本文是一篇小学英语教学论文，本研究结果表明，多模态对词汇习得有很好的影响。学生的考试成绩与教学方法有明显的相关性。一般来说，多模态教学法比传统的英语词汇教学法更有利于激发学生的学习兴趣，极大地吸引学生的注意力，帮助学生更全面地了解所学内容，理解所学知识的含义，学习如何将单词付诸实践，获得记忆技能。根据问卷调查数据，参与者对这两种教学方式有不同的态度。大多数学生更喜欢多模态。
Chapter 1 Introduction
1.1 Background of the Study
In today’s world, international exchange is getting frequent and English hasalready became a mean of communication. English has become the official languagein more than fifty countries. In China, English is important from elementary school touniversity.
English Curriculum Standards for Compulsory Education(2011) requiredstudents to grasp about seven hundred words in English learning. However, manystudies revealed that primary school students have some difficulties in learningvocabulary. Some teachers use traditional methods to teach vocabularies, such asreading the new words, dictating the new words. This teaching method is easy forteachers to operate, but students’ learning effect is not ideal. It also decreases students’interest and enthusiasm.
In terms of vocabulary learning, most of students think that reciting are veryuseful ways to memorize words, and the students only master the meaning of Englishvocabulary rather than cultural background and context. Chinese students usuallywrite down several times words to memorize some words what they have learned.
Multimodality can help students learn vocabulary in a new way, such asdesigning some games, watching some videos, using the body language and so on.Teachers can apply modern media technology to class and design a variety ofactivities to stimulate the interest of students.
1.2 Purposes and Significance of the Study
In this section the author discussed two parts, which included the purposes andsignificance of the study from both theoretical and practical perspectives.
There were two objectives in this study. For one thing, this study was verifiedeffects of the application of multimodality on English vocabulary learning in primaryschool. For the other thing, the purpose of this study was to increase student’s learninginterest and make students achieve satisfied learning outcomes. What’s more, thisstudy provided unique views for English vocabulary teaching in primary school.
Then the significance of the study was introduced. Numerous scholars had agreat achievement. In the light of the requirements of English Curriculum standardsfor Compulsory Education, primary school students are supposed to master about 700words and 200 fixed collocations. The teacher presented some words by audio, video,picture and music in the class, because multimodality can provide a more authenticlanguage environment and also help students understand and remember words quicklywhat they have learned.
Multimodality is more interesting than the single situation of the traditionalteaching method, and recovers disadvantages of the traditional teaching method. It could motivate various senses to cooperate at the same time.
Chapter 2 Literature Review
2.1 Multimodality
In this section, the definition of multimodality will be illustrated firstly. Then,the classification and functions will be presented.
2.1.1 Definitions of Multimodality
With the development of the Internet, the multimodality becomes more andmore popular with students. In the early 21st century, some western scholars appliedmultimodality to English vocabulary teaching.Their studies discussed the positiveeffect of multimodality on students’ learning. This is a new teaching method in whichteachers combine the auditory, visual and diagrams in teaching.
Different scholars have different explanations on multimodality on account ofdifferent study perspectives and understanding.
ferent study perspectives and understanding.Stein (2000) stated that “multimodality is a new teaching method, whichconsists of various ways, totally organizes students’ consciousness and ideas, andfosters students’ ability of learning and communication (p. 68)”.
Kress & van Leeuwen (2006) defined the multimodality as “During communicative process, the
