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1   Introduction

1.1   Research Background 
Vocabulary  plays  an  important  role  in  students’  language  learning.  As  Harmer  (2011) says if the language structure is the skeleton to a language, vocabulary would be the important organ, flesh and blood to a language. Maybe, we can understand the meaning of the speaker through a sentence, but we can not communicate with each other without vocabulary.       According to the English Teaching Syllabus of Middle School, after graduating from the middle  school,  students’  English  language  abilities  should  be  highly  improved.  They  should grasp about 800 English vocabulary, 200 certain idioms and collocations, and use them in oral and written communication activities. Students are able to skillfully spell vocabulary based on the basic spelling rules, and then students’ extracurricular reading amount should be not less than 100,000 words. As we can see, the English Teaching Syllabus of Senior Middle School has  a  concrete  demand  of  students’  vocabulary  input  and  output.  Thus,  these  specific requirements can not be ignored in English language teaching.   For  teachers,  they  try  all  their  best  to  find  a  good  way  to  teach  English  vocabulary efficiently. As a matter of fact, English vocabulary teaching is not satisfactory and vocabulary learning  is  one  of  the  weakest  aspects  in  our  learners’  learning.  Many  English  teachers  just give  the  pronunciation,  spelling,  example  phrases  and  simple  sentences  to  their  students  in traditional English vocabulary teaching method. They believe that “memory” is the only way for  them  to  learn  vocabulary.  And  teachers  try  to  find  a  useful  method  for  students  to  learn these words. Usually, they just let students read the vocabulary again and again or listen to the radio  for  a  long  time.  But,  they  do  not  have  a  good  way  to  help  students  in  vocabulary learning.  Meanwhile,  the  quality  of  teachers’  in  schools  can  influence  their  vocabulary teaching  in  a  certain  degree.  There  are  many  English  learners  in  China,  but  the  number  of English teachers is extreme limited. And many older teachers are lack of the advanced theory to  direct  their  teaching.  However,  teachers’  better  understanding  of  teaching  theory  will inevitably bring changes in teaching methods.  
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1.2   Research Significance 
Multimodal theory is based on systemic functional linguistic, which extends the scope of  discourse  research  to  the  non-verbal  language  symbols,  such  as  image,  sound,  equipm本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。