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4.1.1 Comparison of the Pre-test Scores between EC and CC........................61

4.1.2 Comparison of the Post-test Scores between EC and CC......................63

Chapter Five Conclusion............................80

5.1 Major Findings.......................................80

5.2 Pedagogical Implications...............................83

5.3 Limitations and Suggestions for Future Study............................86

Chapter Four Results and Discussion

4.1 The Impact of Multimodal Vocabulary Teaching onStudents’ Vocabulary Learning Achievement

Students’ vocabulary scores in pre-test were compared to test whether thevocabulary levels of the two classes were similar. After the experiment,students' vocabulary level was compared with that in the pre-test so as to findwhether multimodal vocabulary teaching could improve students' Englishvocabulary performance. SPSS 19.0 was adopted to analyze the data.In thefollowing analysis, the experimental class is abbreviated as EC and the controlclass as CC.

Comparison4.1.1 Comparison of the Pre-test Scores between EC and CC

Chapter Five Conclusion

5.1 Major Findings

After the multimodal vocabulary teaching experiment, the main findingsare as follows:

Firstly, multimodal vocabulary teaching is more effective for students'vocabulary learning than traditional vocabulary teaching. The results of theexperiment show that after a period of multimodal teaching, the vocabulary testscores of the students in the experimental class were significantly different fromthose of the control group, and the mean value of the experimental group'sscores was much higher than that of the control group, so we speculate thatmultimodal vocabulary teaching helps students learn vocabulary more. The useof multimodalities such as pictures, audio and video in multimodal teaching notonly enhances learners' interest in vocabulary learning and promotes their activeparticipation in the classroom, but also gives them a deeper understanding of thecontent of the words and how they are used. PPTs designed by the teacher with words labelled in colours and fonts, inserted sound files and the teacher's facialexpressions, gestures and body movements can all attract the students' attentionand deepen their understanding and memory of vocabulary. The teacher selectsand coordinates a variety of modalities according to the different classroomcontents, enhancing the complementarity of forms and relationships, thusleading to active participation in the classroom activities and increasingstudents' motivation in the classroom, therefore, their vocabulary learningachievement was better improved.

Secondly, according to the results of the questionnaire of vocabularylearning motivation, the multimodal vocabulary teaching model can enhancestudents' motivation for vocabulary learning. The questionnaire classifiesmotivation for vocabulary learning into the following categories: internalinterest motivation, score motivation, information motivation, communicationmotivation and language situation motivation. In the multimodal vocabularylanguage teaching, teachers use multiple mode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。