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rseware.......35
4.5 Characteristics of Using Multimodality in SFLEP Teachers’ Class ........37
5. Conclusion....... 41
5.1 Major Findings........ 41
5.2 Implications of the Study ....... 42
5.3 Limitations of Present Study....... 43
5.4 Suggestions for Future Study...... 44

4. Results and Discussion

4.1 The Usage of Modes in Teaching Procedures of SFLEP Teachers
Because of the time of contest, every SFLEP teacher’s class is less than 25 minutes.Therefore, teacher’s teaching procedures are different. They omit many procedures accordingto his or her teaching content. One characteristic is that they all use several modes to teach. Inconclusion, they usually make use of these modes: language, PPT text, blackboard writing,picture, chart, audio, and video. According to the tables for recording modes in teachingprocedures, the researcher makes a summary of the data which shows every teacher’s choiceof modes in each teaching procedure. The result is showed in the following table. In the table, the numbers 1-24 represent the 24 teachers respectively. The order isconsistent with the former one. PPT text, language, blackboard writing, picture, chart, audioand video are modes used in the period of teaching. The numbers under each mode indicatehow many procedures adopted the mode. The number under the total teaching procedures ishow many procedures designed in a teachers’ instruction. Taking the first teacher for example,numbers “6, 6, 0, 3, 1, 0, 0”are how many procedures used the mode in his class. The last “6”means six procedures comprised in his class. The percentage is the times of using one modewith procedures. Such as, the table shows that there are 159 procedures in 24 teachers’ class.PPT text is used 144 times. Thus, the percentage is 90.57%. In the following parts, theresearcher analyzes these modes one by one.

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Conclusion

In this thesis we have studied the using of modes of the third SFLEP teachers. In theperiod of doing research, the author finds out the advantages of using multimodality inteaching English and teachers’ level of utilizing multimodality. The major findings will belisted in the following parts.According to the research, different kinds of modes are used by teachers during theteaching, such as language, text, picture, chart, audio and video. A lot of teachers are good atadopting text, picture, and chart. Some of them insert the audio and video mode. Among thesemodes, the most frequently used one is language mode. Teacher talk still dominates the mosttime of class. The language spoken by teachers is English and Chinese is just an auxiliary one.The next frequently used mode is text mode. They utilize text to show the importantknowledge, questions and objectives and so on. However, the audio and video modes areselected relative lowly.
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Reference (omitted)

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