多模態(tài)教學(xué)模式在初中英語(yǔ)詞匯教學(xué)中的應(yīng)用

題目多模態(tài)教學(xué)模式在初中英語(yǔ)詞匯教學(xué)中的應(yīng)用ContentsTOC\o"1-2"\h\u2599AbstractinEnglish TheApplicationofMultimodalTeachingModetoJuniorMiddleSchoolEnglishVocabularyTeachingAbstract:Agoodvocabularyisveryimportantinlearningalanguage.Itcanmakeyouabetterreader,speaker,listener,orwriter.Apoorvocabularycanslowdownyourreadingspeedandlimityourcomprehension.Developingagoodvocabularyisveryimportant.However,thetraditionalEnglishvocabularyteachingmodeshavemanylimitationsanddisadvantages.Forexample,theboringlearningatmosphereandthesimpleteachingmethodmayleadtopoorresultinvocabularyteaching.In1990s,westernresearchersputforwardthetheoryofmultimodaldiscourseanalysis.Thistheorymadeuseofsemioticresourcesinclassroomteachingandachievedgoodteachingeffects.ThisthesistriestointroduceMultimodalTeachingModewhichfullyusesofthemoderntechnology.Thismodecanhelpstudentsbroadentheirvisionsbythedifferentculturesandsituationalcontexts,asaresulttoincreasestudents’interestinlanguagestudy.Keywords:multimodal;discourseanalysis;vocabularyteaching;teachingeffectiveness多模態(tài)教學(xué)模式在初中英語(yǔ)詞匯教學(xué)中的應(yīng)用摘要：詞匯對(duì)語(yǔ)言學(xué)習(xí)至關(guān)重要,聽(tīng)、說(shuō)、讀、寫、譯能力皆是以詞匯為基礎(chǔ).詞匯量的不足以及詞匯運(yùn)用能力的缺乏會(huì)直接影響英語(yǔ)綜合能力的提高.然而,傳統(tǒng)的英語(yǔ)詞匯教學(xué)模式存在著許多局限性,其枯燥乏味的課堂氛圍、單調(diào)的教學(xué)設(shè)計(jì),導(dǎo)致學(xué)生失去對(duì)英語(yǔ)學(xué)習(xí)的樂(lè)趣.上世紀(jì),語(yǔ)言學(xué)家提出了多模態(tài)話語(yǔ)分析理論,認(rèn)為非語(yǔ)言的其他符號(hào)如動(dòng)畫、顏色、視頻、聲音、動(dòng)作、表情、圖像等都有促進(jìn)交際的作用.教育學(xué)家把此理論運(yùn)用到教學(xué)領(lǐng)域,多模態(tài)教學(xué)出現(xiàn)并取得良好的教學(xué)效果。本文研究視角聚焦于在多模態(tài)教學(xué)模式的理論指導(dǎo)下,充分利用現(xiàn)代教育技術(shù)不僅通過(guò)真實(shí)的文化情境幫助學(xué)生擴(kuò)大視野而且通過(guò)多媒體課件、音頻、音樂(lè)等方法來(lái)增加學(xué)生對(duì)語(yǔ)言學(xué)習(xí)的興趣,提高注意力。關(guān)鍵詞:多模態(tài);話語(yǔ)分析;詞匯教學(xué);教學(xué)效果.1.Introduction1.1ResearchbackgroundEnglishwhichismostcommonlyusedlanguageintheworldhasbeenstudiedinmanydifferentcountries,becauseEnglishistakenastheofficiallanguage.Asafast-developingcountryChinaadoptsEnglishasanimportantsubjectindifferentkindsofschoolsandcolleges.Englishclassestakeprecedenceinelementaryandadvancededucation.TheimportanceofEnglishisobvious.Duringthepastyearsofteaching,wewereconstantlyconfrontedwiththesamequestion“HowshouldwelearnEnglishinthemiddleschool?”Students,particularlythelowergradestudents,finditdifficulttocopewiththeirEnglish.Formanyyearswehavebeenhavingthedesiretosolvetheproblem.Harmerassumedthatvocabularyissoimportant,becauseitisthebasisofalllanguageactivities.Althoughwecanunderstandsomeone’sopinionbydifferentmeans,wecannottalkwitheachotherwithoutactualwords.Vocabularyplaysanimportantroleinstudents’languagelearning.However,itissoimportantforjuniormiddleschoolstudentstoenlargetheirvocabulary,butitisnotsoeasytoachievethisgoal.Moststudentsjustfocusonrecitingthevocabularymechanically,butpaynoattentiontothecontext.Thismethodusuallywastesstudents’timeandobtainapoorresult.Underthelowefficiency,studentsnotonlylosetheirheartinrecitingvocabulary,butalsogettiredinlanguagelearning.Asaresultitisverynecessarytocarryonthereformofvocabularyteachinginjuniormiddleschoolimmediately.Withthedevelopmentoftechnology,multimediahasbecomemoreandmoreimportantinvocabularyteachingandlearning.Thedifferentmeans,suchasimages,pictures,videos,canbeeasilydownloadandconductedinlanguageteachingandlearningintheInternettimes,thischangeresultsinthechangeofpeople’scommunicationmodewhichhasturnedmoremultimodalthaneverbefore.MultimodalTeachingModewasextendedintoteachingresearchfield.MultimodalTeachingModeutilitiesamajorityofmediums,andmakesagooduseofintegratedapplicationofmodernteachingequipments,suchasvideos,passages,imagesandsoontodeepenstudents’impression,strengthenthememoryandmotivatestudents’learninginitiative,whichmakesEnglishlearningoutoftraditionalblackboard-writingandnote-takingmodes.Itisverypopularamongteachersandstudentsforitsstrongvitalityandhighvisibilityandeasytounderstand.SothenewteachingmodeisworthbeingpromotedtotheteachingofEnglishvocabulary.1.2ResearchpurposeandsignificanceEnglishvocabularyisabasicelementinEnglishlanguage.Agoodvocabularyisveryimportantinlearningalanguage.Itcanmakeyouabetterreader,speaker,listener,orwriter.Apoorvocabularycanslowdownyourreadingspeedandlimityourcomprehension.Developinggoodvocabularylearningskillisveryimportant.McCarthy,afamousEnglishlexicologist,thinksthatnomatterhowstandardpronunciationonehasornomatterhowaccuratelygrammarknowledgeonemasterwhenlearningsecondlanguage,providedthatyoudon’tlearnvocabulary,communicationcannotcarryon.TheaimofEnglishclassinsecondaryeducationisthatstudents’interestshouldbestimulatedandatthemeantimestudents’self-learningabilityshouldbedeveloped.AlthoughtherewereagreatdealofresearchesonEnglishvocabularyteaching,theapplicationofmultimodaldiscourseanalysistheoryintomiddleschoolEnglishvocabularyteachingwasnotfully-developed.Thus,thisthesistakestheapplicationofMultimodalTeachingModeintothejuniormiddleschoolEnglishvocabularyteachingasthefocusofresearch,andtriestotestifytheeffectivenessofthismodeinimprovingtheachievementofEnglishvocabulary.MultimodalTeachingModepresentsdifferentmodeswiththeaidofvariousways,suchasPPT,video,music.Andthismodesetsoftext,images,video,animation,soundmodesinone,afterwardcompletestheconstructionofmeaningtogetherbyallkindsofmodesandstrikesachordwithlearnersaboutknowledge.Accordingly,itisnecessarytocreatealivelyandrelaxinglearningatmosphereforstudentstolearnvocabulary.SoithasbeenwidelyusedinEnglishteaching.It’steachers’dutytoguidestudents’learning.Soasinvocabularylearning,aneffectivelearningmethodcanincreasestudents’self-confidenceandreducelearninganxiety.Weallknowthatefficientoutputisbasedonsufficientcomprehensibleinput.InMultimodalTeachingMode,combiningthevision,feelingsandothermodesisaneffectivewaytohelpstudentslearnvocabularyfaster,anditcanarousetheirinterestsinrealinstructionandtheyareenthusiasticaboutparticipatinginlearningactivitiesandlookforwardtoEnglishclass.Finally,students’motivationandconfidencecanbeformulatedtoahighdegree,asaresultstudents’positiveattitudetowardvocabularylearningcanbeformednaturally.Furthermore,students’creativity,imaginationandexplorationcanbestimulatedwhilevocabularylearning.TheapplicationofMultimodalTeachingModediversifiesvocabularyteachingandmakesthevocabularyreformpossibleandeffective.Undersuchacircumstance,apracticalvocabularyteachingmodeisgoingtobeconductedinthejuniormiddleschoolinthefuture.2.Literaturereview2.1MultimodalityandMultimodalTeachingModeInreformofvocabularyteaching,moreandmoreteachersbegintofocusontheterm“Multimodality”.AsfarasthedefinitionofMultimodalityisconcerned,differentlanguageresearchershavedifferentideas.Herearesomerepresentativedefinitions,Holsonovapointsoutthat“wecannotcommunicatewitheachotherandgraspinformationquicklyandefficientlyinourdailylifewithoutusingdifferentmodes.Multimodalityparticipatedintheactivitieswhenwealsouseoflanguage,gestures,limbmovementsinthecommunication”.ZhualsopresentstheconnotationofMultimodality.Hesaid“Obviouslytherearefivechannelsforhumanbeingstosensetheouterworld,andeachtypeofcommunicativemodalityistransferredthroughthesechannels.Multimodalityisagoodwaytomakeuseofauditory,tactile,visualandothersenses,throughexercises,images,musicandothermeans”.Multimodalityisdefinedastheconnectionoftwoormorethantwosemioticelements,althoughonlyonepracticalmodality.Zhubelievesthattherearetwochangesinthecontemporarysocialenvironment.Ontheonehand,differentlinguisticvariationsstimulatethedevelopmentofdifferentculturesinmodernsociety.Ontheotherhand,theincreaseofmoderninformationmakesthetraditionalwaywhichfocusesonexpressivemeaningthroughthetextwiththevisual,auditory,gestureandotherexpressivewaysmorepractical.Thetwochangeshavegreatlyinfluencedtheteachingcontentandmethodsinvocabularyteaching,sothatgreatchangesoccurredintheeducationalphilosophyofwesternschools.In1996,NewLondonGroupupdatedthedefinitionof“Multiliteracy”forthefirsttime.MultiliteracyadvocatesusingtheInternet,picture,role-playingandotherchannelsandavarietyofteachingmethodstostimulatethevarioussensesoflearners,inordertoachievethepurposeofcommonparticipationandcooperationinlanguagelearning.In2000,Steinencouraged“MultimodalTeachingMode”whichappliestheideaofmultiliteracytraining.ItreferstoEnglishteachersarewellpreparedbeforeclass,andthenthroughtheapplicationofanimation,image,andbodylanguage,etctoimprovetheinterestinEnglishteachingandtheeffectofteachingmeans.thelearner’sdiverseabilityisemphasizedinthisteachingmode.OrganizinginteractionsintheclassroomisbelievetoapplyMultimodalandevaluatingshouldconductedbythestandardofthemodalcharacteristicsoftheenvironment.Differentmodernresourcesshouldbeadoptedbyteachersintotheclassroomandeverysensoryorganofstudentsshouldbeencouragedtolearnvocabulary.2.2ResearchonMultimodalTeachingModeabroadandathomeMultimodalTeachingModecameintobeingwiththeguideofthetheoryofmultimodaldiscourseanalysis.MultimodaldiscourseanalysishastremendouslyacceleratedthedevelopmentofMultimodalTeachingMode.Suchkindofteachingmodeexplaintheexactcontentofdiscourseanalysis,whichnotonlytakeswrittenorspokendiscourseintoconsiderationbutalsofocusesonthecolors,images,videos,picture,soundsandsoon.Asfarasthewesterncountriesareconcerned,BarthesfirstputforwardtheMultimodaldiscourseanalysisin1977,andhisbook“RhetoricoftheImage”,whichexplainedtherelationshipbetweenimagesandlanguagesinpracticalcommunicationwaspublished.Kress&VanLeeuwenalsoplayedanimportantroleintheexplorationofthetheoryofMultimodaldiscourseanalysis.TheyexploretheMultimodalityofdiscourseinReadingImages.Theconceptof“Multimodalteaching”cameintobeingbythedevelopmentofhigh-technology.Bretthasmadelisteningteachingwiththesamecontent,inadditiontothattelevision,taperecorder,multimediaasthemediarespectively.Bycomparingtheteachingeffectsinclass,hismajorfindingwasthatthebestteachingeffectcomesfromthemultimediagroups.VanLeeuwenbetsthatthedominantpositionofinterpersonalfunctionwasdeterminedbythestructuralfeaturesofinmusic.ThetheoryofMultimodaldiscoursewasintroducedtoclassroomteachingandeducationbyBaldry.Multi-semioticresourceswereintroducedintostudents’textbooks,whichenrichesEnglishteachingresourcesandhasgreatinfluenceonEnglishteaching.KressandVanLeeuwenputforwardthethreetheoreticalbasesinMultimodalTeachingMode.Unworthydealswiththemixtureoftextandelectronicimagesformatintheprocessofvocabularyteaching,asaresultvocabularyteachinghasachievedgreatsuccess.AtthesametimetherelationshipbetweenimagesandspeechesinclassisintroducedbyRoycewhoproposesMultimodalteachingmethodology,andappliesittolanguageteachingandlearning.In2006,JewittobservedthattheteachersmakeuseoftheinteractivewhiteboardstoallocatetheMultimodalresourcesintheclass.Heputforwardtheprinciplesofusinginteractivewhiteboardandthenalsoillustratestherelationshipsamongtheclassroomteaching,teachingmethod,multiliteracyandmoderntechnology.TheresearchmethodofMultimodaldiscoursewasintroducedbyBaldryandThibaultwhomaderesearchonhowtousethenetwork,multimediaandothermeanstoenrichtheteachingmethodinvocabularyteaching.Inaword,theresearchabroadismainlyabouttheconceptofmultimodalteaching,andfewapplicationofMultimodalTeachingModeinactualclass.InChina,Multimodalityhasbeennoticedandappliedtoteachingbysometeachersinrecentyears.HuandWeibelievethattheprocessofforeignlanguageteachingreforminChinacanbecalculatedbythehypertextthinkinginCollegeEnglishteaching.Gusetsupanteachingmodelbyconductingthecomparativestudybetweennetworkteachingandtraditionalteachingbothinteachingandlearning.LongandZhaocombinetheMultimodalityandmeta-cognitivestrategiestoimprovestudents’listeningabilitybyempiricalstudies.ZhangexplorestheMultimodalteachinginvocabularyclass,andsetuptheprinciplesforthecompilingofmultimodalforeigncoursebooks.AllofthestudiesathomehavefocusedontheimportantinfluenceofMultimodalityonlanguagelearningandteaching.Asaresult,MultimodalTeachingModehavebeensetupandtestified.Withthedevelopmentoftechniquesandmodels,allaspectsofforeignlanguageteachingbegintomakeuseofMultimodalTeachingMode.Sodoesthevocabularyteaching.BytheguidanceofMultimodalanalysis,ChengandYingstimulatestudent’differentsensestotakepartinthevocabularylearningwiththehelpofmultimedia.LiuexplorestheuseofEnglishoriginalfilm,novel,musicandotherliteratureformsinvocabularyteaching.JinpresentsthecurrentsituationofapplyingMultimodalTeachingModeinvocabularyteaching.Insummary,MultimodalTeachingModehasbecomemoreandmorepopularamongdomesticandforeignexpertsandscholars.However,thereislittleresearchontheactualapplicationofMultimodalTeachingModeinvocabularyteaching.Somestudiesareonlyconductedinhighschoolandcollegevocabularyteaching,butlessinmiddleschoolvocabularyclass.However,thispapertriestomakeuseofMultimodalTeachingModetopromotetheeffectofjuniormiddleschoolvocabularyteaching.2.3Newcurriculumstandard“EnglishCurriculumStandardsofCompulsoryEducation”wasissuedbytheMinistryofEducationin2011.StudentswhoareaboveGradeThreearerequiredtostudyEnglishinprimaryschoolbytherequirementofNewCurriculumStandard.NewCurriculumStandardputforwardtherequirementofthestudentsofGrade9.First,theyshouldmasteracertainamountofvocabularyanditsfixedcollocations.Second,theyshouldhaveathoroughunderstandingoftheextendedmeaning.Third,theymayobtainaflexibleusageofthevocabulary.What’smore,NewCurriculumStandardalsomakesachallengingstandardforteachers,forexample,differentformatsgivestudentdifferentsourcestoobtainmoreinformationinteachingresourceswhichhavepracticalmeaningcombinemoderneducationaltechnologywillimprovetheproficiencyoflanguageteachingandlearning.Thereforeasfarasjuniormiddleschoolstudentsareconcerned,vocabularylearningisverydifficultandboring.Their’attentioncanbescatteredandcachedeasilybyslightchangesofteachingandlearningmethods.WhileinjuniormiddleschoolEnglishclassmostteachersstillusethetraditionalteachingmethods,suchasexplainingwordssimplybyteachers,readingvocabularyagainandagain,memorizingvocabularymechanically,andreadingvocabularyaftertheteacher.Theteachingmethodbyusingverbalexplanationcannoteffectivelyimprovestudents’abilityinvocabularylearningandusing.Thetraditionalteachingmethodisoutofdateandhasalowefficiency.Inaword,thereareseriousproblemsinvocabularyclass,anditisnecessarytoimprovetheeffectofvocabularyteachinginjuniormiddleschools,soitisurgingtoadoptthenewteachingmethodvocabularylearningandteaching.Guidedbythedevelopmentoftechnologyincomputerandnetworkfields,MultimodalityhasperformedaleadingroleinthereformtheEnglishclassroomteachingmodegradually.Manydifferentcommunicationmodes(suchasimages,texts,voicesandsoon)havebeenusedtostrengthenthememory,motivatestudents’learninginitiativeanddeepentheimpression.Itexploresstudents’multi-sensestolearnandusecollaborativelythroughvariousways.Therefore,itisnecessaryforEnglishteacherstofurtherstudytheeffectiveapplicationofthemultimodalteachingmodetoEnglishvocabularylearningandteaching.3.Thepresentsituationofvocabularyteachinginjuniormiddleschools3.1Teachers’roleinjuniormiddleschoolsThetraditionalEnglishteachingmodeisbasicallyteachercenteredinconceptandpracticaloperation,butthemainpositionofthestudentsisnotenough.Studentsbecomethepassiverecipientsinthewholeclass.Ontheonehandtheteachersgettiredofthetraditionalteachingmethod,ontheotherhandstudents’attentionareeasilybescattered.Asaresult,theEnglishvocabularyclasswasconsumedasthemostboringcourse.Meanwhile,mostoftheirtimeandenergyofteachersarewastedinpreparingthevocabularylessons,thereislittletimeandenergytoorganizeandcarryoutextracurricularEnglishinterestgroupsandcampusEnglishcorneractivities,andcannotactivelycreatethenecessaryandbeneficialEnglishlearningatmosphereforthestudents,andcannotalsoexpandtheirknowledgehorizonsforstudents.3.2Students’learningattitudeJuniorschoolstudentsareactiveandeagertolearn,buttheirattentioncaneasilybescattered.Innernoisytreason,iftheirinterestinlearningisnotarousedbyproperteachingmethod,manystudentswouldgiveuptheirmindinvocabularylearning.So,injuniorhighschool,thisteachingstagemustmakestudentsinterestedinlearningstate.Allstudents’Englishlearningcanonlycomefromclassroomandtestpaper,andtheskilloflanguageapplicationlackoftrainingcorrectly.Besides,duetothelackofnecessaryEnglishlearningatmosphere,students’Englishlearningwillalsobecomepassive,andonlyacceptrigidanddogmatictextbookknowledge.Atthesametime,students’learningcuriosityisgoneintheprocess.Itisdifficultforthejuniormiddleschoolstudentstocontrolthemselvesandtheymaybecomelazyanytime.Undersuchcircumstance,anegativeattitudetowardsEnglishvocabularyisevokedamongstudentsandthisresultsinthelowefficiencyinvocabularyclass.3.3ComparisonbetweentraditionalteachingmethodandMultimodalTeachingModeGreatimportanceisattachedtotrainstudents’abilityofrecitingthesewords,blackboard-writingandnote-takinginthetraditionalteaching.Teachingmethodisnotonlymechanicalbutalsomonotonous,sostudentscannotcompleteawonderfulsentencewhentheymeetaforeignerfriendinanysituation.However,inMultimodalTeachingMode,teachersarenottheleadersanylonger.Onthecontrary,teachersshouldshouldermultipleresponsibilitiesofidentityandobligationintheteachingactivities,suchastheorganizers,thedesigner,guide,andfacilitator.TheapplicationofMultimodalTeachingModeinjuniorEnglishvocabularyteaching4.1ThebasicprinciplesofMultimodalTeachingModeInthispart,twotheoriesareincluded:systematicfunctionallinguisticandcognitivepsychology.4.1.1SystematicfunctionallinguisticsThetheoreticalfoundationofmultimodalEnglishvocabularyteachingisHalliday’ssystematicfunctionallinguistic.Halliday’ssystemicfunctionallinguisticthethoughtsareinheritedEuropeananthropologyandlinguistic.Thistheoryemphasizesthesociallanguageusers,focusesonthefunctionoflanguage,Hallidayconsidersmodeassocialsemiotic.Duringwecommunicatewithcompanion,therearedifferentmodes.Theothersocialsemioticsisalsoasourceofsignificance.Acceptedfromsystemicfunctionallinguistictheory,multimodaltheorylookslanguageassocialsemioticandpotentialmeaningmaking.Itholdsthatmultimodaldiscoursehasitsownsystematic.Anddifferentfromtraditionallinguistic,systemicfunctionallinguisticfocusesontextlanguagestudies,thestudyonanexternalenvironmentoflanguageandtheotherlanguagecharacteristicsatthesametime.Thelanguageandnon-languagesuittheanalysisofdifferentmodes.Inthemeantime,systemicfunctionallinguisticfocusesonthestudyofwordmeaningandfunction,andmainlyanalyzesthewordsemioticsystem,whichisthecommonfactorbetweensystemicfunctionallinguistictheoryandmultimodaltheory.Undertheguidanceofsystemicfunctionallinguistics,differentmodesareadoptedinaframeworkforanalysis.Therefore,fromtheseveralaspectsabove,weregardsystemicfunctionallinguisticasthetheoreticalfoundationofmultimodaltheory.4.1.2CognitivepsychologyThesecondelementofthemultimodaltheoryisCognitivepsychology.TheAmericanlinguistNeisserwrotethebooknamedCognitivePsychologytoputforwardthistheory.However,inthedomesticmanyscholarsalsoapplythecognitivepsychologytomakeresearchontheforeignlanguageteaching.GuYueguoexplainedtheconceptofthemultimediaandthemultimodalintheinformationfiling,whichplaysanimportantroleinthedomesticrelatedresearcharea.Hepointsoutthatcognitivepsychologyemphasizestheroleofthebrainintheprocessoflearning,andheconstructsthemodelof“rolemodelinglanguage”onthebasisofthistheory.Inaddition,YangJianying&DuPingmadeuseofcognitivepsychologytoconstructamultimodalcognitiveteachingmodel.Startingfromtheconceptofpeopleoriented,theydiscussthetheoryandmethodofmultimodalteachingthroughtheperspectiveofcognitivepsychology.Inthisthesis,theauthorbelievesthatcognitivepsychologyprovidesaspecificstructuremodelofhuman’sbrainthinkingforlanguagelearning.WhenweapplyittomultimodalEnglishvocabularyteaching,themultimodaltheoryandthecognitivepsychologycanlearnfromeachotherandcomplementfromeachother.Ontheonehand,cognitivepsychologyrevealstheexperienceofthebodyandconceptualizationofthemindarethebasisoflanguageresearch.Ontheotherhand,MultimodalTeachingModehighlightstheindivisibilityofbodyandmind,whichisthecommunicationofdifferentmodesandsensesbetweenmanandtheworld.Therefore,thelinkingfunctionofbodyandmindwasemphasizedinlanguagelearning.4.2ThefeaturesofMultimodalTeachingModeFirstly,themostimportantroleisthatstudents’vocabularylearningmotivationcanbeevokedbytheteachingmethodbasedonthemultimodaltheory.Allofthemhaveahighpositiveattitudetowardthismultimodalmethodandtheymayhaveanupdatewayofthinkinghowtoimproveandexpandtheirvocabularyquickly.Secondly,MultimodalTeachingModeintegratedallkindsofmodeinEnglishvocabularyteaching.Throughtheapplicationofthisnewmethod,teacherscanattractstudents’auditoryandvisionintoclass.Inthisway,itiseasyforstudentstorememberthesewordsinclasswhileteachersareteaching.Aswecansee,studentscantakepartinactiveclasshappily.Whiletheyparticipateinclasslearning,studentscanmastertheknowledgemoreeasilythanbeforeandimprovetheirownskillsinaharmoniousclassatmosphere.Finally,studentsbecomethehostofthisclassandunconsciouslymastertheknowledge.Third,MultimodalTeachingModemakesgooduseofmultimediatechnologywhichisaidedbythevariouskindsofvideos,sounds,andpictures,asaresulttherealcontextispresentedtostudentsandstudentsarefaceddirectlybyallkindsofrealsituationsofvocabularyapplication,aftersuchexperiencestudentscanacquiremoreconcretevocabularyknowledgeandcontextualinformation.Therelaxedlearningatmosphereiswelcomedbyallthestudents,becausethroughteachers’bodylanguageincludingfacialexpressionsandmultimediateaching,studentsconcentrateonvocabularylearning,understandanddeepentheirmemoryofwhattheylearn.Inaddition,studentsalsohaveinitiativeonvocabularylearning.Therefore,multimediacoursewareshouldbeencouragedinEnglishclass.4.3Differentteachingmodes4.3.1TheapplicationofPPTinjuniorEnglishvocabularyteachingApplyingmultimediaresourcestocreateMultimodalTeachingModeofteachingenvironment,teachersshouldadoptvariousmodesandconstructteachingenvironmentsothatpresentationisofferedbythedifferentmedia,suchasvideos,pictures,audioscartoons.Obviouslyitisnecessarytomakegooduseofdifferentinlanguageteaching.Nowadays,PPTcoursewareincludessounds,words,picturesandvideosintoacompleteintegrationandplaysasupportingroletopromotestudents’activethinking.Therefore,teachingequipmentsuchascomputers,phones,projectorsshouldbeusedfullytomaketeachingmoreeffectiveandmoreattractive.Infact,PPTisverypracticalinvocabularyteaching.Teachersshouldcombinetextbookandpropervisualmodetostimulatestudentssensoryandimprovetheirinterestinlearningaswellaspresentstudents’relatedknowledgeinanaudio-visualandthree-dimensionalformwhentheymakeuseofPPTcourseware.Theaudio-visualcombinationisusuallybasedonthetextbooksandaddsvideos,songs,chartsandpictureswhicharerelatedtotextbooksbyusinghyperlinksofmultimediatechnology.Besides,Itisprovedthatstudents’scoresaredirectlyaffectedbytheteachingapproach.PPTcanhelpstudenttakepartintheactivities.AdoptingPPTtovocabularyteachingcanstimulatestudents’sense.Takethesampleteachingoftheword“carnival”,avideowithsinginganddancingcouldbeinsertedintoPPTcourseware.Withthehelpofsoundsandpictures,studentsmayunderstandtheconceptionofthewordmoredeeply.Anextensivevocabularywillenablestudentstocommunicatecomprehensivelyandbecomemoreconfidently.Therefore,multimodalPPTteachingdoesnotputthevalueoftextbookaway,butconcentrateonthedetailedandconcreteinformationofdifferentvocabulary,andenlightenitsowncharacteristicatthesame.PPTisconvenientforpickingoutthekeyinformationfromtheminorpoints,whichhelpsstudentscomebymoreinformationtoexplainthemeaningofvocabularyinvariousways.4.3.2TheapplicationofvideoinjuniorEnglishvocabularyteachingItisextremelyimportantforteacherstomakeagoodpreparationforalesson,notonlyconsideringstudents’languagelevel,butalsoprovidin