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s, but the implementation effect of empirical research is relative rare. This papercombined with theoretical research and empirical research, through teaching experiment in totest and verify the validity of the multimodal theory in the grammar teaching for pragmaticcompetence, and offer the related suggestions to the grammar teaching in senior high school.
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2 Literature Review

2.1 Introduction
This chapter consists of six parts: First, is the introduction of this chapter. Second isoverview of English grammar teaching, which includes two main concepts of grammar, theaim of grammar teaching in senior high school, and current situation of grammar teaching inChina. Third, is overview of Multimodal Discourse, it includes the related concepts andhistory of development of multimodal discourse, meanwhile, it introduces its application onteaching and other fields at home and abroad. Fourth, is the theoretical framework of thisstudy, including systemic functional theory and cognitive learning theory. Fifth is about thefeasibility and positive effects of multimodal teaching on English grammar teaching. An last,is a summary about this chapter.
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2.2 Overview of English Grammar Teaching

2.2.1 Two Main Concepts of Grammar
Grammar is the organization rules of language, which offers structural system tolanguage, and it is the sum of inflections and regulation of making sentences. Learninggrammar could help students to accurately understand and correctly use English. Therefore,grammar occupies an important place in English teaching. However, since this conceptemerging, many different viewpoints on grammar have followed. There are two main kinds ofgrammar concept have a big impact on English teaching -- Traditional Grammar andFunctional GrammarTraditional grammar centers on language forms and structures, based on the morphologyand syntax, and studies different categories on grammatical inflection of parts of speech andsentences. The representative of Traditional Grammar, Lyons(1971) considers that grammar isthe language description for explaining approach of combination words into sentences. Thiskind of grammar definition usually treats grammar as static form, and it only focuses onlanguage form, which relies on teachers’ explanation in the grammar teaching, and aims atmaking students understand grammar knowledge and making sentences by correct grammarrules. Influenced by traditional grammar, students have a better reading comprehension andabilities to parse language, but they are less able to communicate in English.
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Chapter Three Methodology........16
3.1 Introduction .....16
3.2 Research Questions and Hypothesis.....16
3.3 Research Subjects.........16
3.4 Research Instruments....17
3.5 Data Collection.......19
3.6 Research Process....19
3.6.1 Experimental Procedure......19
3.6.2 Teaching Experiment.....20
Chapter Four Result and Discussion......26
4.1 Introduction.....26
4.2 Descriptive Analysis for Result of Test......26
4.3 Descriptive Analysis for Writing....28
4.4 Descriptive Analysis for Questionnaire......29
4.5 Result and Analysis of Interview....32
4.6 Summary.....33
Chapter Five Conclusion........35
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