A Study on Multimodality-based English Teaching of Higher Vocational College in Digital Language Lab
|School||Shandong Normal University|
|Keywords||Digital Language Lab Multimodality Discourse Analysis HVC English Teaching|
English teaching of Higher Vocational College (HVC) has made great progress in Chinarecent years, especially the one based on digital language lab. However, it has been deeplyinfluenced by the traditional English teaching methods and ideas in university, which isinefficient and examination-oriented. Thus it is difficult for graduates to meet the practical needson English communicative competence. Multimodality discourse analysis theory is developingand active in the field of linguistics as a new way of discourse analysis. The theory emphasizesthe communication under many means and symbolic resources such as language, sound, image,and movement. It has become the theoretical basis of HVC English teaching, so more and morescholars begin to search and discuss the multimodality English teaching modes. This thesis willdeal with the role of digital language lab in HVC English teaching based on multimodalitydiscourse analysis theory. The innovation lies in the combination of multimedia and multimodal,and the discussion about how to achieve multimodal English teaching modes in digital languagelab in order to improve students’ English competency.The thesis has four parts as follows. The first part is the literature review. This part collectsand analyzes the relevant literature about multimodal theory, the HVC English teaching anddigital language lab. It also sorts out the development and framework of multimodality discourseanalysis theory and identifies the relationship between multimodal and multimedia. The secondpart is about the multimodality discourse analysis theory and its relevant concepts. It introducesthe concepts of multimodal discourse and elaborates multimodal discourse analysis theory indetail. It also introduces the multimodal discourse analysis in English teaching, taking theaudio-visual teaching as an example. The third part is about the digital language lab–the primaryroute of multimodal English teaching. It dwells on the development and characteristics of digitallanguage lab as well as the theoretical foundation in English teaching. It also introduces how tofulfill the HVC English teaching in digital language lab. The fourth part deals with the currentsituation and reflection on HVC multimodality English teaching. It identifies the main problemsabout HVC multimodality English teaching by surveys and experiments. At last it puts forwardsome suggestions for the multimodal teaching theory and practice in China.The author selects two classes in Shandong Kaiwen College of Science and Technologywhich has similar English entrance examination scores. One is control class taught in normalclassroom, while the other is experimental class taught in digital language lab. Comparative testsand questionnaires are conducted. The tests include listening, vocabulary, readingcomprehension and writing. The questionnaire named The Survey on HVC Multimodality English Learning involves students’ interests, habits, and learning difficulties. The comparison ofthe scores and surveys revealed that the experimental class made great progress in learninginterests, vocabulary, and reading ability after a semester learning in digital language lab, whilethe control class did not change significantly. The thesis concludes that digital language labprovides conditions and greatly promotes HVC multimodality English teaching. MultimodalityEnglish teaching in digital language lab is an effective mode for Higher Vocational College,which stimulates students’ interests in English and improves their learning proficiency.