本科毕业设计论文On the Multimodal Teaching of Junior High School English Listening

ContentsTOC\o"1-3"\h\u16909Abstract I14868摘要 II8454Introduction 1259961PresentSituationofEnglishListeninginJuniorHighSchool 3144881.1LackofBasicKnowledge 3306011.2PoorQualityofListeningExerciseMaterials 311861.3ImproperHabitofListeningExercise 4268852BackgroundInformationofMultimodalEnglishListeningTeaching 573012.1ConceptDefinition 553712.2ResearchonMultimodalEnglishListeningTeaching 616382.3ConstructionofMultimodalEnglishListeningTeachingModes 989033ApplicationofMultimodalEnglishListeningTeachingMethod 13121043.1TheDesignofMultimodalEnglishListeningTeaching 13322373.2TheImplementationofMultimodalEnglishListeningTeaching 18310153.3TheComparisonofMultimodalEnglishListeningTeachingwithTraditionalEnglishListeningTeaching 23292264ResultsofMultimodalEnglishListeningTeachingResearch 26161574.1TheInfluenceofMultimodalEnglishListeningTeaching 26271894.2TheProblemsinMultimodalEnglishListeningClasses 27114134.3TheEnlightenmentofMultimodalEnglishListeningTeaching 284709Conclusion 3113980Bibliography 332866Acknowledgments 35AbstractEnglishlisteningisanimportantandcriticalskillthataffectslearners’Englishproficiency.InpracticalEnglishteachinginjuniorhighschool,however,theimportanceoflisteningteachinghasnotreceivedenoughattentionandtheteachingeffectisnotsatisfactory.Inaddition,inEnglishlisteninglearning,studentshavelowinterestandmotivation.Moreover,moststudentsexpressdifferentlevelsoflisteninganxietyandfearofEnglishlistening,whichisanegativefactorinEnglishlisteningteaching.Withthedevelopmentofmultimediaandnetworktechnology,multimodalteachingisgenerallyacceptedbyteachersinteaching.Howtoeffectivelyusethemultimodalinputandintegratemultimodalresourcestopromotethelisteningcomprehensionofstudentshasanimportantsignificance.What’smore,theresearchonmultimodalinEnglishteachingismainlyconcentratedinthefieldofhighereducation.TheapplicationresearchonEnglishlisteningteachingofjuniorhighschoolisstillintheexploringstage.Therefore,thisthesiswillexplorehowtoapplymultimodalteachingtoEnglishlisteningteachinginjuniorhighschool.AndthisthesiswillcombinetheactualteachingpracticetoselectthearticleofShanghaiEducationEditionEnglishforsevengradesfirstvolumeasthecase.Itwillbediscussedfromthefollowingaspects:presentsituationofEnglishlisteninginjuniorhighschool,backgroundinformationandapplicationofmultimodalEnglishlisteningteaching.Attheendofthethesis,thepaperputsforwardsomepedagogicalimplicationsandsuggestionsforfurtherresearchandpointsouttheinadequaciesoftheresearch.Inaddition,ItishopedthattheresearchresultscanprovidesometheoreticalreferenceandexampleforthepracticeofEnglishlisteningteaching.Keywords:multimodalteachingtheory;juniorhighschool;Englishlisteningteaching摘要英语听力是影响学习者英语水平的一项重要而关键的技能。然而，在初中英语实际教学中，听力教学的重要性一直没有得到足够的重视，教学效果也不尽如人意。此外，在英语听力学习中，学生的兴趣和动机较低。大多数学生表现出不同程度的听力焦虑和对英语听力的恐惧，这是英语听力教学中的一个消极因素。随着多媒体及网络技术的发展，多模态教学被教师普遍接受，但如何高效利用多模态输入并整合多模态资源以提高学生英语听力水平，对英语教学实践有重要意义。目前有关多模态视听教学的应用研宄主要集中在高等教育领域，在初中英语听力教学中的研宄尚处于探索阶段。因此，本文将探索如何将多模态教学方法应用到初中英语听力教学中。本文将结合实际教学实践，选择泸教版七年级上册英语教材中的文章作为案例，从以下几个方面进行探讨：初中英语听力现状，多模态理论的背景信息和应用。在论文的最后提出了一些教学启示和进一步研究的建议，并指出了本研究的不足之处。除此之外，本文希望研究成果能为英语听力教学实践提供一定的理论参照和借鉴意义。关键词：多模态教学理论；初中；英语听力教学IntroductionIn2016,China’sMinistryofEducationreleasedthereformplanfortheseniorhighschoolentranceexamination,thescoreandquestiontypeoftheEnglishsubjectwillchangesignificantly.Thetotalscorewillbereducedfrom120to100,andthelisteningabilitywillbeincreasedto40,whichhighlightstheimportanceofcultivatingstudents’Englishlisteningability.Inaddition,thereformplanalsomeansthattheemphasisonreadingandwritingandthecontemptforlisteningandspeakingwillbetransferred.Atthesametime,thepopularizationofmultimediaandnetworktechnologyprovidesteacherswithrichteachingresourcesandmeans,suchastheuseofPPT,images,audioandvideo.Therefore,teachersshouldmakeuseofmodernscienceandtechnologytoinnovatethetraditionalteachingmodeandmakestudents’learningapproachmorediversified.Thesurveyfoundthatthecurrentjuniorhighschoolstudents’Englishlevelgenerallyshowsanunbalanceddevelopmenttrendinallaspects,readingandwritingabilityisbetterthanlisteningandspeakingability.ThispaperisbasedontheabovebackgroundandtofindhowtoapplymultimodalteachingtheoryintojuniorhighschoolEnglishlisteningteaching.Atthesametime,theinnovationofthispaperistoanalyzetheproblemsexistingintheEnglishlisteninglearningofjuniorhighschoolstudents,andtocarryouttargetedteachingexperiments.Inaddition,thispaperwillcomparetheeffectsofmultimodalaudio-visualteachingwithtraditionallisteningteachingontheEnglishlisteninglearningofjuniorhighschoolstudents.ThisstudyaimstomakeEnglishteachersinjuniorhighschoolrealizetheimportanceofinnovatingEnglishlisteningteachingmethods.Atthesametime,thisstudyaimstomakeEnglishteacherscanapplythemultimodalteachingmodestotheactualteachingclasses.Thisthesisconsistsoffourchapters.ThefirstchapterintroducespresentsituationofjuniorhighschoolEnglishlistening,andmainlydiscussestheproblemsexistinginjuniorhighschoolEnglishlistening.Thesecondchaptermainlydefinesthecoreconceptsinthethesis,andthenintroducesbrieflythetheoreticalbasisofthethesis:themultimodaltheory.Atlast,theresearchstatusofmultimodalteachingathomeandabroadwillbesummarizedbriefly.ThethirdchaptermainlyanalyzestheapplicationofmultimodaltheoryinjuniorhighschoolEnglishlistening.Thethreemodes,includingsymbolmode,sensorymodeandscenariomode,areappliedtotheactualjuniorhighschoolEnglishlisteningclass.Andthischapterwilltakeaspecifictextofjuniorhighschoolasanexample,inaddition,theapplicationofmultimodaltheorywillbedeeplydiscussed.Inchapterfour,themainfindingsofthisstudyanditsimplicationsandsuggestionsforEnglishlisteningteachinginjuniorhighschoolswillbeexpounded.Atthesametime,theimpactonteachersandstudentsisanalyzed.Finally,theresearchdeficiencieswillbepointedout.1PresentSituationofEnglishListeninginJuniorHighSchoolTherearemanyproblemsinEnglishlisteninginjuniorhighschool,andEnglishlisteningisstillabottleneckorevenaninsurmountablegapformanystudentsintheprocessofEnglishlearning.CommonproblemsinEnglishlisteningteachingaresummarizedasfollows:1.1LackofBasicKnowledgeInEnglishlisteningteaching,therearetwotrainingmethods,extensivelisteningandintensivelistening.Extensivelisteningismainlytocultivatestudentstheabilitytoextractusefulinformationfromthelisteningmaterial,whichaskstheteachertointroducethebackgroundbeforelistening,includingthewesternculture,erabackgroundandcharacters,etc.Itaimstomakethestudentsunderstandthebackgroundmaterialsinordertoacceleratetheunderstandingofthelisteningmaterialintheprocessoflistening.Atthesametime,comparedwithextensivelisteningtraining,intensivelisteningismainlytocheckthedetails.Therefore,teachersshouldprovidestudentssomerelevantknowledgeinphonetics,vocabulary,grammarandotheraspectsinadvance.However,intheactualteachingprocess,theteacherdoesnotletthestudentshaveenoughknowledgereservebeforelisteningandtheteacheralwaysweakenstheintensivelisteningtraining.Somemistakesarealsocurtlyskipped,andtheefficiencyoflisteningpracticeisdifficulttoreachtheidealstate.1.2PoorQualityofListeningExerciseMaterialsExercisematerialsareanimportantwaytoconsolidatenewknowledge,formskillsandcultivatethinking.However,atpresent,thequalityofmanyexercisematerialsisnotgood,forexample,thedifficultyoftheproblemisnothigh,ortheproblemistoosimple.Forexample,Module5Unit1forgrade8issetas(1)WhatdoesTonythinkaboutSpiderman?(2)WhydoesDamingthinkSupermanisbetter?(3)WhydotheybothLikeTomandJerry?(4)WhatlessoncanTonylearnfromTomandJerry?Foralisteningmaterialofabout150words,itisdifficulttomakeacomprehensiveinvestigationofthelisteningmaterialinfourquestions,andthesefourquestionsaredifficult.Inaddition,thequestionisintheformofasinglequestionandanswer,thiswillalsogivestudentsakindofdullfeeling.Atthesametime,thereareobstaclesintheanswerwhichwillseriouslyfrustratestudents’learninginterestandconfidence.1.3ImproperHabitofListeningExerciseThehabitofdoingexercisesisformedbyrepeatedpracticeinthelearningprocess.Goodstudyhabitsareusefultoimprovestudents’learningefficiencyandinterestandtoformgoodlearningstrategies.Therearemanystudentswhohaveagoodfoundationinphoneticsymbols.However,theydevelopbadlearninghabits,thesehabitswillresultininaccuratepronunciationandhearingimpairment.Therearestillsomebadlearninghabitsamonghighschoolstudentsintheirdailypractice.Firstly,somestudentshavedevelopedthehabitoffollowingtheirsensesinpronunciationandseldomlookupphoneticsymbolswhentheyseenewwords.Secondly,manystudentsarelackofunderstandingandpracticeintheknowledgeoflinking,weakreading,lossofblastingandsoundassimilation.Thepronunciationofawordinasentencewillchangebecauseitisinfluencedbyotherwords.Ifstudentsdonotunderstandthischange,theywillfinditdifficulttounderstandthelisteningmaterial.Finally,intheprocessofexamination,somestudentscouldnotquicklyextractinformation,andcouldnotdealwiththelogicalrelationshipandpresetlisteningmaterials.Therefore,somewordscannotbeaudiblesoastointerruptthetrainofthoughtandmissthekeyinformationintheprocessoflistening.

2BackgroundInformationofMultimodalEnglishListeningTeachingThischaptermainlyfocusesontheliteraturereviewofmultimodalteachingmethod.Inthischapter,thedefinitionsofmode,multimodal,andmultimodalteachingmethodaregiven.ThecurrentsituationathomeandabroadonEnglishlisteningteachinghasbeencombed.Inaddition,thedomesticandforeignstudiesofmultimodalteachingareintroduced,aswellasthecurrentsituationofmultimodalEnglishlisteningteachingandmultimodalEnglishlisteningteachingstrategies.2.1ConceptDefinitionModereferstothewayhumansinteractwithexternalenvironments(suchaspeople,machines,objects,animals,etc.)throughthesenses.Inaddition,ZhuYongshengarguesthatmodereferstothechannelandmediumofcommunication,includinglanguage,technology,image,color,music,andothersymbolsystems(ZhuYongsheng,2007)[1].Thesinglesensoryinteractioniscalledthesinglemode,withtwomodescalledbimodal,andthreeormorearecalledmultimodal(GuYueguo,2007)[2].Multimodaldiscoursereferstotheuseofauditory,visual,tactileandothersensesincommunicationthroughdifferentmeansandsemioticresources,suchaslanguage,image,sound,action,etc.Accordingtocriticaldiscourseanalysis,thetheoryofmultimodaldiscourseanalysisemergedinwesterncountries.Itintegratedtheresearchachievementsofsocialsemiotics,systemicfunctionalgrammar,traditionaldiscourseanalysisandsoon.Therefore,itisalsocalledcriticalsocialsemiotics.Itbelievesthatlanguageisasocialsymbol.Inadditiontolanguage,othernon-languagesymbols(images,music,dances,etc.)arealsosourcesofmeaning.Besides,eachtypeofindependentandinteractivenon-languagesymbolicmodeformsthemeaningtogetherwithsymbolicsigns.Inactualcommunication,themainmeanofcommunicationpeopleisstilltobethediscoursemode.Butwiththedeepeningoftheworldculturalexchanges,thedevelopmentofInternettechnologyandnetworkcommunication,thenon-discoursemodeofinteractionoccupiesamoreandmoreimportantposition.Multimodalteachingmethodoriginatedfromthemultimodaldiscourseanalysistheory.Withtheassistanceofmultimediatechnology,teachersaresupposedtousedifferentformsofmodesincludingtext,images,sound,movementtoguidestudentsnotonlytoreadandlearnbymultimodalmeansbutalsoskillfullyuseandchoosereasonablemodetolearn,soastoachievetheaimofthebesteffectoflearning.Inthetraditionallisteningmethod,studentsobtaininformationonlybylistening.Thiscodeiscalledthesinglemode,becausethereisnochangeofmodewhenlisteninginformationconvertsintotheunderstandingofbrain.Ontheotherhand,understandingandabsorptionisnotconsideredtheultimategoaloflearningforthereasonthatlearnersshouldbecapabletorecordorrecallwhattheylearnandunderstandwithspokenEnglish.Insuchasituation,thislearningprocessisnolongerthesoundmode,buttransformstheacousticmodeintomotionmodeofvocalorganandwritingmode.Throughmodetransformation,studentscanenhancetheinternalizationprocessoftheirknowledgeandconvertmoreinputintoabsorption.2.2ResearchonMultimodalEnglishListeningTeachingMultimodalEnglishlisteningplaysanimportantroleinactuallisteningclassofjuniormiddleschool.Meanwhile,atpresent,someachievementshavebeenmadeintheresearchofmultimodallisteningteachingathomeandabroad.Thespecificresearchresultsareasfollows:2.2.1ResearchesonMultimodalEnglishListeningTeachingatHomeInChina,LiYiandShiLeidiscussedtheapplicationofmultimodalmetaphorinteaching.HuZhuanglin&DongJia(2006)arguesthatPPTpresentationisanimportanttoolofinformationcommunication.HedemonstratedthattheuseofimageandsoundmodemadePPTpresentationamorebetterwaytoexpressthetheme.ThisideaprovidesastrongsupportfortheuseofPPTinteaching[3].ZhangDeluandChenYumin(2012)usedaclassdiscourseinanEnglishclassasacorpus,discussinghowthecombinationofspokenlanguagemodeandPPTmodeinteractswitheachotherinclassroomteachingandhowtheyarereflectedintermsofvocabularyandgrammar[4].Inaddition,theyalsodiscussedtherelationshipbetweenvocabulary,grammaranddiscourse,andcommentedonrelatedissues.Theyfoundthatthesamemodehasdifferentfunctionsindifferentteachingstages.Themultimodalgrammarunitcanbedeterminedaccordingtotheembodimentoftheminimumunitofthemultimodaldiscourse.Theteachingobjectivesindifferentstagesarethebasisforthechoiceofmode.LiuXiuli,ZhangDeluandDaiShulan(2013)usemotivationtheory,attentionleveltheoryandmultimodaldiscourseanalysistheorytobuildatheoreticalmodelthatusesappropriatemultimodaldiscoursestomotivatestudentlearningenthusiasminforeignlanguageclassroomteachingbasedonteachers’charismaandideas[5].Throughquestionnairesandonlinepolls,theyfoundthatthetypesandformsofmultimodaldiscourseofforeignlanguageteachersarecloselyrelatedtostudents’enthusiasmforlearning,throughteachingexperiments,thevalidityoftheabovetheoreticalmodelwasconfirmed.Finally,theyputforwardhowtousevariousteachingideas,measures,methodsandmodalitiesmoreeffectivelytoimproveteachingeffectiveness.LiZhanzi(2017)statedthenecessityofmultimodalteachingandconsideredthatmultimodalteachingenabledteacherstomakefulluseofmultipleteachingmodetogivefullplaytotheroleoftheinternetandimproveteachingeffectiveness[6].HealsoputforwardimplementationopinionsonthepracticeofmultimodalEnglishteaching,includingthecreationofscenarios,focusingondesignandraisingquestions,strengtheningorganizationalcooperationandgroupdiscussion,presentationofresultsandreportingsummary.Inaddition,manyscholarshavestudiedtheapplicationofthemultimodalteachingmethodinEnglishteaching,whichwillnotbediscussedhere.AsforthestudyofapplicationofmultimodalteachingmethodtoEnglishlisteningteaching,LuoYuzhi(2011)conductedaresearchonthemultimodalinteractiveteachingmodeoflisteninginEnglishmajors.Inherpaper,theteachingmodeoflisteningmultimodalinteractiveteachingwasdiscussedandthemaincontentsofthisnewteachingmodewereintroduced:(1)“Interaction”isthesoul.(2)“Understandingstudents’interests,difficultiesandemotions”isthekey.(3)“Improvementofstudents’listeningLevel”isthegoal.(4)Rich“multimodalresources”istechnology.(5)“Happylistening”isthefeature.ShecarriedoutanexperimentalresearchonthemultimodalfunctionofEnglishlisteningteachingincollegeEnglishmajor.Experimentalresultsshowedthat:rationaluseofcombinationofmultimodalcansignificantlyimprovestudents’listeningcomprehensionlevel.Besides,visualinformationcanplayanactiveroleinpromotingunderstandingaslongasitcorrespondstoauditoryinformation.Inaddition,sheanalyzedthereasonsofweaknessofEnglishlisteninganddiscussedthemodeofmultimodalteachingmethodinEnglishlisteningteaching,includingtheuseofmultimodallisteningmaterials,multimodallisteningteachingmodedesign,andmultimodallisteninglearningmode[7].Manyscholarsdiscussedthemultimodallisteningeffectinmultimodalconditions.Theyconductedanexperimentonmultimodallisteningteachingonundergraduatestudents.Atthesametime,theyfoundthatunderthemultimedianetworkenvironment,pictures,videosduringthelisteningandlisteningtrainingandusesgroupdiscussionsandperformanceswithmultimodalteachingmethodstocreateareallanguageenvironmentcanhelpstudentsimprovetheirlisteningtasksinterest.WeiQinhong(2016)conductedanexperimentontwoundergraduateclasses.Usingquestionnairesandlisteningtests,qualitativeandquantitativemethodswereusedtoexaminetheimpactofmultimodallisteningteachingonstudents’listeninganxiety(i.e.materialdifficultyanxiety).ExperimentalresultsshowedthatmultimodalEnglishlisteningteachingcouldeasethematerialanxietyofhighervocationalstudents.Theeaseofmaterialdifficultyanxietyhelpedimprovestudents’listeningperformance[8].SheanalyzedtheapplicationofmultimodaltheoryinEnglishlisteningteaching,includingrepairingmultimodalbackgroundmaterialstoguidestudents’predictions,organizingmultimodalactivitiestoguidestudentstoaudition,usingmultimodalevaluationtoguidestudentstolistenandsummarize.2.2.2ResearchesonMultimodalEnglishListeningTeachingAbroadHelgesen(2003),Rost(2002)andRichards&Schmidt(2002)andotherscholarshavedefinedlisteningasanactiveprocessofconstructingmeaning.Thelistenernotonlysimplydecodesthelisteningcontent,butalsoshouldactivelyobtainsusefulinformationfromsignalsignstheyseeorlisten[9].TheforeignresearcherCareyJewitt(1981)foundthatthelisteningcomprehensionscoresofthetestgroupusingthemothertonguedubbing.Besides,hefoundthesecond-languagesubtitleswerehighest,andthatofthetestgroupusingthesecond-languagedubbingandthesecond-languagesubtitlesfollowed.Whilethedubbingofthesecondlanguageandthemothertonguesubtitlemodedidnothelpthelisteningcomprehensionoftheparticipants[10].BaldryA,PThibault,(1999)experimentalstudyofanon-French-speakingstudentataCanadianuniversityshowedthatinlisteningteaching,theuseofsubtitlesinthevideowasmorehelpfultohelpstudentsrecallwordsandkeysentencesthatappearedinthelisteningcontent[11].GuichonandMclornan(2008)demonstratedthroughanexperimentalcomparisonthatthemultimodalmodelwashelpfulforstudents’understandingoflisteningmaterials.Inaddition,theuseofL2subtitleswasmoreconducivetostudents’listeningcomprehensionthanthepresentationofnativelanguagesubtitles.Theystudiedtheroleofmultimodalityinlisteningteaching,andfoundthatmultimodalmodelscouldpromotestudents’understandingoflisteningmaterials,butthemodeofactionofdifferentmodalitieswasdifferent[12].Halliday(2014)consideredmostforeignlanguages/L2learners’readingcomprehensionabilitywasstrongerthanEnglishlisteningcomprehensionbecauseoftheshort-terminputandneedoflisteninghiddeninformationandothercharacteristics.Therefore,mostforeignlanguage/L2learnerswouldhaveacertaindegreeofdifficultyinlisteningcomprehension.Theauthoralsodiscussedhowtopresentamultimodalinteractivelearningatmospherewithwords,speech,andvideoforforeignlanguage/L2learners.Italsodiscussedthatifthereweremultimedialisteningmaterialsthatprovidedsubtitles,studentswouldbemoreinterestedandunderstandable[13].KressG,RVanLeeuwen(2016)summedupthewaystohelpstudentsimprovelisteningcomprehensionandvocabularyincidentallearninginthecontextofmultimedia.Thestudyfoundthatsynchronousorasynchronousappearanceofcomputer-assistedlearningmethodssuchastextvisualandauditorylearningwasmoreconducivetostudents’listeningcomprehension.Atthesametime,someobstaclestolisteningcomprehensionandfutureresearchwerealsoproposed[14].2.3ConstructionofMultimodalEnglishListeningTeachingModesInEnglishlisteningteaching,thetraditionalsinglemodecannotmeetthelearningneedsofstudents.Itisnecessarytocombinethesymbolmode,sensorymodeandscenariomodeintermsofthemultimodaltheorytoconstructmultimodalEnglishlisteninglearningmodes.2.3.1SymbolModeIntheprocessofcommunication,itisusuallyexpressedbyavarietyofsymbols.Inthetheoryofsocialsemiotics,themodeisthesymbol[15].Therefore,avarietyofmodesshouldbeorganicallycombinedintheteachingprocess,whichcanberoughlydividedintolanguagemode,non-languagemode,audiomodeandimagemode.InEnglishclass,theobjectsoflanguagemodeincludeteachersandstudents.Teacherscangiveinstructionsandimpartknowledgethroughoralexpressionandwrittenwords,andstudentscangivefeedbackandexpresstheirownideasthroughlanguage.Nonverbalmodesmainlyincludeteachers’gestures,intonationandwalkingroutes,etc.Forexample,intheprocessofimpartingknowledgeintheclassroom,thelogicofknowledgecanbedemonstratedbygestures,andthechangeofwalkingroutesandintonationcanbeusedtoremindstudentsofkeyanddifficultknowledge.AudiomodalityshouldplayadominantroleinEnglishlistening[16].Teacherscancutouttheaudiosothattheycanrepeattheerror-pronepartsinthetrainingprocess.Asavividandintuitivesymbol,imagecanbeusedtointroducethebackgroundoflisteningmaterials,includingstillpicturesandmovingimages.2.3.2SensoryModeIntheprocessofEnglishlistening,teachersshouldcombineavarietyofsymbolicmodestostimulatestudents’multiplesensessoastoreceiveeffectivelytheinformationconveyedbyteachers.Besides,sensorymodescanberoughlydividedintoauditorymodes,visualmodesandothermodes.IntheprocessofEnglishlisteningteaching,theauditorymodeshouldoccupythedominantposition.Teacherscanclassifyandcutthespeedanddifficultyofaudiosothatstudentscanbetterreceivethehearinginformation.Auditorymodesshouldalsoaccepttheteacher’snon-verbalmodes,suchasspeedandintonationsoastoperceivethekeyanddifficultpointsinlearning[17].Visualmodeplaysanimportantroleintheprocessofpeoplereceivinginformation.Therefore,teacherscanintroducethebackgroundcontentindetailthroughtextanddisplayvisuallyitwithimages.Inaddition,thereareothersensorymodes,suchastouch,smellandsoon.However,intheprocessofEnglishlisteningteaching,auditorymodesshouldoccupythedominantposition.Therefore,teachersshouldadheretotheprincipleofmoderationintheaspectsofvariousmodes,andavoidoverwhelmingthedominantposition.2.3.3ScenarioModeEnglishlisteningteachingisnotonlytoimpartknowledge,butalsotostimulateandawakenthemindsofstudents.Therefore,teachersshouldpayattentiontothecombinationofscenariomodesintheteachingprocess,suchasculturalsituation,lifesituation,problemsituation,entertainmentsituation,etc.Forlisteningmaterialswithstrongbackgroundinformation,studentscanunderstandthehistoricalbackground,westernculture,customsbycreatingaculturalsituationmode[18].Forthematerialswithdailylifeasthetopic,studentscanimprovetheirdailycommunicationabilitybycreatingthelifesituations.Atthesametime,itcanalsotakequestionsasthedrivingforceandpicturesandvideosasthecarriertoimprovestudents’learningenthusiasmandlearningefficiency.3ApplicationofMultimodalEnglishListeningTeachingMethodThispartmainlyappliesthetheoryofmultimodalteachingtothepracticaljuniorhighschoolEnglishlisteningclass.Firstofall,threemodesofmultimodalEnglishlisteningteachingareusedtomakeareasonableplanforthethreestagesofteaching.Andthen,thisthesiswillselectthearticleofShanghaiEducationEditionEnglishforsevengradesfirstvolumeasthecase.3.1TheDesignofMultimodalEnglishListeningTeachingLinguistUnderwoodpointedoutthatthefulllisteningteachingshouldincludethreeprocesses,namely,pre-listeningbehaviorsprocess,while-listeningbehaviorsprocessandpost-listeningbehaviorsprocess[1