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eaching effect. This paper attempts to combine multimodal discourseresearch with English vocabulary teaching practice. It is the rich and supplement of Multimodaldiscourse and also the optimization and materialization of teaching design theory. And it also exploresthe effective way of college English vocabulary teaching and the operating mode, principle, applicationstrategies, means and methods of multimodal vocabulary teaching through research. These research fruitswill be the inheritance and development of the traditional teaching methods.
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Chapter Two Literature Review

2.1 Studies on Multimodal Discourse Analysis Theory
In the field of Social Semiotics, Kress and his co-authors considered mode as the ways ofrepresenting information, or mediums which are shaped and organized into a system to articulatemeanings. Therefore, the use of different modes leads to meanings being made differently (Kress, Jewitt,Osborne & Tsatsarelis, 2001). Kress definded mode as “semiotic resources which allow the simultaneousrealization of discourse and types of (inter)action”(Kress & van Leeuwen, 2001:21). In addtion, Kress &Jewitt (2003) defined mode as a“regularized, organized set of resources for meaning-making, includingimages, gazes, gestures, movements, music, speech, and sound effects. They are the effects of the workof culture in shaping material into resources for representation”(Kress & Jewitt, 2003:1). Likewise,Carey Jewitt explains that a mode is an organized “set of resources for making meaning with”(2006:17).In other words, modes can be understood as “any system of representation that provides elements whichcan be used to make signs and principles for their organization”(Jewitt, 2006:40). Kress (2003) indicatesthat two semiotic modes may be used to convey the same meaning, but they differ in communication.From these explanations, it can be concluded that modes can be considered as channels of information.
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2.2 Studies on English Vocabulary Teaching
This part mainly expounds many experts’ and scholars’ academic research on English VocabularyTeaching at home and abroad.From the end of eighteenth century to the beginning of nineteenth century, the development ofEnglish in Western country was in the period of Grammar Translation Method. The study of EnglishVocabulary Teaching in foreign countries began at the same time. However, English vocabulary teachingwas a secondary role in language teaching. The vocabulary teaching was mainly used to explain thegrammar rules.At the end of nineteenth century, Direct Method was born to solve the disadvantages of theGrammar Translation Method. Direct Method advocated the direct learning, understanding andapplication, and initiating the role of direct teaching methods such as drawing, entity, facial expression,posture and other intuitive teaching methods. Direct Method focused on cultivating students' oralcommunicative ability and the relationship between vocabulary and the real world.In 1920s, the British and American scholars found that learning vocabulary is the key to languageacquisition. And strengthening the vocabulary learning can promote reading skills. For the limatations ofDirect Method, Reading Method was born. Its put emphasis on training and improving students’ readinglevel through vocabulary learning. However, because of the huge foreign language vocabulary, choosingwords as teaching conten