多模态视角下的高中英语语法教学研究 56页

Ｉｆｍ乂碁确參爹－響顯ｉ戀ｆ巧議證售：榮誦ｉ薩誦＇．：两：．鲁在Ｖ‘．也麵賴纖議！．－、难、暴祿歡：；＇，．．．，、一：：，／：：－：Ｖ：：；：ｓ、、＇？‘＇、，、＂．，＾’？：‘护右排．，：：封醉、；九飄离孩苗咕靜苦斬记．诚、－；嘴聲靡變ｉ；提＼冷Ｉ：；；ｉ纖諭’擊帛｜＇＇一‘’■觀讀．ｔ纖義媛薦、＇：‘＇．．．＇，＇．，＇＇．；々心轉啤、－：＾巧ｖ中＾＇、如＞？．心．．．山叶乃ｒ＼、＾铃＇试’＿芯片＞嘴，、Ｖ’，、、：＾祥八啤’：＊系庭墙餐打呼ｔ记个成＞＂、．＇—＇＇解‘５始社；净Ｌ：’帛雞與汽．．．’？．．．＇；；‘，．纖難觀敎；：，Ｉ＇’嗎挺馨－‘、‘＇．；；二＇＾：％．哨节辦Ｖ纖鸣？疫＇酵．；ｉｉｉｉ：．麵議瞧；一議ｉｉｉｉ＇ｌ＂．巧＾龜巧Ｔ．非靖議議纖战誦鑛、感簇、寧翁、’＇＂、．－、抹；．ｙｉＢ：篡换始照漱；Ｗ 分类号：学校代码：10165密级：学号：201312000185教育硕士专业学位论文多模态视角下的高中英语语法教学研究AStudyofMultimodalEnglishGrammarTeachinginHighSchools作者姓名：赵若彤学科、专业：学科教学（英语）研究方向：英语教学导师姓名：宋兴蕴教授2015年5月 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsZhaoRuotongAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2015 学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加标注和致谢的地方外，不包含他人和其他机构己经撰写或发表过的研究成果，其他同志的研究成果对本人的启示和所提供的帮助，均己在论支中做了明确的声明并表示谢意。学位论义作者签名：学位论文版权的使用授权书、本学位论文作者完全了解迂宁师范大学有关保留使用学位论文的规定，及学校有权保留并向国家有关部口或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权狂宁师范大学，可レッ将学位论文的全部或部分内容编入有关数据库并进巧检索，可Ｗ采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质一致论文的内容相。保密的学位论文在解密后使用本授权书。：瓜起备学位论文作者签名指导教师签名：签名日期；２０化年月２＾ 辽宁师范大学硕士学位论文摘要英语对于现在的中国学生来说已经成为了一种重要的语言。英语作为一种语言，本身就是一个系统，需要靠英语语法来规范，因此学习英语语法是十分必要的。对于中国的高中生来说，学习英语语法不仅在英语听，说，读，写当中正确应用，而且会提高他们运用英语以及达到熟练交流的能力。然而现在，高中生并没有一个使用英语的环境，并且在传统的课堂教学中，教师普遍采用“填鸭式”的教学方式，更加使得课堂枯燥无味。高中生只能为了考试机械的记忆语言规则，既容易遗忘，并且也会使得高中生丧失对英语的学习兴趣，严重影响学习成绩。因此，如何教英语语法显得非常重要。随着现代化社会不断发展以及在新课程的背景下，1996年“新伦敦组合”（NewLondonGroup）提出了多模态教学这一新的概念。此小组主张利用图片，声音，多媒体，小组讨论等多种渠道，调动以及激发学生们学习语言的兴趣，使学习者参与语言学习的过程中并且提高学习者的英语交际能力。本文为了研究多模态语法教学在高中英语语法课堂上运用的有效性。提出了以下研究问题：⑴和传统的语法教学模式相比，多模态语法教学模式在课堂教学中更有效果吗？⑵多模态语法教学模式是否能够激发学生学习英语语法的兴趣？如果能，为什么？⑶多模态语法教学模式能够影响高中生运用英语交流的能力吗？本文选取大连开发区第八中学高一两个班级共100名学生，一个参照组，一个实验组进行了三个月左右的实验。并同时使用了两次考试，一次问卷调查，一次采访进行分析和检验实验结果。最后数据通过SPSS分析，得出结论。研究结果表明，多模态语法教学对于高中生这一特定群体来说，确实有显著的效果。其结合声音，图片，语言，多媒体等各种模式，在多种情境中激发引导高中生学习英语语法的兴趣以及能力，最后明显提高高中生英语语法水平，以及英语交际能力。关键词：英语语法；多模态教学；多模态语法教学方法；英语交际能力；高中生 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsAStudyofMultimodalEnglishGrammarTeachinginHighSchoolsAbstractEnglishhasbecomeanessentiallanguageforChinesestudentsatpresent.EnglishisregardedasakindoflanguagewhichbelongstoasystemanditneedstoberegularizedbyEnglishgrammar.Soit’sessentialtolearnEnglishgrammar.ForseniorhighschoolstudentsinChina,learningEnglishgrammarisnotonlyappliedproperlyinlistening,speaking,readingandwriting,butcanimprovetheirtheapplicationofEnglishabilityandproficiencyinEnglishcommunicativecompetence.Butnow,theseniorhighschoolstudentsarenotintheenvironmentofusingEnglishandintraditionalclassroomteaching,teachersadopttheforce-feedingapproachtoteachinggenerallywhichmakestheclassroommoreboring.Theseniorhighschoolstudentsonlyrememberthelanguagerulesmechanically,whichisnotonlyfaciletoforget,butalsoleadtotheseniorhighschoolstudentslosinginterestinEnglishlearninginordertoaffecttheirgrades.Therefore,howtoteachEnglishgrammarisimportant.Withthedevelopmentofmodernsocietyandsettinginthebackgroundofcurriculum,NewLondonGroupcameupwithmultimodalteachingwhichwasanewconceptin1996.Thisgroupwaswisetoutilizethepictures,sound,multi-media,groupdiscussionandmorevariouschannelstoarouseandtransfertheinterestoflearninglanguageforstudents.Learnerscantakepartinthelanguagelearningprocessanditimprovethelearners’Englishcommunicativecompetence.ThispaperaimstocomprehendtheeffectivenessofthemultimodalgrammarteachinginEnglishgrammarclassofseniorhighschool.Theresearchquestionsarepresentedasfollows:⑴Comparedwiththetraditionalgrammarteachingmethod,doesthemultimodalgrammarteachingmethodhavebettereffectsinseniorhighschool?⑵Whethermultimodalteachingmethodstimulatesthestudents’interestsinlearningEnglishgrammariftheanswerisyes,givetheexplanation.⑶CanmultimodalgrammarteachingmethodinfluencetheapplicationofEnglishcommunicativecompetenceoftheseniorhighschoolstudents?Theresearchsubjectsare100studentsoftwoclassesfromtheEighthHighSchoolofDaliandevelopmentzone.OneclassisasaControlClasswhiletheotherclassisasanExperimentalClasstoproceedwithathreemonthsresearch.Meanwhile,thisresearchadoptstwotests,onequestionnaire,andaninterviewtoanalyzeandcheckouttheresearchresults.Andthesoftware(StatisticalPackageforSocialScience)isusedtoanalyzethedatainordertodrawaconclusion.Theresearchresultsprovethatfortheseniorhighschoolstudents,themultimodalgrammarteachingmethodhasasignificanteffectindeed.Themultimodal 辽宁师范大学硕士学位论文grammarteachingmethodcombineswithsound,pictures,language,multi-mediaandmoredifferentmodelstoarousetheinterestoflearningEnglishgrammarandguidetheabilityoflearningEnglishgrammarfortheseniorhighschoolstudents.Atlast,theleveloftheseniorhighschoolstudents’EnglishgrammarwillbeimprovedandtheirEnglishcommunicativecompetencewillbeenhancedaswell.KeyWords:EnglishGrammar;MultimodalTeaching;TheMultimodalGrammarTeachingMethod;EnglishCommunicativeCompetence;TheSeniorHighSchoolStudents AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsTableofContents摘要......................................................................................................................IAbstract........................................................................................................................II1Introduction............................................................................................................11.1ResearchBackground........................................................................................11.2SignificanceofStudy........................................................................................21.3PurposeofStudy...............................................................................................21.4StructureoftheThesis......................................................................................32LiteratureReview...................................................................................................42.1Introduction........................................................................................................42.2OverviewofMultimodalDiscourseAnalysis.................................................42.2.1TheDefinitionofMultimodalDiscourseAnalysis..................................42.2.2TheoriesofMultimodalDiscourseAnalysis............................................52.2.3ResearchesonMultimodalDiscourseAnalysisAbroadandatHome...72.2.4MultimodalDiscourseonTeaching..........................................................82.3OverviewofEnglishGrammarTeaching.....................................................112.3.1TheDefinitionsofGrammar....................................................................112.3.2RelativeGrammarTeachingMethodsinChina.....................................122.4ApplicationofMDAonEnglishGrammarTeaching..................................132.5ThePositiveInfluencesofMultimodalTeachingonEnglishGrammarTeaching..........................................................................................................153ResearchMethodology........................................................................................173.1ResearchQuestions.........................................................................................173.2Subjects............................................................................................................173.3Instruments......................................................................................................173.3.1Test.............................................................................................................183.3.2Questionnaires...........................................................................................183.3.3Interview....................................................................................................183.4DataCollection................................................................................................193.5ResearchProcedure.........................................................................................193.5.1Introduction...............................................................................................193.5.2TeachingProcedure..................................................................................20 辽宁师范大学硕士学位论文4ResultsandDiscussion........................................................................................244.1Introduction.....................................................................................................244.2TheAnalysisofTests’Results.......................................................................244.2.1TheAnalysisofPre-testResult...............................................................244.2.2TheAnalysisofPost-testResult..............................................................244.2.3Discussion.................................................................................................254.3TheAnalysisoftheQuestionnaire................................................................254.4TheAnalysisoftheInterview........................................................................284.5Summary..........................................................................................................285Conclusion.............................................................................................................325.1MajorFindingsoftheResearch.....................................................................325.2ImplicationsoftheResearch..........................................................................335.3LimitationsoftheResearch............................................................................345.4FurtherResearch.............................................................................................34References..................................................................................................................36AppendixA................................................................................................................38AppendixB................................................................................................................41AppendixC................................................................................................................43AppendixD................................................................................................................45 辽宁师范大学硕士学位论文1Introduction1.1ResearchBackgroundInlinguistics,grammarisaseriesofstructuralruleswhichisgoverningtheconstitutionofclauses,phrases,andwordsinanyspecifiednaturelanguage.Forseniorhighschoolstudents,Englishgrammaristhemostcrucialpartandisbecomingtobeoneoftherespectsoflanguageknowledge.OnlymastertheEnglishgrammar,canthestudentsapplytheEnglishcompetencewell.ThereisexistingphenomenonthatEnglishgrammarisstilldifficultyforstudentsinseniorhighschool’sEnglishclass.Therefore,teachersshouldregardtheEnglishgrammarteachingasthetoppriority.TeachersnotonlymastertheEnglishgrammarwellthemselvestobegoodsamplesforstudents,butalsoaimatstimulatingthestudents’interestofEnglishgrammar,enhancingstudents’accuraciesofusingEnglish,eventrainingthestudents’comprehensivelanguageabilities.However,weallhavetorecognizethattheinferiorqualityoftheEnglishgrammarteachingistheproblemnowexistingintheteachers.Howtosolvethisproblemiswidelydiscussingbetweentheteachingandresearchsides.Onthefirstplace,thereisnotanappropriateandimpeccablemethodgiventotheteacherstoteachEnglishgrammar.It’sdifficultforthemtodesignteachingobjectivesfromstudents’aspect,andthe“cramming”teachingmodeisoftenutilizedinEnglishclass.Teachersdonotoftenencouragetheparticipantofthestudents,andignoretheusingoflanguageskillstodivergentthestudents’thinking.Astimepasses,itcanneithercontentthestudents’needoflearning,normakethemenjoythepleasureoflearning,sothatthereisnointerestingreceivedbystudentstolearnEnglishgrammar.Secondly,thereisnotapropermethodfoundbystudentstolearngrammar.Inordertogethighscores,rote-learningisanimportantwayforstudentstopasstheexaminations.However,thismethoddoesnotimpactongrammarlearning.Studentscannotexactlyunderstandandremembergrammar,sothattheycannotproperlyusethegrammarforcommunicating.Nowadays,areasonableandpracticallinguistictheory,MultimodalDiscourseAnalysis,hasbeendevelopingrapidlyoftheinternetanddigitaltechnology.Inaddition,withtheincreaseofmultimodalteachingmethod,basedonHalliday’ssystem-functionallinguistics(1978),whichreckonsthatlanguagemultimodalinnature,whichisinvolvingallaspectsmadeupthevariousmodesofcommunication,suchasoralandwritten,image,color,flavor,space,gestures,etc.Thistheoryhasanessentialsignificanceforthesecondlanguageteachingorlearning.Withthistheory,theteachersnotonlyarerestrictedtosomespecificcertainteachingways,butcanenlargethemoredistinctmodalitiesforstudents,suchasfeatures,sound,wordandthelike.Inrecentyears,themultimodaldiscourseoffersenormousadvantageousguidanceforEnglishteachingthoughtbythestudiesofmultimodalteachingmethodwhicharemoreuniversalabroadandathomeatpresent.ThisstudyrevealsthatthemultimodalteachingmethodforEnglishgrammarteachingin1 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsseniorhighschoolisnotonlytoofferabetterefficientmethodforEnglishteachers,butalsotoenhancethestudents’learninginterests,consequentlyimprovingthestandardsofEnglishgrammarteachinglevels.1.2SignificanceofStudyNowadays,Englishgrammarteachingisbasedonaseveresituation,forinstance,teacherslackofsomeprofessionalteachingwaysororiginalteachingthoughtandstudentslackoftheinterestoflearningEnglishgrammar,soprofessorsandteachersaretryingtheirbesttofindoutnewgrammarteachingmethodforbreakingupthetraditionalEnglishgrammarteachingstyles.However,themultimodalteachingmethodandtheEnglishgrammarteachingaremergedinthisstudy,andtheoriesofsystemicfunctionallinguistics,MultimodalDiscourseAnalysisareusedtoinvestigatetheaffectionsofmultimodalgrammarteachingmethodonseniorstudent’sEnglishgrammarlearning,andfigureoutwhetheritisthemostreasonablemethodingrammarteaching.Thisnotonlycanstimulatestudents’Englishgrammarlearninginterest,butalsocanimprovetheirabilitiestolearnEnglish.Inadditiontothis,itcanmaketeachers’teachingprogressmoreefficientlyaswell.Moreover,itwillstrengthenthestudents’Englishgrammarabilities,atthesametimeitwillbeagoodwaytoenhanceEnglishgrammarteachingeffects.Atpresent,moststudiesofmultimodalteachingpaymoreattentiontotheoryanalysis,whilethepracticaleffectsofEnglishgrammarresearcharerelativelyrare.Inthisstudy,thetheoreticalresearchandtheempiricalresearchareappearedandpresented,byteachingexperimentsandthemultimodaltheoryintheEnglishgrammarteachingforseniorstudentshandlingEnglishgrammarappropriately,andprovidingtherelatedsolutionstotheEnglishgrammarteachingproblemsinseniorhighschool.SothisstudyfocusesontheoreticalandpracticalEnglishgrammarteachinganditissignificant.Allinall,ithasanimportantpositionintheareaofteachingtheory.1.3PurposeofStudyThepurposeofthisstudyisprimaryaboutintegratingthemodalitiesofvisionandfeeling,audition,aswellasthelistening,speaking,reading,writinginEnglishgrammarteachingcontentsbyusingmultimodalteachingmethod.Eventuallyreachingthelanguageinformationinputisimprovedandtheconsciousnessofstudents’Englishgrammarlearningisstimulated.Beyondthat,itpaysattentiontotheprocessoflanguageoutput,improvesactualabilitiesofstudents’grammarskills,andconsummatestheteachingmodes.Onthesecondplace,tolaythefoundationoffutureresearchisanotherpurposeofthisstudy.Therefore,intheareaofmultimodalgrammarteachingmethod,itwillprovideabetterandoriginalmethodforfuturestudy.2 辽宁师范大学硕士学位论文1.4StructureoftheThesisThisresearchismadeupof5parts.ThefirstpartisChapter1whichintroducesthebackgroundandthesignificance,purposeofthisresearch.ThesecondpartisChapter2whichintroducestheliteraturereviewofthisresearchincludingtheoverviewofthemultimodaldiscourseanalysisandtheoverviewoftheEnglishgrammarteaching.ThethirdpartisChapter3whichintroducesthemethodologyoftheresearchmadeupofresearchquestions,researchparticipants,researchinstruments,datacollectionandanalysisandresearchprocess.ThefourthpartisChapter4whichintroducestheresultsanddiscussionaboutthisresearch.ThefifthpartisChapter5whichconcludesthisresearchmadeupofmajorfindingsoftheresearch,implicationsoftheresearch,limitationsoftheresearchandthefurtherresearch.3 AStudyofMultimodalEnglishGrammarTeachinginHighSchools2LiteratureReview2.1IntroductionThischapteriscomposedoffiveparts:Thefirstpartistheintroductionofthischapter.ThesecondpartistheoverviewofMultimodalDiscourseAnalysis,whichincludesthedefinitionofMultimodalDiscourseAnalysis,thetheoriesofMultimodalDiscourseAnalysis,theresearchesonMultimodalDiscourseAnalysisabroadandathome,theMultimodalDiscourseonteaching,andthepatternofmultimodalteaching-learning.Furthermore,thepartoftheoriesofMultimodalDiscourseAnalysisincludesthehistoryofMultimodalDiscourseAnalysisandthetheoreticalfoundationofMultimodalDiscourseAnalysis.ThepartofMultimodalDiscourseonteachingincludesdefinitionofmultimodalteaching,theoreticalfoundationofmultimodalteachingandresearchesonmultimodalteachingathomeandabroad.ThethirdpartistheoverviewofEnglishgrammarteaching,whichincludesthedefinitionsofgrammarandrelativegrammarteachingmethodsinChina.Moreover,thepartofthedefinitionsofgrammarincludesthefunctionalgrammarandthetraditionalgrammar.ThepartofrelativegrammarteachingmethodsinChinaincludesthecommunicativeapproach,thetraditionalgrammar-translationmethodandthedrawbacksofgrammarteachinginthetwoteachingmethods.ThefourthpartistheintroductionoftheapplicationofMultimodalDiscourseAnalysisonEnglishgrammarteaching.ThefifthpartisintroducingthepositiveinfluencesofmultimodalteachingonEnglishgrammarteaching.2.2OverviewofMultimodalDiscourseAnalysis2.2.1TheDefinitionofMultimodalDiscourseAnalysisOnekindorvariouskindsofmedium(suchaseyes,earsandhand,etc.)realizessomekindofinteractions.Modalitymeansthattheinteractionbetweensenses(suchasvisual,touchandaudio)ofhumanbeingsandtheexternalenvironment(suchasorganisms,machines,creatures)(Gu,2007).So,wecanreckonthatmodalityreferstothesemioticresources,andmediumreferstothesensibleresources.Singlemodalityiscalledinteractionwithsinglesense,andmultimodalityiscalledinteractionwithmultiplesenses.Multimodalityis“thecombinationofdifferentsemioticmodes--forexample,languageandmusic--inacommunicativeartifactorevent”(VanLeeuwen2005:281).Definitely,itresearchesontherelationshipofinterdependencebetweendifferentmodesofcommunicationalfunctions,suchasoral,writtenorauditory.Atthesametime,itrecordstheimportanceofdiscourseswhichisconstitutedofdifferentsemioticmodes.Jweitt(2009)reckonsthattherearetwoexplanationsoftheterm“multimodality”–thefirstinterpretationisastheoryfortheincorporationofresourcesandmodesinmultimodalphenomenon,andthesecondinterpretationisasexplorationofnewdomainsortheapplicationofanextraordinary4 辽宁师范大学硕士学位论文approachtodomainsnotpreviouslytreatedwithintraditionalways.Introducingmultimodalityintodiscourseanalysisisbecausethenon-languagefactorsmanifestedthemajorityofmeaningsofdiscourse,forinstance,pitchandtonebelongtotheparalinguisticfeatures,bodylanguagesandgesturesbelongtothephysicalfeatures,laboratoryandstereosystembelongtothenon-physicalfeatures.Therefore,communicationisnotonlyfulfilledbysinglesense,butbytwoormoresensessimultaneouslyaswell.Themultimodaldiscourseisbythiskindofcommunicativemethodgenerateddiscourse(Zhang,2009).Allinall,anewkindoftextwhichiscombinedbythedifferentsemioticresourcessuchassound,pictures,wordsandtheliketogethertomakemeaningiscalledmultimodaldiscourse.Thatistosay,akindofanalyticalprospecttostudydiscoursebycombiningvariedmodalitieswhichallmeaning-makingresourcesconstitutethemiscalledmultimodaldiscourseanalysis.Jewitt(2003)reckonsthat“understandcommunicationandrepresentationtobemorethanlanguage,andwhichattendtothefullrangesofcommunicationalformspeopleuse–image,gesture,gaze,posture,andsoon–andtherelationshipsbetweenthem”.Thisviewpointfavorsthattherealizationofmeaningbecomesmultipleresourcesofmeaning-makingisdonethroughcombiningitssocialcontributions,differentmodalities,andallthemodalities.Inthemultimodaldiscourseanalysis,eachmodalityalsocanformulatesomegrammarprinciples,andtreatcertainmodalityasthegeneralruleofmeaning-makingresource.Inshort,theanalysisofvariousorallofthedistinctsemioticmodesinanarticleorcommunicativesceneiscalledmultimodaldiscourseanalysis.Infact,integratingandcorrelatingtherepresentational,transactionalandtextualideasrealizedbythesedifferentpartsistheaimofmultimodaldiscourseanalysis.Itexplainsthathowtheycooperatetogethertobringaboutanintegratedtextoracommunicativeincident.2.2.2TheoriesofMultimodalDiscourseAnalysis(1)TheHistoryofMultimodalDiscourseAnalysisTheoriginofmultimodaldiscourseresearchesisRolandBarthes,heemphasizesthatimagesprovideawealthofinformationinhisthesis“Rhetoricoftheimage”.Henotonlyemphasizesontheinteractionbetweendifferentmodes,butalsomakesagreatcontributiontothemultimodaldiscourse.Heisthefirstresearcherwhokeepsaneyeonhowtohaveaneffectivepointondisseminationofinformation,andrecognizestheinteractionbetweenthepictureandlanguageinitsexpressingaspect.Inadditiontothat,linguistic,codediconic,andnon-codediconicarethreetypeswhicharedividedbyRolandBarthesthroughthemeaningsystemofinformation.Discourseanalysisbeginstopopularizeonthemeaning-makingaboutothermodesapartfromlanguage,inthemiddleof1980s.Fromthismomenton,alargedealofresearchersstartstostudyothermodalitiesbyusingthisthesis.Forinstance,HallidaydevelopedSystemic5 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsFunctionalLinguistics,whoinordertoanalysissemioticswhichincludeslanguageandvisualimagesoffersmanytheories.KressGuntherisanothertoppingpioneer,whoanalysescommunicativeprocessesandemphasizesonallmodesincludingspeakingandlistening.Atthesametime,VanLeeuwenisthroughunitingthesystemic-relationalwayofmeaning-makingandtheresearchofsemioticsanalysestheintonatedfieldoflinguisticspeaking.While,asocialsemioticwaytoup-todatecommunication,inordertocooperatethemeaning-makingmodestogetherisbuiltbythebasicframeworkinKress’sMultimodality.Sohereckonsthatmultimodalityisthedelegateofsocialpractice,andheproclaimsthenewaspectforfurtherresearchandexploreonthemultimodaldiscourseanalysis.(2)TheoreticalFoundationofMDATheSystemicFunctionalLinguistics,alsocalledcontext-dependent(Halliday,1978)istheprimarytheoreticalbasisofmultimodaldiscourseanalysis.Hallidayregardslanguageasasocialsystematicsemiotics,andreckonsthatlanguageiscomposedof“theexchangeofmeaningsininterpersonalcontextofonekindoranother”(Halliday,1978/2001).Thecontextisbecomingamoreandmorepopularkeywordinrecenttheoriesofdiscoursesandlearningwhichisusedtoexploreanewteachingdomainbyresearchersandexperts.ApartfromtheSystemicFunctionalLinguistics,somenon-languagesemanticsystemsareoriginsformeaning-makingwhichmeanssomemultiplemodalsemioticscomposethesemeanings.Thesenon-languagesemanticsystemsincludesound,images,actionsandthelike.AresearcherfromChina,Zhu(2007)hasitsownopinions,andhethinksthatfourpointsofsystemicfunctionallinguisticsareinfavoroftheMDA.Thesefourpointsrespectivelyare:Firstly,languageisnotonlymeaningpotentialandsocialinteraction,butalsotheothersocialsemioticswhichmeansnon-languageissignificantaswell.Secondly,themultimodaldiscourseanalysishasitstypicalsystematicrulesaccordingtothesystemstudy.Thirdly,themultimodaldiscourseiscomposedoflanguagesemioticsandnon-languagesemioticswhichincludeinteractivefunction,textualfunctionandconceptualfunctionthatisthesameastheotherdiscoursesaccordingtothemetafunctionhypothesis.Fourthly,theexplanationsofmultimodaldiscourselinktothecontextualreasonscloselyaccordingtotheregistertheory.Inconclusion,systemicfunctionallinguisticsisthebasisofmultimodaldiscourseanalysistostudysocialsemiotics.Fromtheperspectivesofmodality,everymodalcanbeself-sufficientaswellasbasicallyexpressesthewholeinformation.Whileinteachingprocess,wecouldn’tutilizeonlyonemodalbecauseeverymodalhasitsowneffect.Usually,onemodaliscalledtheprimarymodalorfoundationalmodaltoplayasignificantrole.Othermodalsplayassistant,complementaryrolewhichinteractwithmainmodal.Therefore,teachersshouldutilizevariousmodaltoteachduringtheteachingprocessinordertocultivatestudents’theabilitiesofdiversemodalsreadingwhichnotonlybenefitsteachers’teaching,butalsobenefitsstudents’Englishgrammarlearning.6 辽宁师范大学硕士学位论文2.2.3ResearchesonMultimodalDiscourseAnalysisAbroadandatHomeNowadays,thespecialistsalreadydiscoveredthatthemultimodaldiscourseanalysishasbecomeanew,popularareaofdiscourseanalysiswithitsownstudymethodandtheoreticalframework.So,ithasquicklydiscoveredandwidelyappliedinmanyareasespeciallyforeignlanguageteaching.Beginnings,themajortopicsofthemodule’s10sections,whichmaybetaughtinanyorder,are:LifeonLand,Color,Shape,Texture,Odor,LifeinWater,Sound,Size,QuantityandPosition.Theactivitiesdevelopprocessskillssuchasobserving,classifying,communicating,comparing,counting,learnersobservethingsinterrariumsandaquariums.(NationalResearchCouncil,1996)Lemke(2002)hasmadeadeeplyresearchonhypermodality.Kress(2001)haspaidattentiontomultimodalteachingandacquiring,applyingmultimodalityinthescienceclassroomparticularly.Baldry(2000)hasstudiedthedistancelearningagewhichisonthebasisofmultimodalityandmultimediality.Kress(2003)hasstudiedontheliteracyinthenewmediaageoncemore.BaldryandThibault(2006)haveworkedontextanalysisofdiversetypescontainingprogram,ads,webpageandsoonandmultimodaltranscription.O’Halloran(2004)hasfocusedonsystemic-functionalperspectiveincludingmultimodaldiscourseanalysis.SomeexpertshavefocusedonthemultimodalteachingdiscourseaswellinChina.InChina,Li(2003)importsthesocialsemioticstudyofpicturesbyKreewhoisthefirstexpert.Thecomponentmeaning,representativemeaningandinteroperablemeaningaremainlysocialsemioticmethodswhicharestudiedbyhim.Li(2003)publishedabook,theSocialSemioticApproachtoMultimodalDiscoursewhichisthefirstbookcomingupwiththemultimodalmethod.Fromthenon,increasingresearchershavetriedtoutilizethismethodintodifferentaspectsonacademicworld.Zhang(2009),Hu(2006,2007),andZhu(2007),havefocusedonprovidingthepracticablemultimodaldiscourseanalysis,thetheoryofframeworkandmethodology.Zheng(2008)andWei(2008)haveworkedonmultimodalanalysisofimagesofmagazinesorprogrammes.Someotherresearchershavefocusedonotherdifferentaspectslikepoems(Hu2007,Xu2009),advertisement(Chen2008),multimodalresourcesincoursebooks(Chen&Wang2008),andanalyzingspeechinacademiclecturedescription(Hu&Zeng2007),andsomethinglikethat.Theseexpertshavemadegreatcontributionstomultimodalitymethod.Inconclusion,themultimodalteachingmodalincludesthataudiomodal,visualmodal,andtactilemodal.Distinctmodalshaveinparticularorder.Choosingtheprimarymodal’sfundamentalfactorsincludethefieldofdiscourse,thetenorofdiscourseandthemodeifdiscourse.Naturallanguageismultimodal,andweregardcomputermediumdiscoursewhichisthroughcollectedbycameraasmultimodaldiscourseanalysisormultimodaltext.Themostadvantageofmultimodaltextisithasgreatverisimilitudeandreliabilitywhichisdifferentfromspeechtextorwordtext.Whilethelanguageitselfismultimodal,solearninglanguage7 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsgrammarshouldtransfervarioussenseorganstomastertheversatilityoflanguagefromdiverseperspectives.Whenpeopleinteractwitheachother,theycanrelyondiversechannelsandmodalcommutativeinformationtodisposemanyrelationships.Thelanguageisnotasinglemodal,itoriginalismultimodal.Sothesuccessoflanguageteachingonlycanrelyonthemultimodaldiscourseanalysis.2.2.4MultimodalDiscourseonTeachingWiththedevelopmentofinformationage,multimodalteachinghasbeenmaximallyresearchedwhichisthemostessentialpartinmultimodaldiscourse.(1)DefinitionofMultimodalTeachingIn1996,theNewLondonGroupcameupwithanewmethodtoliteracypedagogythattheycall“multiliteracies”whichisatheoreticalaspectofthetransformingsocialenvironmentbetweenstudentsandteachers.Inthisresearch,the“design”whichbelongstosomekindofconceptasanessentialimplementformultiliteracies.The“redesigned”,“designing”and“thevariousdesigns”asthetheoreticalframeworksaredevelopedbythisgroup.Meanwhile,overinstruction,criticalframingandsituatedexercisearethedesignedprocedureofmultiliteracies.Thisapproachutilizesvariousimplementslikeimages,multi-media,internetandsoon,inordertoarousetheinterestoflearners’takingparticipateindifferentlanguagelearningactivities,andtransferthepositivesensesoflearners,reachtodevelopingthelearners’multimodalliteracy.Multimodalteachingreferstoteacherscanutilizedifferentmodalitiestoassimilate,transmit,eventransforminformationtolearnersinthecontextofmultimedia.Forlearners,thesecondlanguageacquiringistheprocessoflanguagecomprehension.Teachersshouldutilizeappropriatelyvariousmultimodalteachingmodesinsteadofonlyonemodeinordertobringaboutteachingtargets.Exceptthat,variousmultimodalteachingmodesinteachingprocesscancultivatetheinitiativeoflearners.(2)TheoreticalFoundationofMultimodalTeachingKress(2001)studiesonthethreetheoreticalbasicmultimodalmessagestransforminteaching.Tobeginwith,meaning-makingresourcewhichisshapedbysocietyduringlongtimeisbelongingtophysicalmedia.Meanwhile,thephysicalmediaturnsintomodalitybyvarioussocietiesandcanconveylearnedmeaning.Allvariousmodalitieshaveenormouspotentialexpressionofmeaning.Secondly,languagemodalityaswellasothermodalitiesexistandoperatesimultaneouslyintheenvironmentofinformationtransformation,andtheyinterweaveeachother.Theinteractioniscalledmeaning-making.Lastly,existentmodalityisconversedandnewmodalityisre-createdbecausetheteachersorlearnersaltertheexpressionofmodalityandthetransferredmodalitytoadapttherequirementofsocialinformationtransfer.Inconclusion,themultimodalteachingreferstoteachers(italsocanrefertostudentsinsometeachingcircles)undertheenvironmentofmultimodality,transfersufficiently8 辽宁师范大学硕士学位论文multimodalitytoacquire,passportandreceiveinformation.AccordingtothefeaturesofEnglishgrammar,teacherscanadoptvideo,movieeditor,record,picture,tableandsoontoconveytheinformation.(3)ResearchesonMultimodalTeachingatHomeandAbroadKress(2001)presentsatheorythatmultimodalteachingstructuremodesandalteractionswhichstimulatesstudents’personalinterestsinlearningenvironment.Exceptthat,KressandVanLeeuwen(2001)pointthatpictures,actionsandsoundplayanessentialpartofmultimodeinlanguageclassinsteadofjustplayingasubordinatedrole,sotheyhavestudiedonhowtoutilizethemultimodalteachinginthelanguageclass.Theyreckonthattheteachers’lecturesarereasonablesourcesfortheconstructionoflearners’context,andthelearnersshouldutilizeothersources,suchasknowledgetheyknew,andtheinformationfromthetextbooks.Meanwhile,learners’interestissoessentialforformattingnewmodesandsymbols.Kress(2003)studiesthetheoryofmultiliteracyanddiscusstheprogressofteachingmedalmodes.Then,hepresentssomenewconceptsaboutmultiliteracyanddevelopsintoatheoreticalframework.InChina,thesocialsemioticsofsystem-functionallinguisticsasthebasisofmultimodalteachingisrisingatpresent.AsfortheperspectiveofEnglishgrammarteachingarea,multimodalteachingiscombinedwiththeEnglishgrammarteaching.Thiscombinationcanpartlycompensateforthelackofmoderncommunicativegrammarapproach.ZhangandWang(2010)reckonthatgrammartableisessentialforgrammarteachingduetoitspowerfulmacrosystemandcleartodistinguish.Soasanimportmethodofvisualmodalitycanimprovetheabilitiesofobservationandthinkingimmensely.Gu(2007)reckonsthatinEnglishclass,theaveragePPTjusttransfersimplythetraditionalEnglishteachingcontextintotheformofPPT“words+images+videofiles+sound”.ThisEnglishlearningcoursewareisjustthemulti-mediainsteadofmultimodalmodes.Soanexcellentmulti-mediacoursewareshouldcombinewithwords,images,picturesorotherlearningrulestocorrespondwiththecharacteristicofstudentslearning.Andduringthemultimodalteaching,teachersshouldn’tabandonsometraditionalteachingwaysandtextbooksaswell.Exceptthat,Lv(2008)reckonsthatmultimodalteachingshouldabsorbtheadvantagesofvariousteachingapproaches.Thismethodadvocatesdevelopsometeachingmodessimultaneouslyliketheaudiolingualmethod,directmethod,communicativeapproachandsoon.Everyteachingmethodhasitsuniqueeducationbackground,andpromotesthedevelopmentofforeignlanguageindeedandmakescontributionstoeducationworldatthattime.However,everyteachingmethodisnotalmightywhichhasitsownemphasisandimperfection.Onesimpleteachingmethodsolvesonesidewhilethepluralismofknowledgeanddifferentstudentsneedtobreakoutsimpleteachingmode.Sothemultimodalteachingisbecomingthekeytrendinteachingmethod.Allinall,weshouldtransferthetraditionalteachingmethodandtheoryonschoolmanagement.Toguidestudentsnotonlyfigureoutvariousexperiences,constructthe9 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsacquaintanceoftherealityworldinthemultimodalenvironment,butalsostudyEnglishgrammarcreatively.Inaddition,themultimodalteachingmanipulateseasilyandithasnofixedmodalunlikeotherteachingmethods.Themultimodalteachingmethodisflexibleandwell-adaptedwhichcanadapttodifferentdistrictsordifferentstudentsindividuals’adjustments.Teacherscandeviseteachingplan,maketrainingaidsbythemselves;meanwhile,inordertoreleasetheteachingpressure,teacherscanpreparethelessonstogether,sharetasksandexpresstheadvantagesofmultimodalteachingmethod.2.2.5ThePatternofMultimodalTeaching-LearningBasedontheaboveteachingpractice,relativemultimodaldiscourseanalysistheoriesandresearches,theauthorcomesupwithamultimodalteaching-learningpattern.(SeeFigure2.1)TeaTeacchers/stuInformationhers/studdentsentsCognitionMultimodalEnvironmentFigure2.1MultimodalTeaching-LearningPatternThispatternwhichrequiresinstructionalinteractionismadeupofthreeparts:multimodality,informationandcognitivecompetence.Specifically,thispatternregardsthemulti-mediaclassroomasteachingenvironment,regardsmultimodalityasteachingmeans,regardsinformationasteachingcontent,andregardscognitivecompetencedevelopmentasteachingaim.Namely,multimodalityisamethodwhichcombinestheteachingandlearning.Information(mainlyabouttextualinformationandnon-textualinformation)isprimarycontentwhichisaboutteachingandlearninganditisthecoreofthispatternaswell.Thecognitivecompetencedevelopmentofstudentsisobjectiveaboutteachingandlearning.Inthispattern,informationislearningcontent,acorewhichlocatesthesuperstratum.Whilethecognitionlocatesthesubstratumprocessingtheinformationwhichmeansinformationshouldbedisposedbycognition,andthecognitivecompetencedevelopmentisthegoal.Duringthisprocess,theimplementofdisposingandprocessingtheinformationismultimodal.Inparticular,therolesofteachersandstudentscaninteractwitheachotherwhichmeanstudentscanactasteachersinmanyteachingcircles.Accordingtothispattern,teachersshouldteachbymultimodalteachingmethodandstudentsshouldstudybymultimodalteachingmethod.Themostessentialteachingideainthispatternisteacherscooperatewith10 辽宁师范大学硕士学位论文studentstodomultimodalassessment.Thisteachingpatternrequiresteacherstransferteachingidea,fromtheteachingmaterialsauthority(organizetheteachingaccordingtotheteachingmaterials),theknowledgeacquirement(regardtheteachingastheprocessoflearningknowledgetohelpstudentsfigureoutthelearnedknowledge),totheskilltraining(utilizethemultimodalgrammarteachingmethodtohelpstudentstomastertheknowledge),theresourcesdevelopment(regardmultimodalgrammarteachingasawaytohelpstudentsdevelopideographicresources).Thepatternofmultimodalteaching-learningaimstoutilizetheinformationandcognitiontohelpstudentstoconstructagrammarformandtodevelopstudents’cognitivemultimodalityinprocessinginformation.Duringtheteaching,teachersadoptmultimodalteachingmethod,multimediacoursewareandmultimodalassessmenttoteach.ThispatternisthebasicofthecourseofEnglishgrammar.However,itisalsosuitableforotherteachingaspectssuchaslistening,readingandwriting.2.3OverviewofEnglishGrammarTeaching2.3.1TheDefinitionsofGrammarGrammarhasanessentialplaceontheEnglishlearningallthetime.Itoffersthestructurerulesforcertainlanguage,anditsumsupregularprinciplesformakingsentences.Forseniorhighschoolstudents,learningEnglishgrammarcanhelpthemtomastercorrectlyandutilizeEnglishaccurately.Withthegrammardefinitionsemerging,diversedistinctviewpointsonthishaveappeared.Herearetwoprimaryconceptsofgrammar–FunctionalGrammarandTraditionalGrammarwhichareplayingsignificantrolesonEnglishgrammarteaching.(1)FunctionalGrammarWiththedevelopmentofinformationage,onlyteachingstudentstheformandthestructureofEnglishgrammarisnotenoughtomeetthestudents’needs.Studentsneedtolearnmoreknowledgeonlistening,speaking,readingandwriting.Longmandictionarydefinesthatgrammaris“thedescriptionofrulesforformingsentences,includinganaccountofthemeaningsthattheseformsconvey”,inotherwords,itreferstothedynamiccharacteristicofgrammar,whichisnotjustaruleorprinciple,butitisequivalenttocommunicativetool.Thefunctionalgrammarrequiresstudentstoemphasizeonlanguagestructureandfunctionsimultaneously,focusonthestudent-centeredteachingmodal,inordertocultivatestudents’pragmaticcompetenceincommunicativeprocess.(2)TraditionalGrammarTraditionalgrammarisbasedonthesyntaxandmorphology,emphasizesonlanguagemodalitiesandstructures,andstudiesvariouscategoriesongrammaticaltransformationofpartsofphrasesandsentences.Lyons(1971)reckonsthatgrammaristhelanguagedescriptionforexplainingapproachofcombinationwordsintosentences.Thetraditionalgrammarusuallyregardsgrammarasstaticstyle,anditonlypaysattentiontolanguageform,which11 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsreliesonteachers’explanationduringthegrammarteachingprocess,andaimsatmakingstudentsmastergrammarkeypointsandknowingtomakesentencesbyexactgrammarrules.Studentscanhavebettercapabilitiestocreativelanguageandhavegreatreadingcomprehensionaffectedbytraditionalgrammar.(3)SummaryThispaperfocusesontheaffectionofmultimodalgrammarteachingtoimprovethestudents’communicativecompetenceandEnglishgrammargrades.Itfromthemainperspectiveoffunctionalgrammar,inotherwords,studentsnotonlygrasptheprinciplesofgrammarform,butalsomastertheabilityofEnglishgrammarinpracticalapplication.2.3.2RelativeGrammarTeachingMethodsinChinaAudio-LingualMethod,Grammar-TranslationMethod,andtheothergrammarteachingmethodsplayimportantrolesinthehistoryofEnglishteaching.Fromancienttimestothepresent,EnglishgrammarteachingisthehottesttopicinEnglishteaching.While,accordingtodifferentgrammarteachingmethods,thepositionandthevalueofEnglishgrammarhasalsoalteredallthetime,namely,theEnglishgrammarteaching’spositionhaschangedfromdominationtoauxiliaryincreasingly.Atpresent,teachersgenerallyutilizetwomainEnglishteachingmethodsinChina,thefirstmethodiscommunicativeapproachandthesecondgrammarteachingmethodistraditional-translationmethod.Undercontentdiscussesthesetwogrammarteachingmethods.(1)CommunicativeApproachCommunicativeapproachisakindofteachingmethodwhichisbasedonlanguagestructure,andemphasizesonthecultivationofcommunicativecompetence,calledthefunctional-notionalapproachaswell.Itregardslanguageastheimplementofcommunication,andreckonsthatEnglishteachingshouldimprovethestudent’capabilitytouselanguageappropriatelyincontextenvironment.Thecommunicativerequiresstudentstofigureoutthelanguagestructure,namely,toknowhowtoutilizethelanguageforminpracticalapplication.(2)TraditionalGrammar-TranslationMethodTraditionalgrammar-translationmethodregardsgrammarasthekeyoflanguageteachingandtheprimarycontentoflanguagelearning.InEnglishteachinghistoryofChina,thismethodhasthemaximumdurationapplication.Teachersgenerallyinitiatetheprinciplesandrulesofgrammarfirstly,andteachersrequirestudentstosummarizethegrammarregularsbyextensivepractice.Duringtheteachingprocess,thismethodemploysdeductivemethodwhichmeansstudentsrecitemechanicallygrammarprinciplesandknowledge,andutilizingthesummarizedrulestoproceedwithtranslationexercises.Forseniorhighschoolstudents,itdevelopstheircapabilitiesofwritingandlistening.(3)TheDrawbacksofGrammarTeachingintheTwoTeachingMethodsAtpresent,teachersbegintoadoptcommunicativeapproachincreasinglyinseniorhighschoolclass.Thismethodcultivatesstudents’communicativecompetenceandfocuseson12 辽宁师范大学硕士学位论文knowledgeinpracticalapplication.ButteachersoftenneglecttheEnglishgrammar’sstructureandsomefundamentalknowledgeresultinginstudents’lackingofsolidEnglishgrammarknowledge.Moreover,inEnglishgrammarclass,teachers’explanationisshortofsystematiclogicality,andtheyalwayspayattentiontostudents’communicativecompetenceinsteadofEnglishgrammarframeworkwhichleadstostudentslearningEnglishtoughly.Whilethetraditionalgrammar-translationmethodfocusesonthegrammarformduringtheEnglishgrammarteaching.Byteachersexplainingoverandoveragain,studentscanunderstandthekeypointeasilyanddomoreexercises.Butthismethodneglectsthepracticalapplication,aswellasthecommunicativecompetence.Fromtheperspectiveofmultimodalgrammarteaching,thispapermixesthecorporatebenefitsofthesetwomethodsinEnglishgrammarteaching,andavoidsthedrawbacksofthesetwomethods.Forinstance,teachersadoptmodernsciencetechnologieslikePPTtopresentgrammarknowledgeonit,andutilizetheboldcolortofocusonthekeypointsofknowledgewithsomerelativepicturesinordertodevelopstudents’theabilityofcommunicativecompetenceandmastergrammarknowledge.2.4ApplicationofMDAonEnglishGrammarTeachingForseniorhighschoolstudents,thecrucialpointofteachingEnglishgrammarisnotonlybasicknowledgeabilitybutalsopragmaticability.Asthemostessentialpartoflanguage,grammar’ssignificanceisextremelyobvious,soteachingEnglishgrammarappropriatelyisteachers’primarytasks.EnglishCurriculumStandardprovidesthegoalanddemandofthegrammarteachinginordertoofferteachersabetterwaytoimpartgrammarknowledge.“TherearetwoprimaryaimsoftheteachingEnglishgrammar:Onthefirstplace,istodevelopthestudents’grammaticalconsciousness,inotherwords,byunderstandingandutilizingtheobjectivelanguage,developthestudents’abilityandsensitivitytoestimatewhichoneisrightorwrongforlanguage;Onthesecondplace,istodevelopthestudents’abilityofchoosinggrammarandstudyinggrammarautonomously.”(Zhou,2006:28)FromtherespectiveoftheaimsofEnglishgrammarteaching,wecanconcludethatinseniorhighschool,theprimarytaskforstudentsistheyshouldandknowhowtoconstructtheirsystemicintellectualsequenceofEnglishgrammar.Moreover,theyshouldlearntoutilizethegrammarformandrulestoconstructlanguageexercisesevenimprovetheirlanguagecommunicativecompetence.Duetothemultimodalityofmodernparaphrases,thesimpletraditionalgrammarteaching“teach-learn”modelcannotsatisfiestherequirementoflearners.Improvingthepedagogyofmultiliteraciesandutilizingreasonablyvariousmultimodalresources,expressingdifferentmodels’benefitsfromtheEnglishgrammarteachingclassareessential.Learners’grammarlearningandpraxisreachtovariouskindsofmodalsexpressingsynergisticallyinformation.⑴CultivatingthepedagogyofmultiliteraciesplaysanimportantroleinEnglish13 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsgrammarteaching.InEnglishclass,weshouldtransferthepredominanceofteacherandthevoice,thelanguagespeed,thelanguagetune,theexpressionofteacher,eventhestimuli-presentingmodeofPPTandsoonhaveapositiveimpactonteachingeffects.Withthemultimediatimeofmoderneducationtechnology,theprintedcharacterinthetextbookscanoffergrammarrules,syntacticstructureandotherwaysofwrittenlanguage.Otherdynamicimagesanddimensionaldiagramsofferthevariousmultimodaldiscoursewaysofgrammarlearning.SothemultimodaldiscourseanalysismakeslearnersnotfeelboringtolearnEnglishgrammar.Meanwhile,cultivatelearners’theconsciousnessoflearninggrammarbyusingmultimodalandimprovethelearners’abilitiesoflanguageapplication.⑵MultimodalresourcescanbeutilizedinEnglishgrammarteaching.DiscussingtheEnglishgrammarteachingexiststheinteractiveofvariousmodels:①inEnglishclass,teachersshouldtransferthetraditionalteachingmodesintomultimodalgrammarteachingmethod.Learnersshouldmobilizeeffectivelyauditionmodalityandvisionmodality.②teachersshouldspeakloudly,pronounceexactly,andpayattentiontothestress,readthroughandevenhaveformalnote.③theblackboardinfrontoftheclassroom,PPT,theteachingtablesandinternet,theslogansandtherewardsonthewallsofclassroom,themusic,thevideo.TheseallaremultimodalresourcesutilizingintheEnglishgrammarteaching.AlthoughtheutilizingofmultimodalresourcescanplayanassistedroleinEnglishgrammarteaching,teachersshouldmastereverymultimodalmode’sadvantages.Meanwhile,theinterestofstudentslearninggrammarisimprovedandtheteachinglevelofteachersisenhancedaswell.(3)TeachersshouldcultivatethepedagogymultiliteraciesofstudentsinEnglishgrammarteaching.Inthecommunicativegrammarteaching,thegrammarkeyisthebasisofthegrammarteaching.Teachersutilizethegrammarterms,orChinese(English)toexplaingrammarrulessystematicallyandexpandrelativegrammarknowledge,cooperatesomeexamples.Sometimesteachersorganizeinteractiveactivitiestosomegrammarkeyandproceedsspeakingexercises.ButthewholeEnglishgrammarclassismainlyaboutexplaining,sentencestranslation,choices,theanalysisofsentencestructure.However,themultimodaldiscourseanalysisispayingattentiontotheinteractiveofeverymodelikeimportantgrammarkeyispresentingbythePPT,theboldfacetostressthesignificantknowledge.Duringtheteaching,teachersrealizethattheonlyonemodalityisnotenoughanddifferentmodalityhasdifferentimpacts.Onemodalityisusuallyacquiescedinmainmodalitywhichplaysfoundationalormainlyeffects.Othermodalitiesareinteractivewithmainmodalityplayingsupplementaryroles.Sothemultimodaldiscourseanalysisisessentialandit’sbenefitforteachers’teachingandlearners’learning.14 辽宁师范大学硕士学位论文2.5ThePositiveInfluencesofMultimodalTeachingonEnglishGrammarTeachingFirstly,themultimodalteachingstrengthensthelearners’memorytoimportantmaterialsthroughutilizingthecombinationofvastfunctionsofinformationinputandmultiplesemioticmodes.Multimodalteachingexplainsthemultiplesemioticmodeslikepictures,soundandthelikeintoteachingprocedure,anditrequireslearners’learningdesireandsatisfiestheirampleneedsinordertoenhancememoryabilitiesofEnglishgrammarpointsbybasingonthesystemicfunctionallinguistic.Multimodalteachingcanberegardedthatunitewithaplentyofsensorystimuliismoreconductivetogetandrequiretheinformation.IntheEnglishgrammarteaching,Utilizingdiversesemioticmodalstimuluslikeactions,sound,picturesandthelikeiseasiertorememberthanusingsinglemodeforstudentsintheEnglishgrammarteaching.Secondly,asagrammarteachingmethod,multimodalteachingcanstimulatestudents’interesteasierthanothergrammarteachingmethods,meanwhile,increasestudents’enthusiasmandinitiative.Comparedwiththosegrammarteachingmethods,multimodalteachingutilizesmorevariousteachingmeans,suchasstudents-centeredpatternandroleplay,whichcanarousestudents’interestandinitiativeindeedtotakepartintheteachingprocedureinteractingwithteachers.Studentscanmasterandlearnthegrammarknowledgeinitiativelydeeplyduringthisstudyingprocesseventuallytoincreasestudents’pragmaticcompetenceinreality.Thirdly,thestudents’abilitiesinusinggrammarandcommunicativecompetenceinpracticeareimprovedindeedintruegrammarteachingenvironment.IntheEnglishgrammarteachingclass,teacherutilizesmultimodalcoursewareaswellasmultimodalteachingmethodtobringaboutrealteachingenvironment,whichincreasesthestudents’grammarabilities.Furthermore,improvingthestudents’communicativecompetenceandpragmaticcompetenceinvariouscircumstancesusesgrammar.Theeventualobjectiveofgrammarlearningistodevelopstudents"communicativecompetencesinEnglishteaching,andenhancestudents’grades.Multimodalteachingcanbeseenthataccordingtoteachingaims,teachingcircumstancesandteachingcontentsselectsoneorsometeachingmethodslikecommunicativemethod,audio-lingualmethodandthelikebyusingappropriatelyapplicationsandresourcestocometruethebestteachingresults.MultimodalteachingplaysanirreplaceableroleinEnglishgrammarteaching.2.6SummaryThesignificanceofEnglishgrammarisobviousintheseniorhighschoolclass.Asthebasicelementsoflanguage,thepresentEnglishgrammarteachingstillexistsinsomeunsolvedproblemsinseniorhighschool.ThemultimodaldiscourseanalysiswhichregardsthetheoryofSystemicFunctional15 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsLinguisticsasthebasisoffersanoriginalandeffectiveapproachtosolvethedifficultiesintheEnglishgrammarteaching.ComparedwiththetraditionalEnglishgrammarteachingmethod,thismethodhasmoreuniqueandvivid,many-sidedwaystoadapttoallkindsofstudents’need.Inthispaper,next,theauthorwilltrytoconductanexperimentabouthowtoutilizethemultimodalgrammarteachingmethodintoseniorhighschoolgrammarclass.Intheclass,teachersalsocombinepictures,multimediacourseware,soundetc.withnon-languagesemioticstointeractwithstudents.Theexperiment’seventualaimsaretoenhancetheefficiencyofgrammarteaching;tostimulatethestudents’realinterestoflearningEnglishgrammar;toimprovethestudents’communicativecompetence.16 辽宁师范大学硕士学位论文3ResearchMethodology3.1ResearchQuestionsThisstudyistoresearchfromtheperspectiveofmultimodalinEnglishgrammarteachingresearchofseniorhighschool.Therefore,thisstudyattemptstoanswerthefollowingquestions:⑴Comparedwiththetraditionalgrammarteachingmethod,doesthemultimodalgrammarteachingmethodhavebettereffectsinseniorhighschool?⑵Whethermultimodalteachingmethodstimulatesthestudents’interestsinlearningEnglishgrammariftheanswerisyes,givetheexplanation.⑶CanmultimodalgrammarteachingmethodinfluencetheapplicationofEnglishcommunicativecompetenceoftheseniorhighschoolstudents?3.2SubjectsThisstudychose100studentsfromgradeoneintheEighthHighSchoolinDaliandevelopmentzone,LiaoningProvinceasresearchsubjects.The100studentsaredividedintotwoclasses.ThefirstclassisasControlClassbyusingthetraditionalgrammarteachingway.ThesecondclassisasExperimentalClassbyusingthemultimodalgrammarteachingway.Inaddition,thefirstclassismadeupof50studentsandthesecondclassismadeupof50studentsaswell.ThesetwoclassesnotonlyareparallelclassesbutalsoaretaughtbythesameEnglishteacher.Tomasterthesetwoparalleledclasses’studentshavenoobviousEnglishlearningdifferences.Andcollectingtheirlastterm’sfinalgradesandthepretest’sgradesistoanalysis.Here,theTable3.1isusedtopresentthedetaileddata.Table3.1Lastterm’sfinalgradesandthepretest’sgradesClassNLastterm’sfinalmeanPretest’smeanStd.DeviationsStd.ErrorMeanControl5073.1267.829.88311.0341Experimental5073.7268.2310.27321.0423Fromtable3.1,wecanseethatthatthereisnoobviousEnglishlearningdifferencesbetweenthecontrolclassandtheexperimentalclass.Therefore,thefurtherresearchcanbeproceededwith.3.3InstrumentsInthisresearch,theauthorhasusedthreedifferentinstruments.Theyrespectivelyaretestpapersongrammar,questionnairesandinterviews.17 AStudyofMultimodalEnglishGrammarTeachinginHighSchools3.3.1TestInordertogetthemoreaccuratedatum,theauthorarrangestwotests,whicharepretestandposttest.Thefirsttestpaperismainlyfocusingonthestudents’Englishgrammarlearningwhichispreparedaccordingtothelastterm’EnglishclasshappeningintheSeptember(WhenIwasapracticeteacherintheEighthHighSchoolofDalianDevelopmentZone.).Thepretest’s(Pretest,seeninAppendixA)fullscoreis100andthepretest’stimeis60minutes.Thistestpaperisinordertotestthetwoclassstudents’Englishgrammarconditionsandtomakesuretheirlevelsarealmostaccordance.ThesecondpaperismainlyfocusingafterstudentstakingnewEnglishgrammarmethodclasswhichisapapertestingstudentsgrammarlevels.Thisposttest’s(Posttest,seeninAppendixB)fullscoreisalso100andtheposttest’stimeis60minutes.ThisposttestisinordertocomparetheControlClassstudents’levelsandtheExperimentalClassstudents’levelsafterusingthemultimodalteachingmethodinEnglishclass.ThistesttimeisarrangedinthemiddleofNovember,aftertheresearch(beforetheauthorleavingthepracticeschool).3.3.2QuestionnairesThequestionnaireisusedtoteststudents’Englishgrammarlearninglevelsafterusingmultimodalteachingmethod,especiallytotesttheexperimentalclassafterexperiment.Thisquestionnaireincludes20questions,whichismainlymadeupoftwoaspects:thestudents’interestsandcomprehensionaboutmultimodalteachingmethodandwhetherstudents’Englishgrammarlearninglevelsarehigherafterusingmultimodalteachingmethod.Inthisquestionnaire,allthequestionsarepresentedintoChineseinordertomakethequestionnairemoreclearlyandofficially.ThisquestionnaireusesVandergrift(1996)’smethod,whichcanobjectivelyandfairlyreflectstudents’trueideas.Thequestionnaire’sstudents’responserateis100%.3.3.3InterviewTheinterviewhereholdsthebalanceinthisresearch.Thepurposeofinterviewsistogetadeeperandcomprehensiveunderstandingofstudents"perspective,whichcannotbeobtainedbythequestionnaire(Wen,2001).Andtheoralinterviewhasbeenwidelyusedasaresearchtoolinappliedlinguistics(Numan,2002).Inthe50students’experimentalclass,theauthorchoosesninestudentstointerviewthemrespectively.Amongthisinterview,theauthorchoosesthatthreestudentswhostandforthehighlevelstudentsandthegradesarebetween80-100points.Meanwhile,theauthorchoosesthatthreestudentswhostandforthemiddlelevelstudentsandthegradesarebetween60-80points.Atlast,theauthorchoosesthatthreestudentswhostandforthelowlevelstudentsandthegradesarebetweenthe0-60points.Thisinterview’saimistogainamoreobjectivelyandexactlyanswersaboutthemultimodalteachingmethodinEnglishgrammarteachinganddifferencesinusing18 辽宁师范大学硕士学位论文multimodalgrammarteachingamongstudentsindifferentlevels.Theinterviewerisplayedbytheauthorandthequestionsinthisinterviewaremainlyopenaboutthestudents’thoughtsaboutthemultimodalteachingmethod,interestsaboutEnglishgrammar.Inordertomaketheresultsaccurately,theauthorrecordedtheanswersseriously.3.4DataCollectionDuringthisdatacollectionprocess,theredoneedlotsoftime.Thedata’snumberofsubjectsisnolessthan30people,sotheauthorchoosestwoclasses(100students)inordertomakesureavalidandreliabledata.Allthedatacollection’sprocessislikethat.Atthebeginningoftheresearch,theauthorchoosesninestudentstofinishtheinterviewaftermakingthepretest.Theauthorhastoldthesestudentstherearenoexaminations,theaimofthisinterviewandtoberelax.Andthetruepurposeofthisinterviewishelptheauthorknowthemultimodalgrammarteachingmethod’seffectamongthestudentsandimprovethestudents’interestinlearningEnglishgrammar.Questionnaireandface-to-faceinterviewarethedata’smainsources.Nextchapterwillpresentthedetaileddataanalysis.3.5ResearchProcedure3.51IntroductionTheprocedureofexperimentalclassis:introduction-pretest–teachingprocessandresearch-posttest-interview-questionnaire–collectdata-resultanalysis–conclusionandsummary.(1)Introduction:Beforethisresearch,theauthorasanewpracticeteachermeetherstudentsandintroducesomeknowledgeaboutthemultimodalgrammarteachingmethodandtellstudentsthepurposeofthisresearch.Andgetthefavorofstudents.(2)Pretest:Then,theauthorstartsherfirststep.Beforetheofficialclass,theauthorarrangesstudentstotestapaperwhichisaboutthelastterm’sgrammarlearningsituation.Whenstudentsfinishthepaper,theauthoranalysestheresultbytheSPSS(11.0).Thisresultanalysisisinordertomakesurethetwoclassstudents’levelsareatthesamedegree.(3)Teachingprocessandresearch:IntheControlClass,theauthorwillasktheEnglishteachertousetraditionalgrammarteachingmethodduringthisresearch.Intheclass,teacherwillalsopaymoreattentiontothestudents’grammarabilitiesandtryherbesttoimprovethestudents’interestoflearningEnglishgrammar.Aftertheclass,teacherwillalsoarrangelotsofexercisestohelpstudentsremembermoreknowledge.While,intheExperimentalClass,theauthorwillasktheEnglishteachertousethemultimodalgrammarteachingmethodtoteachstudents.Intheclass,theteacherwillusemultimodalsemioticsandthemultimodalinteractionconsciously.Aftertheclass,teacherwillhelpstudentstofigureouttheirunclearpoints.(4)Posttest:Whentheresearchisalmostdone,theauthorwillmakeatestfortwoclassstudents.ThentheauthoralsouseSPSStoanalysisthedifferences.Ifthedifferencesdo19 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsextinct,sotheeffectiveofmultimodalgrammarteachingmethodisprovedusefully.(5)Interview:aftertheresearch,theauthorwillinterviewninestudentsinexperimentalstudentstoanswersomequestions.Allthesequestionsareaboutthemultimodalgrammarteachingmethodandinordertomakesuretheauthenticandobjectivedata.(6)Questionnaire:aftertheresearch,theauthorwillaskthestudentsinexperimentalclasstofillquestionnaires.Theauthorisinordertosurveythestudents’attitudestothemultimodalgrammarteachingmethodandtomakesuretheauthenticandobjectivedata.3.5.2TeachingProcedure(1)TeachingProcedureofControlClassIntheControlClass,theauthoraskstheEnglishteacherusesthetraditionalgrammarteachingmethodtoteachstudentsgrammar.Duringtheclass,teacherwillusesometraditionalwaystorequirestudentstodotonsofexercisesandrecitetherulesofEnglishgrammarrulestoimprovetheirEnglishgrammar.Aftertheclass,teachersarrangestudentsdolotsofhomeworkinordertoconsolidatethekeygrammarknowledge.Moreover,teacherswillaskthemonitororganizestheexaminationonceaweektoexaminethestudents’masterydegreeofgrammar.(2)TeachingProcedureofExperimentalClassInordertoshowexplicitlythebenefitsofthemultimodalgrammarteachingmethod,hereistheprocessofoneEnglishgrammarclassofExperimentalClass.TheteachingmaterialistheseniorEnglishtextbookofForeignLanguageTeachingandResearchPress,grammar1inmodule4,whichisnamedASocialSurvey-MyNeighborhood.Thegrammar1isaboutpresentperfecttense.Thisgrammarclassismainlyaboutthepresentperfecttense.Forsenioronestudents,thepresentprefecttenseisessentialforthem.Theynotonlyshouldgraspandknowtheutilizationofthepresentprefecttense,butalsoshoulddistinguishthedistinctionbetweenthepresentprefecttenseandthepastsimpletense.Detailedsteps,asfollows:①Lead-in:Firstly,teachergreetswiththestudentsinanactiveway.T:Goodmorning,class!Nicetomeetyou.Ss:Goodmorning,teacher.Nicetomeetyou,too.T:thankyou.Sitdownplease.Today,wearegoingtostudythepresentperfecttense.Beforeourclass,let’senjoyabeautifulsong,theDayYouWentAwaybyM2M.Thenteacheropenthemusictoaskstudentstoenjoythissong.Thissongispopular,somostofstudentswouldlistentothissongbefore.Exceptenjoyingthissong,studentsrequiretofindwhichlyricsareaboutthepresentperfecttenseingroupanddiscussit.TeachershowstheanswersonthePPT.(seefigure3.1)20 辽宁师范大学硕士学位论文Figure3.1ScreenshotInthispart,teacherplaysmusicinordertoarousetheinterestofstudents.Audio-modalistheplayinganimportantroleinwarm-upsection,whichincludesthesong,teacherandstudents’communication.Exceptthat,thesong’slyricisonPPTinordertohelpstudentstocorrecttheiranswerswhichbelongstothesecondarymodal,video-modal.Utilizingthebimodal-audioandvisualcanintensifylearners’knowledgeinput.②ReviewtheconceptsofsometensesTobeginwith,teacheraskstudentstoconsultsomeconceptswhichincludesthepastsimpletenseandthepresentperfecttenseinthedictionaryandfindtwostudentstoexplaintheconceptsforotherstudents.ThenteachergivessomesentencesonthePPT(seefigure3.1)toacquirestudentstodistinguishthedifferencebetweenthetwoconcepts.Figure3.2ScreenshotThispartisregardedasatransitionpartinordertoleadtothekeygrammarknowledge.21 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsInthispart,theroleofstudentsisalternativeofteacher.InordertodeveloptheEnglishlearninginitiativesofstudents,teacherutilizesthevisualmodalmainlyinthisprocess.③TeachingdemonstrationsofthepresentperfecttenseInthispart,teacherdevisesvariousexercisestohelpstudentstoenhancethecomprehensibilityofthepresentperfecttense.Firstly,teachersummarizestheconceptandtherulesofthepresentperfecttenseandcorrectsthestudents’answerswhichareexaminedinthedictionaryandthecorrectconceptandtherulesarepresentedonthePPT.Afterexplainingtheconcept,teacherasksstudentstofillintheblanksinordertoconsolidatetheknowledgeofthepresentperfecttense.Completesomesentences.Useeitherthepastsimpletenseorthepresentperfecttense.(seefigure3.3)Figure3.3ScreenshotInthisstep,teacherasksstudentstofillintheblanks.Everygroupdispatchesrepresentativestocomeuptothestagetowritetheanswersontheblackboard.Thisstepaimstoenhancetheabilityofstudents’self-evaluationandconsolidatethegrammarknowledge.Thirdly,teacherasksstudentstosummarizeaformaboutthepresentperfecttensewhichbelongstovisualmodal.Thebenefitofthisvisualmodalistoincarnatesystematizationofthepresentperfecttensegrammar.Meanwhile,teacheraggravatesthecolorofkeypointstoarousetheattentionofstudents.Inthisform,thefontsizes,differentcolorsareessentialtoolsasdistinctvisualmodalstoimprovethestudents’Englishgrammarknowledge.Themultimodalgrammarteachingmethodtransfersthestudents’contemplativefacultypassiveintothinkingpositively.Atlast,thereareafewminutesleft.Teacherorganizesthestudentstoplayagamewhichismakingupastorybyusingthepresentperfecttense.Teachersetsthebackgroundofthestory:XiaoMinghasgonetoXiaMenrecently.Doyouknowwhathashappenedrecently?22 辽宁师范大学硕士学位论文Thenteacherdividesthewholeclassintoeighthgroups.Afterfiveminutes,everygroupsenttheirrepresentativestomakeupstorybyusingthepresentperfecttense.Afterthematch,studentsandteacherchoosethewinnerandsummarizetherulesofEnglishgrammar.ThispartcanenhancetheinterestofstudentslearningEnglishgrammar,andvisualmodalhelpsstudentstomaximizethestudents’Englishcommunicationindeed.23 AStudyofMultimodalEnglishGrammarTeachinginHighSchools4ResultsandDiscussion4.1IntroductionInthispart,theauthoranalysesthedatathroughqualitativeandquantitativeanalysis.Meanwhile,thedataispresentedintablesandallisputintoSPSStodoananalysis.ThefinalresultsdisplaythatthemultimodalgrammarteachingmethodismoreeffectivethantraditionalgrammarteachingmethodinEnglishclassandcanarousetheinterestofstudentstolearnEnglishgrammar.Thestudents’gradesareimprovedobservably.4.2TheAnalysisofTests’Results4.2.1TheAnalysisofPre-testResultThepre-testispreparedforstudentsbeforetheexperiment.FromtheTable4.1,wecanseethatthemeanofcontrolclassis73.12;SDis18.62,whilethemeanofexperimentalclassis73.72;SDis17.63.AccordingtotheanalysisresultfromtheSPSSsoftware,itillustratesthatT-valueis0.89whichisalsosuitablefortheindependentexperimentalresearch.Thatistosay,thereisnoobviousdifferencebetweenthecontrolclassandexperimentalclass’sgrammargradesorthecapacityofgrammargrasping.Sothefurtherresearchcanbecontinued.Table4.1T-testforcomparisonofgrammarscoresinpre-testClassNMeanSDt-valueControl5073.1218.62Experimental5073.7217.630.894.2.2TheAnalysisofPost-testResultAfterthreemonthsteachingstages,thetwoclasses’studentsfinishedthepost-testwhichwastestingtheirgrammarcapacityandwhethertheyprogressedornot.While,themostimportanttaskistofindoutthefavorableevidencetodemonstratethemultimodalgrammarteachingmethodisbetterthanthetraditionalgrammarteachingmethod.FromtheTable4.2,wecanseethatthemeanofcontrolclassis67.82;SDis13.26,whilethemeanofexperimentalclassis68.23;SDis9.35.AccordingtothedataintheTable4.1,wecaneasilyfindthatthereisobviousdifferenceinthegrammargraspingcircumstancesbetweenthecontrolclassandtheexperimentalclass.Itillustratesthatthemultimodalgrammarteachingmethodhasmoreadvantagesthanthetraditionalgrammarteachingmethod.Therefore,thereispositiveconnectionbetweenthemultimodalgrammarteachingmethodandachievementwhenateacherteachesEnglishgrammar.24 辽宁师范大学硕士学位论文Table4.2T-testforcomparisonofgrammarscoresinpost-testClassNMeanSDt-valueControl5067.8213.26Experimental5068.239.354.168Allinall,thestudentsintheexperimentalclasshavegreatprogressindeed.AccordingtothedataofTable4.2andthequestionnaire,studentsintheexperimentalclassnotonlyimprovetheirgrammargradesbutalsohavegreatinterestintheEnglishgrammarlearning.I’mpleasedtosaythatthosestudentswhohavelowgradeswouldliketocommunicatewithteachersorclassmatesevenfinishtheirexercisesindependently.4.2.3DiscussionFromaboveresults,it’seasytodemonstratethatthemultimodalteachingmethodismorehelpfulthanthetraditionalgrammarteachingmethodinimprovingtheapplicationabilityofEnglishgrammar.SointheprocessofEnglishgrammarteaching,utilizingvariousmultimodalteachingandcultivatinglearners’somemodalabilitiestoreadisnotonlytothebenefitofteachers’teaching,butalsotothebenefitoflearners’grammarlearning.Finally,enhancethestudents’grades.4.3TheAnalysisoftheQuestionnaireDesigningthequestionnaire’saimistoseekthesupportaboutthemultimodalgrammarteachingmethodismoreeffectivethantraditionalgrammarteachingmethod,andtheaffectionsofmultimediamodesandcoursewareforseniorhighschoolstudents,aswellasthemultimodalgrammarteachingmethodoncommunicativeandpragmaticcompetenceforseniorhighschoolstudents.Inordertomakethequestionnaireclosertostudents,theauthordevisesthreeoptionsforthisquestionnaire,whichincludes“disagreement”,“uncertainty”,and“agreement”.Theseoptionsdetectwhetherthemultimodalgrammarteachingmethodisappropriateforstudentsornot.Intheexperimentalclass,theauthorsendsout50questionnairestostudentsandtheresponsiveratereaches100%.Namely,the50studentsarevalidones.Inthisquestionnaire,theauthoremphasizessomesignificantquestions:multimodalgrammarteachingmethodisbeneficialforseniorhighschoolstudents,andtheadvantagesofmultimodalgrammarteachingmethodincludestimulatingtheinterestofstudentsandenhancingthestudents’abilitiesofcommunicationandpragmatics,thedrawbacksoftraditionalgrammarteachingmethodandtakingeffectivemeasures.Thespecificanalysisasfollows:25 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsTable4.3Thequestionnaire’sdetaillist(1-10)DisagreementUncertaintyAgreement1Knowthemultimodalgrammarteaching21335method.2Comparedwithtraditionalclass,Ilikethe31433excitingclassmore.3Icanbehavemyselfmoreactivelyin11831excitingclass.4Icanmasterthegrammarknowledge0139firmeraftertheclasswhenteacherusesmultimodalgrammarteachingmethodtoteachus.5Thecolorfulmultimodalcoursewareis171716moreattractivethanteachers’traditionalchalks.6Speakingandtalkingwithstudentsmake3938mefeelmorecomfortableandliketolearnEnglishgrammar.7Teachersusemultimodalcourseware141026doesn’tdistractmyattention.8Thecontentsontheblackboardcanhelp3047metoresponsemorequicklyandexactly.9Therelativeknowledgeofteachersusing1346inthemultimodalclasscanhelpmetostudywell.10Thetraditionalexercisescanimprovemy3974Englishgrammargrade.FromtheTable4.3,wecanseethatthemultimodalgrammarteachingmethodcanhelpstudentstoimprovetheirgrammargradeseventheircommunicativecompetenceandindependentthinkingabilityindeed.Fromthestartofthefirstquestiontothefourthquestion,thenumbersofagreementrespectivelyare35,33,31,39andthemeanofthisoptionis34.5.ItillustratesthemultimodalgrammarteachingmethodcanhelpstudentstolearnEnglishgrammarandstimulatestudents’interestoflearninggrammar.Thefifthquestion’sratioofdisagreementandagreementisalmostthesamewhichmeansthetraditionalgrammarteachingmethodisalsohavetheadvantagestostudents’grammarlearning.Fromthestartofthesixthquestiontotheninthquestion,thenumbersofagreementrespectivelyare38,26,47,46andthemeanofthisoptionis39.25.Sothedataillustratesthatthemultimodalgrammarteachingmethodnotonlyimprovestudents’grammargrade,butalsoimprovesomeotherrelativeaspectslikelistening,speakingandwriting.Thesplendidteachingcoursewareshouldcombinewords,sound,pictureswithotheraspectstocorrespondthestudents’characteristics.Thetenthquestion’snumberofdisagreementis39andthenumberofagreementisonly4.It26 辽宁师范大学硕士学位论文demonstratesthatthewayoftraditionaltrainingexercisesisinevitablyreplacedbythemultimodalgrammarteachingmethod.Table4.4Thequestionnaire’sdetaillist(11-20)DisagreementUncertaintyAgreement11Groupdiscussioncanimprovethe1346abilityofindependentthinkinginthemultimodalclass.12Iputmyattentiononthepictures141125insteadofknowledgeinthemultimodalclass.13Varioussound,pictureshelpmeto131423attractivemyattentionontheknowledgenotthemultimedia.14Grammarteachingisaccumulating4154theknowledge,sothemultimediaisunnecessary.15Originalsongscanhelpmyspeaking11435levelandlistening.16Icanmasterthegrammareasier9932underthemultimodalenvironment.17Icommunicatewithteachersand21038studentscanimprovemyEnglishgrammargrade.18Themultimodalteachingmethodcan31037spilloverintootheraspectslikespeaking,writingandlisteningintheclass.19Comparedwiththemultimodal4226teachingmethod,Ilikethetraditionalgrammarteaching.20MyEnglishgrammargradehasbeen3047improvedafterthreemonthsmultimodalteaching.FromtheTable4.4,combiningwiththeTable4.3,wecanconcludethatthemultimodalgrammarteachingmethodcanhelpstudentstoimprovetheEnglishgrammarefficiency.Fromthestartoftheeleventhquestiontothethirteenthquestion,thenumbersofagreementrespectivelyare46,25,23andthemeanoftheseoptionsis31.33.Thedatawidelyprovethatthemultimodalgrammarteachingmethodenhancethestudents’learninggrammarenthusiasmwithalteringthedepressed,tonelessatmosphereintolively,excitingatmosphere.Thenumberofthefourteenthquestion’sdisagreementis41.Itillustratesthatcomparedwiththetraditional27 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsgrammarteachingmethod,themultimodalityisalsocanimprovestudents’grammargrades.Moreover,themultimodalgrammarteachingmethodcanarousethelearners’interest,valueandmotivationforEnglishgrammar.Fromthestartofthefifteenthquestiontotheeighteenthquestion,thenumbersofagreementrespectivelyare35,32,38,37andthemeanoftheseoptionsis35.5.ItprovesthatthemultimodalgrammarteachingmethodindeedhasanenergeticeffectonEnglishgrammarlearningwhichreleasesthepressureofstudents’difficultiesingrammar,stimulatethedependentthinkingabilityandcultivatestudents’self-inquiryability.Thenineteenthandtwentiethquestiondirectlyprovethatafterthreemonthslearninggrammarbymultimodalgrammarteachingmethod,thestudentsintheexperimentalclassimprovetheirgrammargradesquickly.4.4TheAnalysisoftheInterviewTheauthorchoosesninestudentstoinvestigatethattheeffectivenessofmultimodalgrammarteachinginEnglishclass.Althoughtheninestudents’levelsaredifferent,therespondsofthesestudentsarealmostthesame.TheyallagreethatthemultimodalteachingmethodhelpthemtosolveproblemsaboutlackingofinterestoflearningEnglishgrammarandbeingafraidofcommunicatingwithotherpeopleinEnglish.TheresultdemonstratesthatthemultimodalgrammarteachingplaysanimportantroleofassistedinstructionindeedintheEnglishgrammarteaching.SoteachersshouldutilizetheadvantagesofvariousmodesresourcestoarousetheinterestofstudentslearningEnglishgrammarandimprovetheEnglishteachinglevelsofteachers.Meanwhile,somemultimodalpartslikedynamicimages,dimensionaldiagramoffersomekindsofwaysofmodalreadingforstudentslearningEnglishgrammar,anditenhancestheenthusiasticofstudentslearningEnglishgrammar.Inaddition,itcancultivatetheconsciousnessofstudentstoutilizethemultimodalityandimprovetheabilityoflanguageapplication.However,therearesomedrawbacksofthismultimodalgrammarmethod.Theprimaryviewpointsasfollowing:1)somecolorfulpicturescandrawstudents’attentionmorethanthesekeypoints,2)becauseoflackingteachingexperiences,teachersoftenconfusethetraditionalteachingmethodandthemultimodality,3)themultimodalgrammarteachingmethodneedslearners’autonomieswhilesomestudentsabsenttheabilityofindependentstudy.Soitneedstoovercometheselimitationsofmultimodalgrammarteachingmethodinordertoservepreferablyforteachersandstudents.4.5SummaryInthelastchapterMethodology,theauthoroffersthreequestionswhichistoresearchfromtheperspectiveofmultimodalinEnglishgrammarteachingresearchofseniorhighschooltoanswer.Untilthethreemonthsexperimentisalmostover,wecanfindanswersaboutthesequestions.Detailsasfollows:⑴Comparedwiththetraditionalgrammarteachingmethod,doesthemultimodal28 辽宁师范大学硕士学位论文grammarteachingmethodhavebettereffectsinseniorhighschool?Afterthecollecteddatumfromtwotests,questionnaireandtheinterview,wecaneasilyfindtheanswerisdefinite.Comparedwiththecontrolclass,theprogressofexperimentalclassisobviousbymultimodalgrammarteachingmethod.Thegradesofposttestofexperimentalclassobviouslyexceedthecontrolclass’sgrades.However,withoutthethreemonthsmultimodalgrammarteachingmethod,thetwoclasses’pretest’sgradesarepracticallyequal.Afterthismethod,somestudentswhoarenotinterestingrammarstarttolearnEnglishgrammarautonomously.Accordingtothequestionnaire’sresponses,almostallthestudentsfromtheexperimentalclassliketolearnEnglishgrammarandtheirgradeshaveimprovedmoreorless.Somestudentseventelltheauthorthey’dliketocontinuallylearnEnglishgrammarbymultimodalgrammarteachingmethodintheinterview.⑵Whethermultimodalteachingmethodstimulatesthestudents’interestsinlearningEnglishgrammariftheanswerisyes,givetheexplanation.Accordingtothequestionnaireandinterview’sanswers,wecanfindtheanswerisdefinite.Forinstance,thefourthquestion:Icanmasterthegrammarknowledgefirmeraftertheclasswhenteacherusesmultimodalgrammarteachingmethodtoteachus.Thereare46studentschoosingagreementoptiontoanswerthisquestion.Andtheeleventhquestion:Groupdiscussioncanimprovetheabilityofindependentthinkinginthemultimodalclass.Thereare47studentschoosingagreementoptiontoanswerthisquestion.Itdemonstratesthatthemultimodalgrammarteachingmethodhasitsowneffectsonstudents’learningEnglishgrammarandtheyareinterestedinthegrammarindeed.Themultimodalgrammarteachingmethodisonthebasisofthemultimodaldiscourseanalysistheoryandthesystemicfunctionallinguistics.Thismethodaimstoimprovestudents’languageabilityandcommunicative,pragmaticcompetencebyverbalandnonverbalsymbolicresourceslikeimages,sound,gesturesandmultimediacoursewareetc.eventuallyreachtointeractionsbetweenteachersandstudentsinordertostimulatestudents’interestoflearningEnglishgrammar.⑶CanmultimodalgrammarteachingmethodinfluencetheapplicationofEnglishcommunicativecompetenceoftheseniorhighschoolstudents?Thefifthquestion:doyouthinkthemultimodalgrammarteachingmethodcanimprovethecommunicativecompetenceduringyourlearningperiodintheinterviewisillustratingthisviewefficiently.Almostallthestudents’answersintheexperimentalclassarepositive.Themultimodalgrammarteachingmethodwhichisbasedonthesystemicfunctionallinguisticscombinesthemultiplesemioticmodelslikepictures,multimediacoursewareandetc.withteachingprocedure,atthesametime,thismethodnotonlyarousestudents’interestofEnglishgrammar,butalsoenhancestudents’abilitytoorganizegrammarstructureinordertoimprovetheircommunicativecompetence.EnglishgrammarteachinghasbeenthedifficultiesintheteachingoftheEnglishmajor.29 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsHowever,EnglishgrammaristheskillsofcompulsorycoursesintheelementarystageofEnglishmajorstudents.Inordertoimprovetheclassroomteachingeffect,enhancetheinterestofstudentslearningEnglishgrammar,theimporteventsarethebasisofmultimodalteachingmethodwhichisessentialintheEnglishgrammarteaching.Withthedevelopmentofmoderninternetandthemultimedia,Halliday’ssystem-functionallinguisticsisthebasisofmultimodalteachingmethodwhichoffersabrandnewviewtotheinductstheteachingofEnglishgrammar.Teacherstransferthestudents’visual,auditory,feelingandvarioussenseorganstostudyEnglishgrammarbycombiningthelanguage,sound,imagesandotherverbalandnon-verbalcommunicationwhichcanarousetheinterestofstudentslearningEnglishgrammarandimprovethequalityofteaching.Throughtheanalysisanddiscussionoftheresearch,itiseasytofindthattheadvantagesandgoodeffectsofmultimodalgrammarteachingmethodinEnglishgrammarteachingareevidentbytheresultsoftests,questionnaire,interview’analysisanddiscussion.Wecanseethesefromthebelowtwopoints:⑴Enhancingstudents’Englishgrammarautonomyandconsciousness,andstrengtheningEnglishgrammarinputinformation.Languageintake,languageinput,languagedevelopingsystemandlanguageoutputarefourstagesofEnglishlearning.Asforthestageoflanguageinput,itisthefoundationofEnglishrequirement.NunanreckonsthataccordingtotheregularofEnglishrequirement,learners’memoryaboutgrammarknowledgecannotconfirmtheaccurateutilizationoflanguage,avastamountofEnglishinputmustbeadoptedtothestudentsinordertotheycanknowtheEnglishgrammartheystudiedwell.While,Englishinputjustoffersthelanguagedevelopmentregularsandrelativeinformation,studentsmustfocusontheEnglishgrammarmodalityandsignificanceautonomously.EnglishgrammarinputislimitedintheEnglishclass,thereforeteachersshouldtakeadvantageofmultimediacoursewaretostimulateandhighlighttheobjectivegrammarinordertoreplenishthestudents’grammarinitiativelearningattitude.Themultimodalgrammarteachingmethod’sobjectiveisstudentsautonomouslyconcentratingonfeaturesoftargetlanguage.Thatistosay,studentsshouldincreasinglyknowthegrammarrulesevenmastertheexactlearningmaterialsbytakinginampletargetlanguage.Infact,themultimediacoursewareisthekeypointinteachinggrammarprocess.Inordertoshowthetargetgrammarknowledgeforstudents,teachersshouldadoptaseriesofmultimediacoursewarelikeaudioorvisualmaterialstoarousestudents’interestaswellasenthusiasm.⑵Increasingtheabilitiesofstudentslearninggrammar,creatingthecontextforlanguageoutput.SomeevidencedemonstratesthatlanguageinputisnotsimplyenoughforstudentstolearnEnglishgrammar.Thatistosay,languageoutputisalsoessentialforstudentsbecausestudentscanutilizethegrammarstructureindistinctcontext.IntheEnglishgrammarclass,teacherscancreatesomevivid,colorfullanguageoutputcircumstancesbyusingplentifulmultimediacoursewarelikeaudio,PPTandpictures.Thisteachingmodecanmakestudentsfigureoutwhataretheyrealneedsandtheycanknowhowtousegrammarinpractice.30 辽宁师范大学硕士学位论文Duringthelearningprocedure,studentsisgettingtoknowarealsenseofgrammarformandregardtheEnglishgrammarasaconnectiveimplementtolearnEnglishwell.Eventually,studentsestablishagrammarsystemandknowthemeaningpotentialofgrammar.Moreover,increasingtheabilityofmasteringEnglishgrammaristhemostimportanttaskbycorrectlyutilizingthemultimodalgrammarteachingmethodforteachersandstudents.31 AStudyofMultimodalEnglishGrammarTeachinginHighSchools5Conclusion5.1MajorFindingsoftheResearchAimingatimprovingtheeffectiveofteachingobjectivesandteachingdesigns,also,developingstudents’communicativeabilitiesandimprovingtheinterestsofstudentslearninggrammar,theresearchapplythemultimodalgrammarteachingmethodinlearninggrammarinseniorhighschool.Afterthreemonths’research,combinedwiththeanalysisofthetestpapers,interviewandquestionnaire,themajorfindingsofthisstudyasfollows:Firstly,comparedwiththetraditionalgrammarteachingmethod,itisnotdifficulttofindthatthemultimodalgrammarteachingmethodhasitsownmeritsinteachingforeignlanguagebycombiningsomemultiplemodesandsemiotics.Forinstance,thismethodcanmakelearnersrememberkeypointsfastandexactly;italsocanmaketheatmosphereofEnglishclassmoreactivewithoutboring;itcanapplysomeknowledgemoreconvenientandquickly.IntheEnglishgrammarteachingclass,theteachercanusedifferentmultiplestimulitothelearnerssuchasimages,sound,actionaswellaslanguageandnon-languagesemiotics.ThisdifferentstimulinotonlycanmakestudentsdiscoverandexplorethewaysoflearningEnglishgrammar,butalsocanimprovetheirEnglishcommunicativeabilities.Namely,itcanimprovestudents’gradesdirectly.Atthesametime,themultimodalgrammarteachingmethodgetsgoodfeedbacksfromlearners.Thehighschoolstudentsareatastageofconsumingeverythingwithcuriosity,sotheyreckonthatthismethodcombiningsomemodes,suchlikeaudio,video,PPTisdoeshelpthemtounderstandthegrammarevensomedifficulties.Sotheysupportthisresearchandrecognizethismethod.Afterhavingtheclass,thekeypointsarecaughtintotheirmindsdeeply.Secondly,themostimportantmajorandthehighlightofthispaperistheauthorbringsaboutaPatternofMultimodalTeaching-Learning.Thispatternistheinteractionofteachingandlearningmodelwhichismadeupofmultimodality,informationandcognitive.Specifically,themultimediaclassisteachingenvironment;themultimodalityistheteachingimplement;theinformationisteachingcontents;thedevelopmentofcognitiveabilityisteachingaim.Thispatterncansufficientlyarousestudentstoutilizemultimodalitytoparticipatingintheinformationcognitiveandmanagement.Thetraditionalteachingidea“training-centered”shouldbetransferredinto“construct-centered”whichmeansteachersshouldstimulatestudentsnotonlytofigureoutvariousexperiencesinthemultimodalenvironment,butalsolearnEnglishgrammaranddothingscreativelyinthemultimodalenvironment.Thirdly,comparedwiththetraditionalgrammarteachingmethod,themultimodalgrammarteachingmethodcanfurtherarousetheinterestofstudentstolearningEnglish32 辽宁师范大学硕士学位论文grammarandimprovetheircommunicativecompetence.Themultimodalgrammarteachingmethodisonthebasisofthemultimodaldiscourseanalysistheoryandthesystemicfunctionallinguistics.IntheEnglishclass,teachersutilizevariousmultimediacoursewareeventaketotallyadvantageofresourcestocreatealanguageenvironmentforstudentswhocanmastergrammarrulesandstructuresintherealscene.Itnotonlyattractstheirattention,butalsoenhancetheircommunicativecompetencebygraduallyconstructaowngrammarsystemandutilizetheEnglishgrammarinpractice.5.2ImplicationsoftheResearchComparedwiththetraditionalgrammarteachingmethod,themultimodalgrammarteachingmethoddoeshelpteachersimprovetheeffectiveofEnglishclassafterthisresearch.Nowadays,atthestageofinformationandtechnology,multimodalteachingmethodisareallygoodwaytoimprovelearners’Englishcompetences.ItnotonlyhelpslearnersthecomprehensionofEnglishcontext,butalsohelpthemtomasterthegrammarrulesandvocabularies.Butevenperfectteachingmethodhasitsowndisadvantage,themultimodalgrammarteachingmethodhasitsownshortcomings.Herearesomeimprovements.Firstly,teachersneedtodeviseseriouslycoursewarebeforeaclass.Intoday’sclass,learnersarenotjustsatisfiedwithboring,unchallengedknowledgeandteachingpattern,soit’stimetoreformthenewteachingmethod,especiallyformorebaldnessgrammar.Beforetheclass,teachersshouldaccordingtotheteachingmaterialsandteachingobjectivestodevisevivid,interestingcontextbyusingmultimediacoursewareflexibility.Secondly,teachersshouldopentheclassroomtoalldirections,suchasthesystemdoor,theresourcesdoor,therulesdoor,andtheevaluationdoor.Inordertomaketheclassroomclose,teachersshouldn’tbeconstrainedbymanyinvisibleorvisiblereasonsduringoraftertheirteaching.Teachersshouldmasterthedifferentsemioticresourcesandmodescorrectly.Ifteacherswanttopresentsomekindofcourseware,teachersshouldfigureouthowtoutilizeitandhowtomakeitclearlyforlearners.Therefore,somerelativeconstitutionsshouldtrainevencultivateteacherstomasterthismultimodaltechnologytoservelearnersbetter.Thirdly,students’suggestionsandfeedbacksareessentialforteachers.Throughinterviewandquestionnaires,wecanfindthatthereisexistingofmanyproblemsinthemultimodalgrammarteachingmethod.Soteachersshouldfocusonvariousmultimodalteachingmethodstoimprovelearners’gradesandinterests.Fourthly,teachersshouldpayattentiontopromotethestudents’enthusiasmsoflearningknowledge,especiallyfocusonimprovingstudents’learningabilitiesautonomously.Inthisquestionnaire,theauthorfindsthatlearnersinhighschooldon’tknowhowtolearngrammarautonomously.It’sanimportantproblemexistinginhighschoolstudents.Soinnextstudyofmultimodalmethod,thisisanimportantproblemtoimprove.Fifthly,coordinatingmultiplesemioticresourcesshouldnotonlybedecidedbyteachingobjectivesbutalsodecidedbythestudents’standards.GuYueguo(2007)pointsout33 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsthattheexcellentEnglishteachingcoursewareshouldcombinethewords,image,videoandaudioetc.Intoday’sEnglishclass,wealsoshouldaddupthetraditionalteachingmethodbecauseithassomeirreplaceableplacesaswell.Inordertocoincidewithlearners’requirements,weshouldnotignoretraditionalteachingmethods.5.3LimitationsoftheResearchItmusttorefertothatmanylimitationsstillexistinthisresearch.Here,theauthorlistssomelimitations.Firstly,theresearch’stimeandscopearenotenoughlonganddeep.Becauseofinpracticeschool,theresearch’stimehasonlyaroundthreemonthswhichisnotfarfromtofinishagoodandexactresearch.ThreemonthsforsomestudentswhoarenotgoodatEnglishisnotenoughtolearnefficientlyEnglishgrammar,thereforeitneedsteachersandmonitortohelpthesestudentsandstrainthemtokeeppacewiththeexperiment’sschedule.Exceptthat,theresearch’ssubjectsareonly100studentsfromthesamehighschool.Foradeepandseriousresearch,the100subjectsarenotenoughapparently.Soifthemoreexactlydataisneeded,theauthorshouldexpandthenumberofsubjectsandthescopeofresearch.Thelimiteddatarestrictstheprofundityandthebreadthofthisresearch.Secondly,thequestionnaireandtheinterview’squestionsarelimited.26questionsarenotenoughtoexactlytestthelearners’attitudetothemultimodalgrammarteachingmethodandtheircognitionofthismethod.Thequestionnaireandinterview’squestionsareaskedtothestudentsfromexperimentalclassandalmostthequestionsaboutstudents’subjectiveattitude.Sothesequestionsarenotcomprehensivelyanalyzingthemultimodalgrammarteachingmethod.Butduetotherestrictedtimeandstudents’learningtime,theauthordevisesthesequestionsonly.Lastly,althoughtheauthordesignssomemultiplemodelslikevisual,auralandsoundtohelptocompletetheteachingobjectivesandtasks,therestillarelimitedofsomecommunicativeapplicationandanalysis.Forinstance,whenteachersshowsomekeyknowledgeintheformofvividpictures,itattractsstudents’interestandattentionindeed.However,studentscanfocusonthesepicturesinsteadofthekeyknowledgeitselfwhichisnottheprimaryaimofteachers.Therefore,abovelimitationsshouldbeimprovedafterthisresearch.5.4FurtherResearchIt’snotdifficulttofindthatmanyfurtherresearchesshouldbecarriedoutduetotheabovelimitations.Firstly,infurtherresearch,thereshouldbemoresubjectstakingpartinthisresearch,andtheresearchnotonlyfocusesonthemultimodalteachingmethoditself,butalsoincreasestheinteractionbetweenteachersandlearners.Inthemultimodalteachingprocess,teachersutilizemanymodelstostimulatestudents’interestandarousestudents’autonomousability.Thekey34 辽宁师范大学硕士学位论文andcrucialcontentofmultimodalityneedstotransferthe“teachers-centered”intothe“students-centered”.Researchersshoulddevisemanystepstocoincidewiththeeverystudent’characteristicsinthefollowingexperiment,whichcanmaketheresearchanswersmoreconvincedandexact.Exceptthat,thisresearchpaysprimaryattentiontothegrammarteachingbymultimodalmethod’svariousmodelslikelanguage,picturesandsoundtoimprovethegrammarteachingmoreactivelyandvividly.ButwecanlearnlessonsfromgrammarteachingandthismethodcanbeusedinotherEnglishlanguageaspects,suchaswriting,listeningandspeaking.Moreover,wecanconcludesomeregularsandprinciplestoapplytoothersubjects’classeslikelawclass,mathclassandmusicclass.Namely,theapplicationprospectofthismethodisveryextensiveandpromising.Soitneedsthefurtherresearchtoexploreinthefuture.35 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辽宁师范大学硕士学位论文研究生学刊（社会科学版）2008(2)[30]朱永生.多模态话语分析的理论基础与研究方法[J].外语学刊,2007(5)[31]朱永生多元读写能力研究及其对我国教学改革的启示[J],外语研究2008,(4):10-1437 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsAppendixAA38 辽宁师范大学硕士学位论文39 AStudyofMultimodalEnglishGrammarTeachinginHighSchools40 辽宁师范大学硕士学位论文AppendixB41 AStudyofMultimodalEnglishGrammarTeachinginHighSchools42 辽宁师范大学硕士学位论文AppendixCQuestionnaires高中生多模态语法教学模式调查问卷亲爱的同学：你好!下面的一些问题，是想了解你对多模态语法教学模式的了解情况。请根据每个数字所代表的意思，选择一个你认为的填在选项的后面。请记住在选择的时候，一定要如实描述你自己的情况，而不是其他人的想法或者做法。1.我了解多模态语法教学模式。()1.不赞成2.不确定3.赞成2.相对于平时气氛压抑的课堂，我更喜欢轻松，愉快的课堂。()1.不赞成2.不确定3.赞成3.在轻松，愉快的课堂氛围中更能够让我思考问题，更乐于积极表现自己。()1.不赞成2.不确定3.赞成4.课后，相对于以前的课堂，在上过多模态语法教学环境下，我对于知识的掌握更加的牢固。()1.不赞成2.不确定3.赞成5.课件丰富多彩的内容，相对于教师单调的粉笔字更能够吸引我。()1.不赞成2.不确定3.赞成6.在课堂上畅所欲言的说话以及和同学们讨论问题，更能够让我积极思考，并且更乐于学习英语语法知识。()1.不赞成2.不确定3.赞成7.课堂上教师运用多种多媒体（视频，PPT课件，语音等）不会使我眼花缭乱，分散我的注意力。()1.不赞成2.不确定3.赞成8.相对于多媒体课件迅速显示在屏幕上，教师在黑板上的粉笔字内容恰好可以帮助我锻炼我的速记以及听力能力。()1.不赞成2.不确定3.赞成9.在教师运用多模态语法教学时，锁举出的例子和生活以及学习息息相关，更能引发我的共鸣，加深我对语法的掌握情况。()1.不赞成2.不确定3.赞成10.传统教学方法的大量习题训练，我认为更能提高我的英语语法水平。()43 AStudyofMultimodalEnglishGrammarTeachinginHighSchools1.不赞成2.不确定3.赞成11.在多模态的课堂中，小组讨论学习更能提高我独立思考的能力。()1.不赞成2.不确定3.赞成12.多模态语法教学中，图片丰富，吸引我的眼球，让我把更多的注意力放在了图片而不是知识上面。()1.不赞成2.不确定3.赞成13.多模态语法教学中，各种声音，图片，影像等模式等够调动我的兴趣，让我加深记忆力，而不是分散我的注意力。()1.不赞成2.不确定3.赞成14.语法教学就是知识的积累，没有必要增加图片以及声音效果。（）1.不赞成2.不确定3.赞成15.课堂中，原声英语歌曲以及视频，会提高我的口语以及听力水平。（）1.不赞成2.不确定3.赞成16在多模态语法教学环境下，更容易掌握语法知识并且记忆力牢固。（）1.不赞成2.不确定3.赞成17在课堂上多与老师，同学交流让我感觉学习英语不太难，并且更有信心学好英语语法。（）1.不赞成2.不确定3.赞成18.在学习英语语法的同时，多模态教学方法会渗透其他方面，例如词汇，听力写作等方面的学习，对于我来说很有益处。（）1.不赞成2.不确定3.赞成19.相对于多模态的语法教学，我更喜欢传统教学方式，因为其更注重知识的巩固与加深。（）1.不赞成2.不确定3.赞成20.经过三个月的多模态语法教学训练，我的英语语法有了一定的提高。（）1.不赞成2.不确定3.赞成44 辽宁师范大学硕士学位论文AppendixDInterviewQuestions1.WhethermultimodalgrammarteachingmethodcanimproveyourEnglishgrammarabilityornot?2.WhichEnglishgrammarteachingmethoddoyouprefer,thetraditionalteachingmethodormultimodalgrammarteachingmethod?3.WhichaspectsofEnglishgrammardoyouthinkthemultimodalgrammarteachingmethodhelpyoutoimprove?4.Doyouthinkyourgradeimprovedafterteachingbythemultimodalgrammarteachingmethod?5.Doyouthinkthemultimodalgrammarteachingmethodcanimprovethecommunicativecompetenceduringyourlearningperiod?6.Whataspectsofmultimodalgrammarteachingmethoddoyouthinkyoucan’tadaptduringyourlearningperiod?45 AStudyofMultimodalEnglishGrammarTeachinginHighSchoolsAcknowledgementsIwouldliketotakethisopportunitytoexpressmygreathonorandsinceregratitudetothoseteacherswhogavemehelptryingtheirbest.Firstly,Iwouldliketosaythanksformysupervisor,wholikesmymothernotonlytakescareofmylivinglife,butalsohelpmerevisethispaper.Withoutherhelp,Ican’tfinishthispaperperfectly.Secondly,Iwanttosaythanksformytutor,TangGuofuandLiqiang,whoareintheeighthhighschoolofDalianDevelopmentZone.Withouttheirhelp,Ican’tcollectthoseintegrateddatumandorganizethestudentsinorder.Atlast,Iwouldliketosaythanksformyparentswhoareinfavorofmyworkandthoseadorablehighschoolstudentswhocoordinatemyresearchpatientlyandactively.46 －一．Ｉ．、？一兰＊三．：巧－；节．令，、如皆：端；幾．纖藝觀，：顧纖寧挪｜’＇，パ＇＇＇、’片＞．，；苗：；Ｖ山括＇；‘＞，ｙ—＾，；＼Ｙ．’’、‘、－．‘／义二；－、Ｖ；＇；Ｉ誦画！ｒｉ＾ｆｃｙ，：額變禱議着駿ｍｍｍｍｍｍＪｒｎｍｍ．：ｊｊ｜麵讓ｉｉｉｌ早：舅綱急曇ｉｉｉｉｉｉｌｉ