Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English

A Study on the Influence of Multimodal Grammar Teaching for Senior Student's English Pragmatic Competence

Author YuYue
Tutor JieFang
School Liaoning Normal University
Course Curriculum and Pedagogy
Keywords Multimodality Multimodal Grammar Teaching Grammar Teaching in SeniorHigh School English Pragmatic Competence
CLC G633.41
Type Master's thesis
Year 2013
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Grammar is one of the main content of language knowledge, which is the basic tool oflanguage learning. English grammar teaching should not only make students master grammarlanguage, but also apply it freely in listening, speaking, reading and writing at senior highschool level. Namely, the ultimate aim of grammar teaching is for promoting and improvingthe students’ ability of communication with language. However, most of students are tired ofgrammar learning, and the traditional grammar teaching can neither arouse the interests ofstudents nor satisfy their communicative needs.With the development of information technology in education, the multimodal discourseanalysis theory, which is based on systemic functional linguistics, is emerging. In1996, NewLondon Group raised a new concept, multimodal teaching, and applied the multimodal theoryinto the language teaching. This paper based on the theory of multimodal discourse from theperspective of English grammar teaching in senior high school, to discusses how to introducethe multimodal teaching mode into English grammar teaching for senior high school, throughthe verbal and nonverbal symbolic resource such as language, pictures, sounds and actions toconduct the teacher-student interaction, which offers cognitive stimulation of differentmodality for students, and stimulates their interests of learning grammar, so that enhance theirpragmatic competence.This study employs multimodal teaching mode and traditional grammar teaching for thestudents in the two parallel classes in second-grader, to compare the different result byclassroom observation and recoding the test results. And it chooses one unit explanation as acase, to interpret the concrete teaching aspects by multimodal grammar teaching. At last, thisstudy uses both qualitative and quantitative methods to describe the difference between thesetwo modes.The experimental results show that, multimodal grammar teaching mode has an immenseadvantage, it combines the words,images, and other visual symbol, audio-symbol to guidestudents to find and analysis grammar rules, and lead them to use language form accurately,and increase dramatically the English pragmatic competence.

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