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4 Results and discussion

4.1 Introduction
With respect to data analysis, both qualitative and quantitative approaches are adopted inthis study. Tables and figures are employed to display the data and analysis. The ultimateresearch results show that the multimodal teaching mode can create the students theenthusiasm for learning grammar, and using the multimodal grammar teaching cansignificantly enhance the students’ pragmatic competence. This study starts from September to December in 2012, the Control class (total 50students) is adopted traditional grammar teaching method to learn English grammar andExperimental class (total 50 students) is adopted multimodal grammar teaching method.Through a term of learning, author tests the students’ grammar competence by examinationwhich is divided into two parts: test paper and writing.The score of posttest is entered in SPSS to do the independent-samples T test, the resultis shown in table 4.1.From Table 4-1, we can see that the mean of control class is 69.74, and experimentalclass is 73.44, the mean of experimental class is 3.7 points higher than control class, so thedifference of the mean of these two classes is significance. The probability (0.465) of FRation (0.501) is bigger than 0.10, it has variance homogeneity, meanwhile, its correspondingthe 2-tailed probability (0.021) is smaller than the 0.05, therefore, we can know that thedifferences among these two classes are significant, it is obvious relationship between testscore and teaching method, which can prove that the effect of multimodal grammar teachingmethod is superior to traditional method’s.
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Conclusion

This study introduces the multimodal teaching mode in English grammar class in seniorhigh school, aiming at teaching objects and objectives,utilizes and synchronizes various ofmodals to improve the grammar teaching, enhance students’ communicative competence.According to language, images, audio, video, action etc. language and non-language semiotics,this approach provides different multiple stimuli to the students, which make them activelyobserve, discover and sum up the grammar rules. From this experiment, it is easy to find thatmultimodal teaching method has more superior characteristic comparing with the traditionalteaching modal, such as increasing memory retention, fast and clear presentation, convenientand easy application and so on. Meanwhile ,this approach get most students’ support andrecognition, they show their interests in the image mode, video and audio mode which canattract their attention and make them catch the important and difficult grammar points moreeasily and leave the deep impression on their mind, which illustrates senior students areadapted to the multimodal teaching mode.
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Reference (omitted)