英语论文网

ated subjects are those students who are from the experimental class. The two questionnaires are carried out to compare the differences before  and after the experiment. The questions of the two questionnaires are the same.

The  questionnaire  contains  thirty-nine  questions  concerning  meta-cognitive  strategy, cognitive  strategy,  and  social  and  emotional  strategy.  In  the  research  design,  thirty-nine questions are divided into three sub-categories.  Nine questions are  related  to meta-cognitive strategy. Twenty-four questions are related to cognitive strategy and six questions are related to  social  and  emotional  strategy.  Fifty-three  students  in  the  experimental  class  finished  the two  questionnaires  before  and  after  the  research.  Fifty-three  pieces  of  questionnaires  were taken back, so the recovery rate was 100%. 

Chapter Six Conclusion

6.1 Major findings

Intending to exploring the effects of multimodal mode to vocabulary teaching, the author adopted two different vocabulary teaching methods for the experimental class and the control class. The experimental class made use of multimodal vocabulary teaching. In the meanwhile, the  control  class  was  exposed  to  traditional  vocabulary  teaching.  This  research  focused  on impacts  of  two  different  teaching  methods  on  the  process  of  three  aspects  of  vocabulary knowledge.  Meanwhile,  this  research  was  carried  out  to  seek  answers  for  the  three  research questions: (1) What effects does multimodal teaching mode have on the vocabulary learning strategies for senior high school students? (2) How does multimodal teaching mode influence the  English  vocabulary  breadth  of  senior  high  school  students?  (3)  How  does  multimodal teaching mode affect the English vocabulary depth of senior high school students?

After collecting and analyzing the results of pre-questionnaire and post-questionnaire for students’  strategy  in  learning  vocabulary,  the  two  pre-tests  and  post-tests  of  vocabulary breadth and depth, the author finds that multimodal vocabulary teaching mode has a positive effect  on  improving  students’  vocabulary  strategy  to  some  extent,  enlarge  students’ vocabulary  size  and  even  deepen  students’  vocabulary  knowledge,  especially  in  vocabulary meanings and collocations. To be specific, by exposing to various modes of language inputs, students  gained  rich  learning  experience,  thus  gradually  developing  various  strategies  to acquire  vocabulary.  The  more  efficiently  and  effectively  students  acquire  vocabulary,  t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。