英语论文网

wever, most of students, are still learning words by roteand do not actively acquire knowledge. Therefore, students can grasp the basicunderstanding of words, but more in-depth understanding is far from enough.

Chapter Two Literature Review

2.1 Multimodal Teaching Approach

2.1.1 Definition of Multimodality and Multimodal Teaching

Modality refers to a way in which people use multiple organs to interactwith the outside world through different Media. Generally speaking, people havefive modalities, namely visual, auditory, tactile, olfactory and gustatorymodalities. Multimodality refers to the use of multiple modalities incommunication, for example, when watching a video, the eyes are looking at theimage on the video and the ears are listening to the sound emitted in the video,this is the use of visual and auditory modalities. Halliday (1978) suggests thatlanguage is a social symbol in a social perspective. Mode, like language, is partof a symbolic system and both can construct social meaning. Mode is differentfrom media. Modality refers to different modes of perception, i.e., visual,auditory, tactile, olfactory, and gustatory, e.g., writing, singing, and dancing allbelong to different modalities. Media, on the other hand, refers to the medium,for example, the eyes, ears, hands, tongue, and nose of a person, the paper on which one writes, the blackboard in the classroom,are all the media. Hallidaybelieves that different modalities can express different meanings separately, orthey can be combined to express the same meaning. For example, dance is oftenaccompanied by some music.

2.2 English Vocabulary Teaching

2.2.1 Definition of Vocabulary and Vocabulary Teaching

Vocabulary not only contains individual words but also phrases whichcontain multiple words. Apart from some words that need to be memorizedindividually, many words can be combined to form segments, e.g. 'How do youdo?', 'What do you think of?' (Chen Guangwei, 2003:58). He also mentionsthat many students think that the word table at the end of the textbook is theknowledge of vocabulary. However, words in English often have multiplemeanings and they also includes two functions, which are the grammaticalfunction and the pragmatic function, so the knowledge of vocabulary does notonly include the meaning and pronunciation of words. Lv Daoli (2004) arguesthat vocabulary competence is also more than just understanding the meaning ofwords, but also includes other knowledge.

Therefore, in vocabulary teaching, teachers should not only teach themeaning of words, and the way they judge students' vocabulary competenceshould not only be tested by the amount of words they master. In addition,teachers should also develop learners' ability to understand and usecombinations of words (Li Hong, 2005:62).

Chapter Three Research Methodology....................................39

3.1 Research Questions............................ 39

3.2 Research Subjects......................................39

3.3 Research Instruments................................. 40

Chapter Four Results and Discussion.................................. 61

4.1 The Impact of Multimodal Vocabulary Teaching on Students’ Vo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。