英语论文网

2.2 Research of Multimodality

With the emergence of multimedia-assisted English teaching, English teaching methods and means began to change. Modern teaching mode began to take the place of the inefficient one. Thus, multi-modal teaching mode comes into being naturally.

2.2.1 Definitions of Modality and Multimodality

Modal  is  abstract,  which  is  a  way  of  interaction  between  people  and  the  external environment  through  their  senses.  Modals  are  divided  into  single-mode,  dual-mode  and multi-mode. Single-mode usually involves only one sensory to join in. Dual-mode means the mode  is  realized  by  two  senses.  Modes  with  three  or  more  senses  participating  in  the interactions are multi-mode. 

Multimodality, with sound, words, pictures, animation, music, and other symbolic forms as  its  main  content,  has  become  a  way  and  means  of  information  exchange  and  interaction through vision, hearing, taste, touch, and smell, and with eyes, ears, nose, tongue, and hands as the media. 

Chapter Three Theoretical Framework………………………………13

3.1 Theory of Systemic Functional Linguistics ................ 13

3.1.1 Main content of Theory of Systemic Functional Linguistics ............................ 13

3.1.2 Implications for Multimodal Teaching Mode ........................... 14

Chapter Four Research Methodology……………………...18

4.1 Research Questions .............................. 18

4.2 Research Subjects .......................... 18

4.3 Research Instruments ..................... 19

Chapter Five Results and Discussion……………………32

5.1 Results of the questionnaires .................................. 32

5.1.1 Results of the pre-questionnaire test in EC ............................... 33

5.1.2 Results of the post-questionnaire test in EC ............................ 34

Chapter Five Results and Discussion

5.1 Results of the questionnaires

Questionnaires were applied in the experiment as a supplementary instrument to measure students’  changes  in  vocabulary  learning  strategy.  The  pre-questionnaire  is  used  to  detect whether students employ strategies in vocabulary learning before the experiment. If so, what strategies do students apply, and what is the present situation like. The post-questionnaire is applied to make a survey of the effects  of multimodal teaching mode in the EC.  Students in the  experimental  class  received  the  multimodal  teaching  mode  during  the  experimental process. Therefore, the investig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。