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笔者认为教师应创造一个低阅读焦虑的环境，增强学生的英语阅读愉悦感。过度的阅读焦虑会阻碍学生英语阅读活动的进行。因此，在英语阅读教学中，教师应创造一个低阅读焦虑的环境，使学生处于最佳的学习状态。同时，教师应营造轻松和谐的课堂氛围，让学生在轻松幽默的课堂中自由互动，不受太多的约束和压力，在英语阅读过程中自由获取新知识，让自己沉浸在英语阅读材料创造的情境中。

Chapter One Introduction

1.1 Background of the Research

The intensive multimodal reading teaching answers the call of the times.

Halliday (1978) proposed that human beings exchange information in a variety of  ways,  and  language  is  just  one  of  them.  Language  includes  written  and  spoken language. In oral communication, the communicator can convey the meaning through tone,  intonation,  speed  of  speech  and  various  body  languages.  In  addition  to  oral language,  written  language  is  equipped  with  complementary  tools  like  images  and charts  to  express  meaning.  Meanwhile,  with  the  development  of  science  and technology,  the  Internet  has  become  the  main  source  of  information,  and  the transmission of information is no longer presented in language. Thus, Language is no longer  the  only  means  of  communication  in  modern  written  discourse.  Multiple sources like newspapers, magazines, advertisements, posters, storybooks, textbooks, encyclopedias, brochures and computer interfaces facilitate our interaction with each other in a multimodal manner (Hu, 2007). The multimodal nature of modern discourse is gaining prominence, and it is said that multimodality is the basic feature of modern discourse. Because of the simplicity of language as the only mode, it can neither bring readers  visual  enjoyment,  nor  convey  rich  meaning,  which  means  the  multimodal discourse is a requirement of modern people.

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1.2 Purpose of the Research

First, this study attempts to find out the current situation of junior two students’ reading  anxiety,  and  investigate  whether  intensive  multimodal  reading  teaching  is helpful  in  dealing  with  students’  reading  anxiety.  If  intensive  multimodal  reading teaching  can  alleviate  students’  reading  anxiety, the  author  will  further  explore  the types of reading anxiety that can be reduced by this teaching mode.  

Second,  the  purpose  of  this  study  is  to  awaken  junior-high-school  English teachers’ awareness of the importance of multimodal reading teaching, especially that of  the  teachers  in  rural  areas.  In  this  process,  it  provides  theoretical  guidance  for English teachers to effectively integrate teaching resources, and explores the methods of effective English reading teaching in junior high school in minority rural areas. 

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