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lish  vocabulary  teaching  approach  can  improve  English  vocabulary achievement of rural junior high school students. First, according to the analysis the results of pretest and posttest: in the pretest, the mean of the experimental group is 70.14 and the mean of the control group is 70.52. Therefore, the means of the experimental group and the control group are very similar. But, in the posttest, the mean of the experimental group is 78.26 and the mean of the control group is 73.69, there are 4.57 points of the mean of the experimental group higher than that of the control group. At the same time, the mean score of posttest and pre-test in the experimental class increases 8.12. Therefore, it is concluded that multimodal English vocabulary teaching approach can improve English vocabulary achievement of rural junior high school students. Secondly, according to the analysis the results of pretest and posttest: in the pretest, the mean  of  the  experimental  group  is  70.14  and  the  mean  of  the  control  group  is  70.52.  At  the same time, the corresponding 2-tailed probability of the independent-samples T test of pretest is  0.729  and  it  is  much  larger  than  0.05.  So  there  are  no  significant  differences  between  the scores of the experimental group and the control group in pretesting. But, in the posttest, the mean of the experimental group is 78.26 and the mean of the control group is 73.69, there are 4.57 points of the mean of the experimental group higher than that of the control group. At the same  time,  the  corresponding  2-tailed  probability  of  the  independent-samples  T  test  of posttest is 0.008 and it is much lesser than 0.05. So there is a significant difference between the  scores  of  the  experimental  group  and  the  control  group  in  posttesting.  Therefore,  it  is concluded  that  there  is  a  significant  difference  between  the  multimodal  English  vocabulary teaching  mode  and  the  traditional  English  vocabulary  teaching  mode  in  the  English vocabulary acquisition and memory retention of the students in rural junior high school. 
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