多模态教学模式在初中英语词汇教学中的应用

题目多模态教学模式在初中英语词汇教学中的应用ContentsTOC\o"1-2"\h\u2599AbstractinEnglish TheApplicationofMultimodalTeachingModetoJuniorMiddleSchoolEnglishVocabularyTeachingAbstract:Agoodvocabularyisveryimportantinlearningalanguage.Itcanmakeyouabetterreader,speaker,listener,orwriter.Apoorvocabularycanslowdownyourreadingspeedandlimityourcomprehension.Developingagoodvocabularyisveryimportant.However,thetraditionalEnglishvocabularyteachingmodeshavemanylimitationsanddisadvantages.Forexample,theboringlearningatmosphereandthesimpleteachingmethodmayleadtopoorresultinvocabularyteaching.In1990s,westernresearchersputforwardthetheoryofmultimodaldiscourseanalysis.Thistheorymadeuseofsemioticresourcesinclassroomteachingandachievedgoodteachingeffects.ThisthesistriestointroduceMultimodalTeachingModewhichfullyusesofthemoderntechnology.Thismodecanhelpstudentsbroadentheirvisionsbythedifferentculturesandsituationalcontexts,asaresulttoincreasestudents’interestinlanguagestudy.Keywords:multimodal;discourseanalysis;vocabularyteaching;teachingeffectiveness多模态教学模式在初中英语词汇教学中的应用摘要：词汇对语言学习至关重要,听、说、读、写、译能力皆是以词汇为基础.词汇量的不足以及词汇运用能力的缺乏会直接影响英语综合能力的提高.然而,传统的英语词汇教学模式存在着许多局限性,其枯燥乏味的课堂氛围、单调的教学设计,导致学生失去对英语学习的乐趣.上世纪,语言学家提出了多模态话语分析理论,认为非语言的其他符号如动画、颜色、视频、声音、动作、表情、图像等都有促进交际的作用.教育学家把此理论运用到教学领域,多模态教学出现并取得良好的教学效果。本文研究视角聚焦于在多模态教学模式的理论指导下,充分利用现代教育技术不仅通过真实的文化情境帮助学生扩大视野而且通过多媒体课件、音频、音乐等方法来增加学生对语言学习的兴趣,提高注意力。关键词:多模态;话语分析;词汇教学;教学效果.1.Introduction1.1ResearchbackgroundEnglishwhichismostcommonlyusedlanguageintheworldhasbeenstudiedinmanydifferentcountries,becauseEnglishistakenastheofficiallanguage.Asafast-developingcountryChinaadoptsEnglishasanimportantsubjectindifferentkindsofschoolsandcolleges.Englishclassestakeprecedenceinelementaryandadvancededucation.TheimportanceofEnglishisobvious.Duringthepastyearsofteaching,wewereconstantlyconfrontedwiththesamequestion“HowshouldwelearnEnglishinthemiddleschool?”Students,particularlythelowergradestudents,finditdifficulttocopewiththeirEnglish.Formanyyearswehavebeenhavingthedesiretosolvetheproblem.Harmerassumedthatvocabularyissoimportant,becauseitisthebasisofalllanguageactivities.Althoughwecanunderstandsomeone’sopinionbydifferentmeans,wecannottalkwitheachotherwithoutactualwords.Vocabularyplaysanimportantroleinstudents’languagelearning.However,itissoimportantforjuniormiddleschoolstudentstoenlargetheirvocabulary,butitisnotsoeasytoachievethisgoal.Moststudentsjustfocusonrecitingthevocabularymechanically,butpaynoattentiontothecontext.Thismethodusuallywastesstudents’timeandobtainapoorresult.Underthelowefficiency,studentsnotonlylosetheirheartinrecitingvocabulary,butalsogettiredinlanguagelearning.Asaresultitisverynecessarytocarryonthereformofvocabularyteachinginjuniormiddleschoolimmediately.Withthedevelopmentoftechnology,multimediahasbecomemoreandmoreimportantinvocabularyteachingandlearning.Thedifferentmeans,suchasimages,pictures,videos,canbeeasilydownloadandconductedinlanguageteachingandlearningintheInternettimes,thischangeresultsinthechangeofpeople’scommunicationmodewhichhasturnedmoremultimodalthaneverbefore.MultimodalTeachingModewasextendedintoteachingresearchfield.MultimodalTeachingModeutilitiesamajorityofmediums,andmakesagooduseofintegratedapplicationofmodernteachingequipments,suchasvideos,passages,imagesandsoontodeepenstudents’impression,strengthenthememoryandmotivatestudents’learninginitiative,whichmakesEnglishlearningoutoftraditionalblackboard-writingandnote-takingmodes.Itisverypopularamongteachersandstudentsforitsstrongvitalityandhighvisibilityandeasytounderstand.SothenewteachingmodeisworthbeingpromotedtotheteachingofEnglishvocabulary.1.2ResearchpurposeandsignificanceEnglishvocabularyisabasicelementinEnglishlanguage.Agoodvocabularyisveryimportantinlearningalanguage.Itcanmakeyouabetterreader,speaker,listener,orwriter.Apoorvocabularycanslowdownyourreadingspeedandlimityourcomprehension.Developinggoodvocabularylearningskillisveryimportant.McCarthy,afamousEnglishlexicologist,thinksthatnomatterhowstandardpronunciationonehasornomatterhowaccuratelygrammarknowledgeonemasterwhenlearningsecondlanguage,providedthatyoudon’tlearnvocabulary,communicationcannotcarryon.TheaimofEnglishclassinsecondaryeducationisthatstudents’interestshouldbestimulatedandatthemeantimestudents’self-learningabilityshouldbedeveloped.AlthoughtherewereagreatdealofresearchesonEnglishvocabularyteaching,theapplicationofmultimodaldiscourseanalysistheoryintomiddleschoolEnglishvocabularyteachingwasnotfully-developed.Thus,thisthesistakestheapplicationofMultimodalTeachingModeintothejuniormiddleschoolEnglishvocabularyteachingasthefocusofresearch,andtriestotestifytheeffectivenessofthismodeinimprovingtheachievementofEnglishvocabulary.MultimodalTeachingModepresentsdifferentmodeswiththeaidofvariousways,suchasPPT,video,music.Andthismodesetsoftext,images,video,animation,soundmodesinone,afterwardcompletestheconstructionofmeaningtogetherbyallkindsofmodesandstrikesachordwithlearnersaboutknowledge.Accordingly,itisnecessarytocreatealivelyandrelaxinglearningatmosphereforstudentstolearnvocabulary.SoithasbeenwidelyusedinEnglishteaching.It’steachers’dutytoguidestudents’learning.Soasinvocabularylearning,aneffectivelearningmethodcanincreasestudents’self-confidenceandreducelearninganxiety.Weallknowthatefficientoutputisbasedonsufficientcomprehensibleinput.InMultimodalTeachingMode,combiningthevision,feelingsandothermodesisaneffectivewaytohelpstudentslearnvocabularyfaster,anditcanarousetheirinterestsinrealinstructionandtheyareenthusiasticaboutparticipatinginlearningactivitiesandlookforwardtoEnglishclass.Finally,students’motivationandconfidencecanbeformulatedtoahighdegree,asaresultstudents’positiveattitudetowardvocabularylearningcanbeformednaturally.Furthermore,students’creativity,imaginationandexplorationcanbestimulatedwhilevocabularylearning.TheapplicationofMultimodalTeachingModediversifiesvocabularyteachingandmakesthevocabularyreformpossibleandeffective.Undersuchacircumstance,apracticalvocabularyteachingmodeisgoingtobeconductedinthejuniormiddleschoolinthefuture.2.Literaturereview2.1MultimodalityandMultimodalTeachingModeInreformofvocabularyteaching,moreandmoreteachersbegintofocusontheterm“Multimodality”.AsfarasthedefinitionofMultimodalityisconcerned,differentlanguageresearchershavedifferentideas.Herearesomerepresentativedefinitions,Holsonovapointsoutthat“wecannotcommunicatewitheachotherandgraspinformationquicklyandefficientlyinourdailylifewithoutusingdifferentmodes.Multimodalityparticipatedintheactivitieswhenwealsouseoflanguage,gestures,limbmovementsinthecommunication”.ZhualsopresentstheconnotationofMultimodality.Hesaid“Obviouslytherearefivechannelsforhumanbeingstosensetheouterworld,andeachtypeofcommunicativemodalityistransferredthroughthesechannels.Multimodalityisagoodwaytomakeuseofauditory,tactile,visualandothersenses,throughexercises,images,musicandothermeans”.Multimodalityisdefinedastheconnectionoftwoormorethantwosemioticelements,althoughonlyonepracticalmodality.Zhubelievesthattherearetwochangesinthecontemporarysocialenvironment.Ontheonehand,differentlinguisticvariationsstimulatethedevelopmentofdifferentculturesinmodernsociety.Ontheotherhand,theincreaseofmoderninformationmakesthetraditionalwaywhichfocusesonexpressivemeaningthroughthetextwiththevisual,auditory,gestureandotherexpressivewaysmorepractical.Thetwochangeshavegreatlyinfluencedtheteachingcontentandmethodsinvocabularyteaching,sothatgreatchangesoccurredintheeducationalphilosophyofwesternschools.In1996,NewLondonGroupupdatedthedefinitionof“Multiliteracy”forthefirsttime.MultiliteracyadvocatesusingtheInternet,picture,role-playingandotherchannelsandavarietyofteachingmethodstostimulatethevarioussensesoflearners,inordertoachievethepurposeofcommonparticipationandcooperationinlanguagelearning.In2000,Steinencouraged“MultimodalTeachingMode”whichappliestheideaofmultiliteracytraining.ItreferstoEnglishteachersarewellpreparedbeforeclass,andthenthroughtheapplicationofanimation,image,andbodylanguage,etctoimprovetheinterestinEnglishteachingandtheeffectofteachingmeans.thelearner’sdiverseabilityisemphasizedinthisteachingmode.OrganizinginteractionsintheclassroomisbelievetoapplyMultimodalandevaluatingshouldconductedbythestandardofthemodalcharacteristicsoftheenvironment.Differentmodernresourcesshouldbeadoptedbyteachersintotheclassroomandeverysensoryorganofstudentsshouldbeencouragedtolearnvocabulary.2.2ResearchonMultimodalTeachingModeabroadandathomeMultimodalTeachingModecameintobeingwiththeguideofthetheoryofmultimodaldiscourseanalysis.MultimodaldiscourseanalysishastremendouslyacceleratedthedevelopmentofMultimodalTeachingMode.Suchkindofteachingmodeexplaintheexactcontentofdiscourseanalysis,whichnotonlytakeswrittenorspokendiscourseintoconsiderationbutalsofocusesonthecolors,images,videos,picture,soundsandsoon.Asfarasthewesterncountriesareconcerned,BarthesfirstputforwardtheMultimodaldiscourseanalysisin1977,andhisbook“RhetoricoftheImage”,whichexplainedtherelationshipbetweenimagesandlanguagesinpracticalcommunicationwaspublished.Kress&VanLeeuwenalsoplayedanimportantroleintheexplorationofthetheoryofMultimodaldiscourseanalysis.TheyexploretheMultimodalityofdiscourseinReadingImages.Theconceptof“Multimodalteaching”cameintobeingbythedevelopmentofhigh-technology.Bretthasmadelisteningteachingwiththesamecontent,inadditiontothattelevision,taperecorder,multimediaasthemediarespectively.Bycomparingtheteachingeffectsinclass,hismajorfindingwasthatthebestteachingeffectcomesfromthemultimediagroups.VanLeeuwenbetsthatthedominantpositionofinterpersonalfunctionwasdeterminedbythestructuralfeaturesofinmusic.ThetheoryofMultimodaldiscoursewasintroducedtoclassroomteachingandeducationbyBaldry.Multi-semioticresourceswereintroducedintostudents’textbooks,whichenrichesEnglishteachingresourcesandhasgreatinfluenceonEnglishteaching.KressandVanLeeuwenputforwardthethreetheoreticalbasesinMultimodalTeachingMode.Unworthydealswiththemixtureoftextandelectronicimagesformatintheprocessofvocabularyteaching,asaresultvocabularyteachinghasachievedgreatsuccess.AtthesametimetherelationshipbetweenimagesandspeechesinclassisintroducedbyRoycewhoproposesMultimodalteachingmethodology,andappliesittolanguageteachingandlearning.In2006,JewittobservedthattheteachersmakeuseoftheinteractivewhiteboardstoallocatetheMultimodalresourcesintheclass.Heputforwardtheprinciplesofusinginteractivewhiteboardandthenalsoillustratestherelationshipsamongtheclassroomteaching,teachingmethod,multiliteracyandmoderntechnology.TheresearchmethodofMultimodaldiscoursewasintroducedbyBaldryandThibaultwhomaderesearchonhowtousethenetwork,multimediaandothermeanstoenrichtheteachingmethodinvocabularyteaching.Inaword,theresearchabroadismainlyabouttheconceptofmultimodalteaching,andfewapplicationofMultimodalTeachingModeinactualclass.InChina,Multimodalityhasbeennoticedandappliedtoteachingbysometeachersinrecentyears.HuandWeibelievethattheprocessofforeignlanguageteachingreforminChinacanbecalculatedbythehypertextthinkinginCollegeEnglishteaching.Gusetsupanteachingmodelbyconductingthecomparativestudybetweennetworkteachingandtraditionalteachingbothinteachingandlearning.LongandZhaocombinetheMultimodalityandmeta-cognitivestrategiestoimprovestudents’listeningabilitybyempiricalstudies.ZhangexplorestheMultimodalteachinginvocabularyclass,andsetuptheprinciplesforthecompilingofmultimodalforeigncoursebooks.AllofthestudiesathomehavefocusedontheimportantinfluenceofMultimodalityonlanguagelearningandteaching.Asaresult,MultimodalTeachingModehavebeensetupandtestified.Withthedevelopmentoftechniquesandmodels,allaspectsofforeignlanguageteachingbegintomakeuseofMultimodalTeachingMode.Sodoesthevocabularyteaching.BytheguidanceofMultimodalanalysis,ChengandYingstimulatestudent’differentsensestotakepartinthevocabularylearningwiththehelpofmultimedia.LiuexplorestheuseofEnglishoriginalfilm,novel,musicandotherliteratureformsinvocabularyteaching.JinpresentsthecurrentsituationofapplyingMultimodalTeachingModeinvocabularyteaching.Insummary,MultimodalTeachingModehasbecomemoreandmorepopularamongdomesticandforeignexpertsandscholars.However,thereislittleresearchontheactualapplicationofMultimodalTeachingModeinvocabularyteaching.Somestudiesareonlyconductedinhighschoolandcollegevocabularyteaching,butlessinmiddleschoolvocabularyclass.However,thispapertriestomakeuseofMultimodalTeachingModetopromotetheeffectofjuniormiddleschoolvocabularyteaching.2.3Newcurriculumstandard“EnglishCurriculumStandardsofCompulsoryEducation”wasissuedbytheMinistryofEducationin2011.StudentswhoareaboveGradeThreearerequiredtostudyEnglishinprimaryschoolbytherequirementofNewCurriculumStandard.NewCurriculumStandardputforwardtherequirementofthestudentsofGrade9.First,theyshouldmasteracertainamountofvocabularyanditsfixedcollocations.Second,theyshouldhaveathoroughunderstandingoftheextendedmeaning.Third,theymayobtainaflexibleusageofthevocabulary.What’smore,NewCurriculumStandardalsomakesachallengingstandardforteachers,forexample,differentformatsgivestudentdifferentsourcestoobtainmoreinformationinteachingresourceswhichhavepracticalmeaningcombinemoderneducationaltechnologywillimprovetheproficiencyoflanguageteachingandlearning.Thereforeasfarasjuniormiddleschoolstudentsareconcerned,vocabularylearningisverydifficultandboring.Their’attentioncanbescatteredandcachedeasilybyslightchangesofteachingandlearningmethods.WhileinjuniormiddleschoolEnglishclassmostteachersstillusethetraditionalteachingmethods,suchasexplainingwordssimplybyteachers,readingvocabularyagainandagain,memorizingvocabularymechanically,andreadingvocabularyaftertheteacher.Theteachingmethodbyusingverbalexplanationcannoteffectivelyimprovestudents’abilityinvocabularylearningandusing.Thetraditionalteachingmethodisoutofdateandhasalowefficiency.Inaword,thereareseriousproblemsinvocabularyclass,anditisnecessarytoimprovetheeffectofvocabularyteachinginjuniormiddleschools,soitisurgingtoadoptthenewteachingmethodvocabularylearningandteaching.Guidedbythedevelopmentoftechnologyincomputerandnetworkfields,MultimodalityhasperformedaleadingroleinthereformtheEnglishclassroomteachingmodegradually.Manydifferentcommunicationmodes(suchasimages,texts,voicesandsoon)havebeenusedtostrengthenthememory,motivatestudents’learninginitiativeanddeepentheimpression.Itexploresstudents’multi-sensestolearnandusecollaborativelythroughvariousways.Therefore,itisnecessaryforEnglishteacherstofurtherstudytheeffectiveapplicationofthemultimodalteachingmodetoEnglishvocabularylearningandteaching.3.Thepresentsituationofvocabularyteachinginjuniormiddleschools3.1Teachers’roleinjuniormiddleschoolsThetraditionalEnglishteachingmodeisbasicallyteachercenteredinconceptandpracticaloperation,butthemainpositionofthestudentsisnotenough.Studentsbecomethepassiverecipientsinthewholeclass.Ontheonehandtheteachersgettiredofthetraditionalteachingmethod,ontheotherhandstudents’attentionareeasilybescattered.Asaresult,theEnglishvocabularyclasswasconsumedasthemostboringcourse.Meanwhile,mostoftheirtimeandenergyofteachersarewastedinpreparingthevocabularylessons,thereislittletimeandenergytoorganizeandcarryoutextracurricularEnglishinterestgroupsandcampusEnglishcorneractivities,andcannotactivelycreatethenecessaryandbeneficialEnglishlearningatmosphereforthestudents,andcannotalsoexpandtheirknowledgehorizonsforstudents.3.2Students’learningattitudeJuniorschoolstudentsareactiveandeagertolearn,buttheirattentioncaneasilybescattered.Innernoisytreason,iftheirinterestinlearningisnotarousedbyproperteachingmethod,manystudentswouldgiveuptheirmindinvocabularylearning.So,injuniorhighschool,thisteachingstagemustmakestudentsinterestedinlearningstate.Allstudents’Englishlearningcanonlycomefromclassroomandtestpaper,andtheskilloflanguageapplicationlackoftrainingcorrectly.Besides,duetothelackofnecessaryEnglishlearningatmosphere,students’Englishlearningwillalsobecomepassive,andonlyacceptrigidanddogmatictextbookknowledge.Atthesametime,students’learningcuriosityisgoneintheprocess.Itisdifficultforthejuniormiddleschoolstudentstocontrolthemselvesandtheymaybecomelazyanytime.Undersuchcircumstance,anegativeattitudetowardsEnglishvocabularyisevokedamongstudentsandthisresultsinthelowefficiencyinvocabularyclass.3.3ComparisonbetweentraditionalteachingmethodandMultimodalTeachingModeGreatimportanceisattachedtotrainstudents’abilityofrecitingthesewords,blackboard-writingandnote-takinginthetraditionalteaching.Teachingmethodisnotonlymechanicalbutalsomonotonous,sostudentscannotcompleteawonderfulsentencewhentheymeetaforeignerfriendinanysituation.However,inMultimodalTeachingMode,teachersarenottheleadersanylonger.Onthecontrary,teachersshouldshouldermultipleresponsibilitiesofidentityandobligationintheteachingactivities,suchastheorganizers,thedesigner,guide,andfacilitator.TheapplicationofMultimodalTeachingModeinjuniorEnglishvocabularyteaching4.1ThebasicprinciplesofMultimodalTeachingModeInthispart,twotheoriesareincluded:systematicfunctionallinguisticandcognitivepsychology.4.1.1SystematicfunctionallinguisticsThetheoreticalfoundationofmultimodalEnglishvocabularyteachingisHalliday’ssystematicfunctionallinguistic.Halliday’ssystemicfunctionallinguisticthethoughtsareinheritedEuropeananthropologyandlinguistic.Thistheoryemphasizesthesociallanguageusers,focusesonthefunctionoflanguage,Hallidayconsidersmodeassocialsemiotic.Duringwecommunicatewithcompanion,therearedifferentmodes.Theothersocialsemioticsisalsoasourceofsignificance.Acceptedfromsystemicfunctionallinguistictheory,multimodaltheorylookslanguageassocialsemioticandpotentialmeaningmaking.Itholdsthatmultimodaldiscoursehasitsownsystematic.Anddifferentfromtraditionallinguistic,systemicfunctionallinguisticfocusesontextlanguagestudies,thestudyonanexternalenvironmentoflanguageandtheotherlanguagecharacteristicsatthesametime.Thelanguageandnon-languagesuittheanalysisofdifferentmodes.Inthemeantime,systemicfunctionallinguisticfocusesonthestudyofwordmeaningandfunction,andmainlyanalyzesthewordsemioticsystem,whichisthecommonfactorbetweensystemicfunctionallinguistictheoryandmultimodaltheory.Undertheguidanceofsystemicfunctionallinguistics,differentmodesareadoptedinaframeworkforanalysis.Therefore,fromtheseveralaspectsabove,weregardsystemicfunctionallinguisticasthetheoreticalfoundationofmultimodaltheory.4.1.2CognitivepsychologyThesecondelementofthemultimodaltheoryisCognitivepsychology.TheAmericanlinguistNeisserwrotethebooknamedCognitivePsychologytoputforwardthistheory.However,inthedomesticmanyscholarsalsoapplythecognitivepsychologytomakeresearchontheforeignlanguageteaching.GuYueguoexplainedtheconceptofthemultimediaandthemultimodalintheinformationfiling,whichplaysanimportantroleinthedomesticrelatedresearcharea.Hepointsoutthatcognitivepsychologyemphasizestheroleofthebrainintheprocessoflearning,andheconstructsthemodelof“rolemodelinglanguage”onthebasisofthistheory.Inaddition,YangJianying&DuPingmadeuseofcognitivepsychologytoconstructamultimodalcognitiveteachingmodel.Startingfromtheconceptofpeopleoriented,theydiscussthetheoryandmethodofmultimodalteachingthroughtheperspectiveofcognitivepsychology.Inthisthesis,theauthorbelievesthatcognitivepsychologyprovidesaspecificstructuremodelofhuman’sbrainthinkingforlanguagelearning.WhenweapplyittomultimodalEnglishvocabularyteaching,themultimodaltheoryandthecognitivepsychologycanlearnfromeachotherandcomplementfromeachother.Ontheonehand,cognitivepsychologyrevealstheexperienceofthebodyandconceptualizationofthemindarethebasisoflanguageresearch.Ontheotherhand,MultimodalTeachingModehighlightstheindivisibilityofbodyandmind,whichisthecommunicationofdifferentmodesandsensesbetweenmanandtheworld.Therefore,thelinkingfunctionofbodyandmindwasemphasizedinlanguagelearning.4.2ThefeaturesofMultimodalTeachingModeFirstly,themostimportantroleisthatstudents’vocabularylearningmotivationcanbeevokedbytheteachingmethodbasedonthemultimodaltheory.Allofthemhaveahighpositiveattitudetowardthismultimodalmethodandtheymayhaveanupdatewayofthinkinghowtoimproveandexpandtheirvocabularyquickly.Secondly,MultimodalTeachingModeintegratedallkindsofmodeinEnglishvocabularyteaching.Throughtheapplicationofthisnewmethod,teacherscanattractstudents’auditoryandvisionintoclass.Inthisway,itiseasyforstudentstorememberthesewordsinclasswhileteachersareteaching.Aswecansee,studentscantakepartinactiveclasshappily.Whiletheyparticipateinclasslearning,studentscanmastertheknowledgemoreeasilythanbeforeandimprovetheirownskillsinaharmoniousclassatmosphere.Finally,studentsbecomethehostofthisclassandunconsciouslymastertheknowledge.Third,MultimodalTeachingModemakesgooduseofmultimediatechnologywhichisaidedbythevariouskindsofvideos,sounds,andpictures,asaresulttherealcontextispresentedtostudentsandstudentsarefaceddirectlybyallkindsofrealsituationsofvocabularyapplication,aftersuchexperiencestudentscanacquiremoreconcretevocabularyknowledgeandcontextualinformation.Therelaxedlearningatmosphereiswelcomedbyallthestudents,becausethroughteachers’bodylanguageincludingfacialexpressionsandmultimediateaching,studentsconcentrateonvocabularylearning,understandanddeepentheirmemoryofwhattheylearn.Inaddition,studentsalsohaveinitiativeonvocabularylearning.Therefore,multimediacoursewareshouldbeencouragedinEnglishclass.4.3Differentteachingmodes4.3.1TheapplicationofPPTinjuniorEnglishvocabularyteachingApplyingmultimediaresourcestocreateMultimodalTeachingModeofteachingenvironment,teachersshouldadoptvariousmodesandconstructteachingenvironmentsothatpresentationisofferedbythedifferentmedia,suchasvideos,pictures,audioscartoons.Obviouslyitisnecessarytomakegooduseofdifferentinlanguageteaching.Nowadays,PPTcoursewareincludessounds,words,picturesandvideosintoacompleteintegrationandplaysasupportingroletopromotestudents’activethinking.Therefore,teachingequipmentsuchascomputers,phones,projectorsshouldbeusedfullytomaketeachingmoreeffectiveandmoreattractive.Infact,PPTisverypracticalinvocabularyteaching.Teachersshouldcombinetextbookandpropervisualmodetostimulatestudentssensoryandimprovetheirinterestinlearningaswellaspresentstudents’relatedknowledgeinanaudio-visualandthree-dimensionalformwhentheymakeuseofPPTcourseware.Theaudio-visualcombinationisusuallybasedonthetextbooksandaddsvideos,songs,chartsandpictureswhicharerelatedtotextbooksbyusinghyperlinksofmultimediatechnology.Besides,Itisprovedthatstudents’scoresaredirectlyaffectedbytheteachingapproach.PPTcanhelpstudenttakepartintheactivities.AdoptingPPTtovocabularyteachingcanstimulatestudents’sense.Takethesampleteachingoftheword“carnival”,avideowithsinginganddancingcouldbeinsertedintoPPTcourseware.Withthehelpofsoundsandpictures,studentsmayunderstandtheconceptionofthewordmoredeeply.Anextensivevocabularywillenablestudentstocommunicatecomprehensivelyandbecomemoreconfidently.Therefore,multimodalPPTteachingdoesnotputthevalueoftextbookaway,butconcentrateonthedetailedandconcreteinformationofdifferentvocabulary,andenlightenitsowncharacteristicatthesame.PPTisconvenientforpickingoutthekeyinformationfromtheminorpoints,whichhelpsstudentscomebymoreinformationtoexplainthemeaningofvocabularyinvariousways.4.3.2TheapplicationofvideoinjuniorEnglishvocabularyteachingItisextremelyimportantforteacherstomakeagoodpreparationforalesson,notonlyconsideringstudents’languagelevel,butalsoprovidin