectively apply Multiliteracies Pedagogy to the high school English reading class?(2)What is the impact of Multiliteracies Pedagogy on students’ reading ability? Which reading ability has the most significant effect?(3)What is the impact of Multiliteracies Pedagogy on students’ reading attitude?Through quantitative and qualitative analysis,the following conclusions are drawn:(1)After three rounds of action research,according to the actual situation of reading teaching,the sequence of teaching steps is adjusted successively into Situated Practice,Overt Instruction,Critical Framing,Situated Practice,Transformation practice.Before the Transformation practice,Situated Practice is added to provide students with specific situations,so that role-playing,retelling and other activities can take place in the multi-modal context to help students transfer and use.(2)Through the comparison of reading test scores before and after the action study,students’ reading ability has been improved,especially the inferential capability.(3)Through the comparison of the questionnaire data before and after the action study,it is found that Multiliteracies Pedagogy has a positive impact on students’ reading attitude,and the students’ reading attitude has been improved.This action research has achieved some teaching results,which enriched the ways for English teachers to improve students’ reading ability and reading attitude and provided relevant suggestions for English reading teaching. |
