多模态教学在初中英语语法教学中的应用研究：以可数_不可数名词为例.pdf 89页

分类号：G424.1单位代码：10346密级：无学号：20161102007023硕士学位论文（全日制专业学位）题目:多模态教学在初中英语语法教学中的应用研究：以可数/不可数名词为例Title：TheApplicationofMultimodalTeachingtoEnglishGrammarTeachinginJuniorMiddleSchool:ACaseofCount/MassNouns申请人姓名：周鹏飞指导教师：谢萍副教授合作导师：吴海燕专业学位类别：教育硕士专业学位领域：学科教学（英语）所在学院：外国语学院论文提交日期2018年5月i 多模态教学在初中英语语法教学中的应用研究：以可数/不可数名词为例论文作者签名:指导教师签名:论文评阅人1：匿名盲审评阅人2：匿名盲审评阅人3：匿名盲审评阅人4：评阅人5：答辩委员会主席：黄海军教授委员1：李颖教授委员2：俞霞君副教授委员3：杨德龙副教授委员4：汤晓风副教授委员5：答辩日期：2016年6月3日ii TheApplicationofMultimodalTeachingtoEnglishGrammarTeachinginJuniorMiddleSchool:ACaseofCount/MassNounsAuthor’ssignature:Supervisor’ssignature:ExternalReviewers:AnonymousReviewAnonymousReviewAnonymousReviewExaminingCommitteeChairperson:ProfessorHangHaijunExaminingCommitteeMembers:ProfessorLiyingAssociateProfessorYuXiajunAssociateProfessorYangDelongAssociateProfessorChenSiyingDateoforaldefense：Junethird,2018iii 杭州师范大学研究生学位论文独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得杭州师范大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：签字日期：2018年6月6日学位论文版权使用授权书本学位论文作者完全了解杭州师范大学有权保留并向国家有关部门或机构送交本论文的复印件和磁盘，允许论文被查阅和借阅。本人授权杭州师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索和传播，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名：导师签名：签字日期：2018年6月6日签字日期：2018年6月6日iv TheApplicationofMultimodalTeachingtoEnglishGrammarTeachinginJuniorMiddleSchool:ACaseofCount/MassNouns多模态教学在初中英语语法教学中的应用研究：以可数/不可数名词为例ZhouPengfeiUndertheSupervisionofProfessorXiePingSubmittedtoSchoolofForeignLanguages,HangzhouNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationHangzhou,ChinaMay,2018v TheApplicationofMultimodalTeachingtoEnglishGrammarTeachinginJuniorMiddleSchool:ACaseofCount/MassNounsABSTRACTGrammarteachingplaysasignificantroleinEnglishteaching.However,intraditionalgrammarteaching,teachersusuallyteachgrammarbypresentinggrammarknowledgemechanicallyandaskingstudentstodolotsofdrilling.Throughsuchkindofspoon-feedinggrammarteachingmethod,studentsalwayslearngrammarpassivelywhichleadstoalackofenthusiasmandinitiativeintheirgrammarlearning.Asaresult,traditionalgrammarteachingoftenfailstobringthedesiredeffects.Nowadays,toexploreanewwayofgrammarteachinghasbeenaheatedtopicinEnglishteaching.Withthenotionof“MultimodalTeaching”proposedbyNewLondonGroupandtherapiddevelopmentofmultimedia,MultimodalTeaching(MT)hasbeenreceivingmoreandmoreattention.MTadvocatesthatteachersshouldutilizemultimediaresources(suchasanimation,pictures,sounds,textsandsoon)aswellastheirownbodylanguagetointeractwithstudentssoastofullystimulatetheirsenses,improvetheirlearninginterestandinitiative,andthustoimprovetheteachingefficiency.Therefore,Englishgrammarteachingshouldalsobemultimodal.ThisstudyisaimingtoexploretheeffectsofMTingrammarteachinginjuniormiddleschoolthroughacaseofCount/MassNouns(CMN).Researchquestionsofthisstudyinclude:Question1:WhataretheeffectsofMultimodalTeachingonCMN?1）DoesMultimodalTeachinghaveapromotingeffectonstudents’achievementinCMN?2）IsMultimodalTeachingmoreeffectivethantraditionalteachingmethodinstudents’achievementinCMN?Ifyes,inwhataspectsisMultimodalTeachingmorevi effectivethantraditionalteachingmethod?3）Whichwayismoreeffectiveinstudents’long-termmemoryofCMN?Question2:Whatarethestudents’attitudestowardsMultimodalGrammarTeaching?Thisempiricalresearchlasts7weeks,duringwhichteachingtreatments,pre-test,immediatepost-test,delayedpost-test,questionnaireandinterviewareadopted.ThesoftwareSPSS21.0isusedtoanalyzethedatacollected.Theresearchparticipantsare72studentsintwoparallelclassesinGrade7inWenhaiMiddleSchool.Thecontrolledclass(CC)istaughtbytraditionalgrammarteachingmethod,whiletheexperimentclass(EC)isinstructedbyMultimodalTeaching.Theeffectsofthetwogrammarteachingmethodsarecomparedandanalyzedthroughtheresultsofthreetestpapers,andstudents’attitudestowardsMultimodalTeachingingrammarteachingarerevealedbytheresultsofquestionnaireandinterview.Theresearchfindingscanbeconcludedasbelow:1)MultimodalTeachingisprovedtohaveapromotingeffectonstudents’achievementsinCMN.Itismoreeffectivethantraditionalgrammarteachinginimprovingstudents’abilitiestodistinguishcount/massnounsandinenhancingstudents’abilitiestomasterthesingle/pluralformsofcountnouns.What’smore,studentshavelongermemoryofCMNknowledgethroughMultimodalTeaching,comparedwithstudentslearningthroughtraditionalgrammarteachingmethod.2）AmajorityofstudentsholdapositiveviewabouttheeffectsofMultimodalTeachingingrammarteaching.MoststudentspreferMultimodalTeachingandmultimediaresourcestotraditionalgrammarteachingmethod.Aftertheexperimenttreatment,manystudentsaremorewillingtolearngrammarandlearngrammarwithotherresourcestomakegrammarlearningmoreinterestingandeffective.Onthewhole,MultimodalTeachingincreasesstudents’learninginterestandinitiativeingrammartosomeextent,whichofferssomereferenceforfuturegrammarteaching.KeyWords:Englishgrammarteaching;MultimodalTeaching;Count/MassNouns;Juniormiddleschoolvii 多模态教学在初中英语语法教学中的应用研究：以可数/不可数名词为例摘要在英语教学中，语法教学扮演着非常重要的角色。然而传统的语法教学中，教师大多通过机械地讲解语法规则和让学生反复操练规则的方式来教授语法，这种灌输式的语法教学使学生被动地接受语法知识，导致其语法学习缺乏积极性和主动性。因此，传统的语法教学达不到令人满意的效果。当下，探索语法教学的新途径已经成为英语教学的热点。随着新伦敦小组提出“多模态教学”这一概念和目前多媒体技术的飞速发展，多模态教学受到了越来越多的关注。多模态教学主张依托多媒体技术，利用动画、图片、声音、文字等多媒体资源以及教师在课堂中的互动手段充分调动学生的各个感官，提高学生的学习兴趣和主动性，从而提高教学效率。因此，英语语法教学也应趋于多模态化。本研究以可数名词/不可数名词(CMN)语法点为例，旨在研究多模态教学运用于语法教学中的效果。研究问题主要包括：问题一、多模态教学对学生掌握CMN产生了什么效果？1）多模态教学是否能促进学生掌握CMN？2）多模态教学是否比传统语法教学更能促进学生掌握CMN？如果是，多模态教学在哪些方面优于传统语法教学？3）多模态语法教学和传统语法教学相比，哪种方法更有利于学生对CMN的长时记忆？问题二、学生对于多模态语法教学的态度如何？本研究采用实验研究方法，实验时间长达7周，包含了授课、前测、两次后测、问卷和访谈的形式，采用SPSS21.0统计实验数据。以文海实验学校初一两个平行班的72名学生为研究对象，一个班为控制班，采用传统语法教学，另一个班为实验班，采用多模态语法教学。两个班的前测和后测成绩用于分析两种语法教学的效果，问卷和访谈的结果用于总结学生对多模态语法教学的态度。vii 研究结果如下：（1）多模态教学对学生掌握CMN有促进作用。与传统语法教学相比，多模态教学更能有效帮助学生区分可数/不可数名词并掌握其单复数形式。同时，多模态教学对CMN的长时记忆更具促进作用。（2）大部分学生对多模态语法教学持积极态度。相比较传统语法教学，大部分学生更青睐多模态教学。许多学生在多模态教学之后更愿意借助其他资源来促进自己的语法学习。总而言之，该方法在某种程度上提升了学生语法学习的兴趣和主动性，为之后的语法教学提供了参考。关键词：英语语法教学；多模态教学；可数/不可数名词；初中英语ix TABLEOFCONTENTSABSTRACT............................................................................................................................vi摘要....................................................................................................................................viiiTABLEOFCONTENTS.................................................................................................xCHAPTERONEINTRODUCTION.......................................................................11.1ResearchBackground...................................................................................................11.2PurposeandSignificanceoftheStudy......................................................................21.3InnovationoftheStudy................................................................................................31.4StructureoftheThesis..................................................................................................4CHAPTERTWOLITERATUREREVIEW......................................................52.1EnglishGrammarTeaching.........................................................................................52.1.1ReviewonResearchesofEnglishGrammarTeaching...............................52.1.2EnglishGrammarTeachinginChina.............................................................72.1.3RequirementsforEnglishGrammarTeachingunderNEC.......................92.2MultimodalityandMultimodalTeaching...............................................................102.2.1Multimodality...................................................................................................102.2.2MultimodalTeaching.......................................................................................112.3ApplicabilityofMultimodalTeachingtoGrammarTeaching...........................152.4TheoreticalFoundation...............................................................................................162.4.1ModeChoiceandModeCombination.........................................................162.4.2KressandVan’sTheoryofVisualGrammar..............................................162.4.3Mayer’sCognitiveTheoryofMultimediaLearning.................................18CHAPTERTHREEMETHODOLOGY.............................................................213.1ResearchQuestions.....................................................................................................213.2ResearchParticipants..................................................................................................213.3ResearchInstruments..................................................................................................223.3.1JuniorEnglishCourseBook..........................................................................223.3.2MultimodalGrammarTeachingCourseware.............................................223.3.3ThreeTestPapers.............................................................................................233.3.4Questionnaire....................................................................................................243.3.5Interview............................................................................................................253.4ResearchProcedure.....................................................................................................253.4.1Pre-experiment..................................................................................................253.4.2Experiment........................................................................................................263.4.3Post-experiment................................................................................................273.5TeachingSampleonCMNinEC.............................................................................28x CHAPTERFOURDATAANALYSISANDDISCUSSION.....................314.1ResultsandAnalysis...................................................................................................314.1.1ReliabilityoftheThreeTestPapers.............................................................314.1.2ResultsandAnalysisfromthePre/Post-testsofECandCC...................324.1.3ResultsandAnalysisfromthePre-tests......................................................344.1.4ResultsandAnalysisfromtheImmediatePost-tests................................354.1.5ResultsandAnalysisfromtheImmediate/DelayedPost-test..................414.1.5ResultsandAnalysisfromtheQuestionnaire.............................................424.1.6ResultsandAnalysisfromtheInterview.....................................................464.2Discussion.....................................................................................................................474.2.1DiscussionontheEffectsofMultimodalTeachinginCMN..................474.2.2DiscussiononStudents’FeedbackaboutMultimodalTeaching............53CHAPTERFIVECONCLUSION...........................................................................565.1MajorFindings.............................................................................................................565.2PedagogicalImplications...........................................................................................575.3LimitationsandFutureResearch..............................................................................58REFERENCES....................................................................................................................60APPENDICES......................................................................................................................64AppendixⅠ:TeachingDesignofEC...........................................................................64AppendixⅡ:Pre-test........................................................................................................69AppendixⅢ:ImmediatePost-test..................................................................................71AppendixⅣ:DelayedPost-test......................................................................................73AppendixⅤ:Questionnaire............................................................................................75AppendixⅥ:Interview....................................................................................................77xi CHAPTERONEINTRODUCTIONThischapterisdividedintofourparts,namely,theresearchbackground,theresearchsignificance,theinnovationandthestructureofthethesis.1.1ResearchBackgroundEnglish,asalinguafranca,isplayingamoreandmoreimportantroleincommunicationandinteractionbetweendifferentcountries,areasandraces.InaccordancewiththeNationalEnglishCurriculumStandardsofCompulsoryEducation(2011)(HereafterNEC),Englishknowledgecanbedividedintofouraspects,namely,phonology,vocabulary,grammarandexpressionsforuniversaltopicsandfunctions.Fromthis,wecanseethatgrammarislikeabridgetolinkotheraspectsofEnglishknowledge.AndformostEnglishlearners,toacquireagoodcommandofEnglish,theymustmasterthebasicgrammaticalknowledge(Cheng&Zheng,2002).Sincegrammarisveryimportant,sofarscholarshavemadegreateffortstofigureoutthebestwaytoteachgrammarfromvariousangles,however,thepreviouswayshavetheirowndisadvantages.Forinstance,Grammar-TranslationMethodfocusestoomuchonteachinggrammaticalrulesbutignoresthecommunicativefunctionoflanguagesothatitfailstoarousestudents’interestandenthusiasm.Foranothermethod,theDirect-Methodislackoftheoreticalfoundation,andthegrammaticalknowledgeishardtobeappliedinactualsituation.AndtheAudiolingualismwasproposedin1950s,whichturnsoutineffectiveforthatitdoesnottakeintoconsiderationthecontextorpurposeoflanguage.Hence,learnersunderthesemethodstendtobelessflexibleandunabletousewhattheyacquireinclasswhentheycommunicatewithothers.Nowadays,manyteachersstilltrytheirbesttofindthebestwaytoteachgrammar.Butsomeofthemconcentratetoomuchonthegrammarstructuresbutneglectsthelearningatmosphereinclass.Someofthemimplementalotofveryinterestingactivitiestocreatetheatmospherebutignoresthegrammaticalrules.Tokeepthebalancebetweenaccuracyandappropriateness,weneedtoteachgrammarinamoreactiveatmospheresothatstudentscanbeengagedas1 agentsinthemeaningmakingprocessratherthandictatingstrictrules,asproposedbyTheNewLondonGroupin1996.Undersuchcircumstance,MultimodalTeachinghasbeenreceivingmoreandmoreattention.In1996,TheNewLondonGroupproposestheconceptof“MultimodalTeaching”,whichmainlystemsfromMultimodalDiscourseAnalysisthatcallsforamultimodalviewoflanguagecommunicationwhichincludessemioticresourcessuchasimage,taste,sound,gesture,etc.MultimodalTeachingadvocatesthatmoredifferentmodesshouldbecombinedappropriatelybymoderntechnologiessuchasmultimediatocreateamultimodalclass(NewLondonGroup,1996).Withtherapiddevelopmentofinformationtechnologies,multimediaiswidelyusedinteaching,especiallypictures,videos,musicandPPT.However,multimediaassistedteachingdoesnotequalMultimodalTeaching,forthereasonthatMultimodalTeachingrequiresnotonlymakingfulluseofmultimediabutalsocombiningthedifferentmodesproperlysothateachmodeisengagedinmeaningmaking.WhenMultimodalTeachingisappliedingrammarteaching,teachersaresupposedtocombinethegrammaticalruleswithvariouspictures,videos,music,etc.toactivatestudents’differentsensessuchasvisual,auditory,tactilesenseandsoon.Hitherto,MultimodalTeachinghasbeenappliedtosomeaspectsofEnglishteaching,forinstance,vocabularyteaching.However,fewresearcheshavebeenconductedtoapplyMultimodalTeachingtogrammarteaching.1.2PurposeandSignificanceoftheStudyOwingtothedeficiencyofcurrentgrammarteaching,thisthesistriestoapplyMultimodalTeachingtogrammarteachinginjuniormiddleschoolsoastofigureoutaneffectivewaytooptimizegrammarteaching,anditaimstoexploretheeffectsofMultimodalTeachingonstudents’grammarlearning.Asfortheresearchsignificance,thisstudynotonlyhastheoreticalsignificancebutalsohaspracticalvalue.Ontheonehand,itcanenrichthemultimodaltheoriestosomeextent.Ontheotherhand,itissupposedtooffersomeinspirationsingrammarteachingforjuniormiddleschoolteacherssothattheycanchoosetheirteachingmethodsmoreeffectivelyandappropriatelyundertheguidanceofMultimodal2 Teaching.Intermsoftheoreticalsignificance,sinceMultimodalTeachingisderivedfromMultimodalDiscourseAnalysis,atheoryrisingfromthefamoussystemicfunctionallinguistics,thisstudymakesanattempttoenrichandcomplementthemultimodalteachingmethodaswellasMultimodalDiscourseAnalysis.Throughempiricalresearch,thisstudywillpresenttheeffectsofMultimodalTeachingonEnglishgrammarteaching.Besides,thisstudycanlaysomefoundationforanewgrammarteachingframework,alsoinheritandoptimizethetraditionalgrammarteaching.Asforpracticalsignificance,firstly,thefindingsandresultsofthestudywilloffersomesuitableandfeasiblesuggestionsforEnglishgrammarteachinginjuniormiddleschool.Traditionalgrammarteachingcannotmeettheneedsofjuniormiddleschoolstudentsatpresent,onthecontrary,MultimodalTeachingmakesgrammarteachingmoreflexibleandmorecomprehensible.Secondly,owingtothefastdevelopmentofinformationtechnology,moreandmoreschoolsbegintousemultimediainEnglishteaching.However,multimediateachingstillexistsmanyproblemsandthisstudywilloffersomesuggestionsabouthowtomakemultimediateachingmoremultimodal.Thirdly,MultimodalTeachingwillhelptochangestudents’attitudestowardsgrammar,increasetheirinterestingrammarlearninganddeveloptheirgrammarlearningability.UnderMultimodalTeaching,studentswillfinallydevelopacomprehensiblecommandofgrammar.What’smore,thisstudywillstimulateandencourageteacherstoimprovetheirteachingabilitybecauseitadoptsMultimodalTeaching,whichistotallydifferentfromtraditionalgrammarteaching.Andintheeraofinformationtechnology,teacherscanhavemoreaccesstoplentyofteachingresourcesandcanhavemorechoicesinteachingmethods.Atthesametime,teachersshouldadvancewiththetimesandimprovethemselvesundersomenewandpowerfultheories.1.3InnovationoftheStudyThisstudymainlypossessestwoaspectsofinnovation.Ontheonehand,sincegrammarteachingisofpriorimportance,alotofpreviousresearcheshavebeenconductedtoimprovetheeffectivenessofgrammarteaching,3 includingtheoreticalandempiricalresearchesfromvariousperspectives,andthereareseveralmethodsorwaystoteachgrammarfromthepasttonow.However,thesetraditionalteachingmethodsoftenfailtoimprovestudents’grammarlearningandfewresearcheshavebeencarriedouttostudygrammarteachingfromtheperspectiveofMultimodalTeaching.Ontheotherhand,accordingtoareviewonresearchesofforeignlanguageteachingfromtheangleofMultimodalTeachinguptonow,mostofthemfocusontheoreticalstudies,butonlyasmallpercentageoftheresearchesareempirical.Andmostoftheempiricalstudiesfocusononlysomeaspectsoflanguageteaching,suchasvocabularyandlistening.ThisstudyattemptstoapplyMultimodalTeachingtogrammarteachinginjuniormiddleschool,aimingatexploringanewwayforgrammarteaching.1.4StructureoftheThesisThethesisiscomposedoffivechapters.Chapteroneisabriefintroductiontothewholethesis,includingtheresearchbackground,theresearchsignificance,theinnovationandthelayoutofthethesis.ChaptertwofocusesontheliteraturereviewofgrammarteachingandMultimodalTeaching,aswellastherelationshipbetweenthetwo.Italsointroducesthetheoreticalfoundationofthestudy,whichincludesModeChoiceandCombination,KressandVan’sVisualGrammarandCognitiveTheoryofMultimediaLearning.Chapterthreeconcentratesonthemethodologyofthewholestudy.Researchquestions,participants,instruments,researchprocedureandateachingsamplewillbepresentedindetail.Inchapterfour,throughaverydetailedanalysisofcollecteddata,theresearchermakesathoroughanalysisoftheeffectsofMultimodalTeachingongrammarteachinginjuniormiddleschoolandadiscussionofthefeedbackfromstudentsaboutMultimodalTeaching.Chapterfiveisthefinalconclusionofthestudyinwhichtheresearcherwillillustratethemajorfindingsofthestudy,pedagogicalimplicationsforgrammarteaching,limitationsofthisstudyandsomesuggestionsforfuturestudy.4 CHAPTERTWOLITERATUREREVIEW2.1EnglishGrammarTeachingThissectionincludesanoverviewofteachingmethodsofEnglishgrammar,currentsituationofgrammarteachinginChinaandthecurriculumaimsofgrammarteachinginjuniormiddleschool.2.1.1ReviewonResearchesofEnglishGrammarTeachingReviewingonthehistoryofEnglishgrammarteaching,wecanseethatthereweredifferentopinionstowardsgrammarteachingandanumberofteachingmethodswereputforwardindifferentperiods.Amongtheseveralgrammarteachingmethods,Grammar-TranslationMethodstemsfromtheClassicMethodofGreekandLatinandprevailsforthelongestperiod.Gradually,theClassicalMethodwastakenplacebyGrammarTranslationMethod(Brown,2002,p.89-95).Byapplyingthismethod,teachersusuallyadoptthedeductivewaytoexplainandillustratethegrammaticalrulestostudentsandaskthemtodolotsoftranslationbetweenthetargetlanguageandthenativelanguagewiththerules.Teachersusingthismethodaremoreabletocontrolthewholeclass.BakerandWestrup(2000)alsoreportthatGrammar-TranslationMethodisverybeneficialforpassingwrittenexaminationanddoingacademicwork.However,thismethodalsohastheweakside.BrownandGeorge(1983,p.53-55)pointoutthatwhenteachersusethismethod,studentsaremainlytaughtinmothertongueandteachersscarcelyusethetargetlanguage.Itputstoomuchemphasisonlanguagecorrectnessandaccuracybutpayslittleattentiontocultivatingstudents’communicativeabilities.Becauseofthegrowingneedfororalproficiency,theDirectMethodhasitsthconsiderablepopularityinthelate19century(Brown,2002,p.89-95).DifferentfromGrammar-TranslationMethod,DirectMethodputsmoreemphasisonspokenlanguageinsteadofwrittenlanguage.Itignorestheinfluenceofmothertongueonforeignlanguagelearning,andadvocateslearnerstolinktheirthoughtandtargetlanguagedirectly(Hu,1990,p.338).InaDirectMethod-guidedclass,teachersusespokenmaterialsasteachingcontentandaskstudentstolisten,imitateandpractice5 untiltheyformthehabitsofspeakingthetargetlanguage(Ying,1997,p.70).Thismethodcanimprovestudents’listeningandspeakingabilitiestosomeextent,butitalsohassomeweakness.Ontheonehand,itexcludestheeffectsofthelearner’sfirstlanguageandneglectsthecognitivefeaturesoflearnerswhoarelearningthesecondlanguage(Fang,2003).Ontheotherhand,itishardtobeappliedandfollowedstrictlyinrealclass,forexample,likeZhang(1988)suggests,DirectMethodcannotbefullyachievedinourcountry.SimilartoDirectMethod,AudiolingualMethod,whichisbasedonbehavioristtheory,advisesteacherstoteachlanguagedirectlyandstudentsshouldnotusemothertonguetoexplainthewordsorgrammarintargetlanguage.But,differentfromtheDirectMethod,AudiolingualMethodencouragesteacherstodrillthestudentsagainandagainintheuseofgrammar.BrumfitandJohnson(2000,p.201-231)concludesomecharacteristicsofthismethodasfollow:(1)Targetlanguageshouldbeusedwhenteachersareteaching.(2)Thestudentskeeprepeatingtolearnknowledgepoints,soteachersalwaysletstudentstoreadsentencepatternsandmemorizethem.Bachman(2002,p.132-163)saythatforseveralreasonstheALMhasbeenpopularforalongtime.But,aswecanseefromabove,thismethodfocusesmuchondrillingandignorestoarousestudents’interest.Withthedevelopmentofpsychologyandcognitivescience,CommunicativeLanguageTeachinggaineditspopularityinforeignlanguageteachinganditwasappliedwidelyandrapidlyin1970s.CommunicativeLanguageTeachingaimstodevelopmentstudents’communicativecompetence,especiallylinguisticcompetence.Theoretically,CommunicativeLanguageTeachingattachesmuchimportancetothefunctionofgrammarincommunicativecompetence.Tschirner(1996)pointsoutthatitemphasizesbothcommunicativecompetenceandfluencyareequallyimportantbutignorestocultivategrammaticalcompetenceofstudents.Byusingthismethod,teacherspaymuchattentiontomakingstudentscommunicateandinteract,butlackofcomprehendingthegrammaticalrules.Besides,CommunicativeLanguageTeachingfailstowellbalancetheinputandtheoutput,anditstronglyadvocatesstudentstoproduceoutputbutignoringtheinputsothatitcannotreachthebesteffectof6 grammarteaching.JustasKrashen(1994)said,outputisnotmoreeffectivethaninput.Wecanalsoknowthatstudentswillfinallylosetheirinterestingrammarlearningiftheyareforcedtoproduceoutput.Apartfromdifferentmethodsindifferentperiods,theattitudestowardsgrammarteachingvaryalot.AccordingtoHosseinandFotos(2004),scholarswhohavedifferentopinionsofgrammarteachingcanbedividedintothreegroups,namely,theopposed,theneutralandthefavorable.TheopposedgrouprepresentedbyKrashenholdstheviewthatgrammarteachingisunhelpfulorevendetrimentaltolanguagelearningbecauselanguagelearningoughttobeanacquisitionprocessoccurredintherealcontextratherthanalearningprocessinconscious(Krashen,1981,p.43).Theneutralgroupneitherdownplaysnoroveremphasizestheimportanceofgrammarteachingtolanguagelearning.Andthefavorablegroup,representedbyHosseinandFotos(2004),pointsoutthatEnglishgrammarteachingisofgreatimportanceinEnglishteachingandshouldbetaughtexplicitly,becauseexplicitgrammarteachingcanguaranteelearnerstoattainhighlevelofaccuracy.TheNoticingHypothesis(Schmidt,1990,1993)putforwardbySchmidtin1990sprovidestheoreticalsupportsforthenecessityofteachinggrammar,inwhichSchmidtreckonsthatNOTICING,whichmeanspayingattentiontothelinguisticformsinconscious,isapreconditionforlanguagelearning.LarsenFreemanregards(2005)grammarasthefifthskillparalleledtolistening,speaking,readingandwriting.Others(Ellis,1997,2001;Long,1991)alsorecognizethatgrammarteachinghavepositiveimpactsonimprovingthespeedofstudents’foreignlanguagelearningandtheirultimatelanguageproficiencyalthoughitmaynotmakemuchdifferencetotheforeignlanguagelearningsequence.2.1.2EnglishGrammarTeachinginChinaInfluencedbythegrammarteachingmethodsofthewesternworld,grammarteachinginChinaalsohasbeenthroughasimilarprocess.BecauseofthestrongimpactofGrammar-TranslationMethod,grammarteachinghasbeenthecoreofEnglishteachinginChinasince1940s.In1960s,AudiolingualMethodbecamedominantinEnglishclass,inwhichlisteningskillsandoralproficiencywereemphasizedbydrillingsentences.In1980s,asCommunicativeLanguageTeaching7 (CLT)wasintroducedintoChina,cultivatingstudents’communicativecompetencebecamethemainobjectivewhilegrammarteachingbegantogainlessattention.TheinfluenceofCLTongrammarteachinginChinacannotbeneglected.Someteachersareunabletousethismethodproperlybecausetheyarelackofcomprehensibleunderstandingofitsmainprinciples.InCLTclass,teachersoveremphasizethecommunicativecompetenceandleavebehindthegrammaticalknowledgeastheyregardithelpless.ReviewingonthedevelopmentofEnglishgrammarteaching,wecanseethattherearetwoextremes.OneisthatvocabularyandgrammarisregardedasthekeyelementsofEnglishteaching,whichisunbeneficialtofosterstudents’communicativecompetence.Theotheroneisthatgrammarknowledgeisseenashelplesstostudents’languagelearningwhilecommunicativecompetenceisoveremphasized.Astotheproblemof“lessemphasisongrammar”,Zhuang(2009)believesthathowtoteachgrammarhasalwaysbeentheheatedtopicinthehistoryofgrammarteaching.Inrecentyears,Englishgrammarteachinginourcountryisstillfacingadilemma.Althoughbothteachersandstudentsspendplentyoftimeongrammarteachingandlearning,thegrammarlearningefficiencystayslowandgrammarseemstobedifficulttobeacquired,whichhasbecomeacommonphenomenonformostjuniormiddleschools.Thereasonsbehindthisphenomenonlieinfouraspects.Firstly,grammarisnottaughtinasystemicwaybyteachers.Whenteachinggrammaticalitems,teachersoftenfailtoconcludethegrammarknowledgeandmakeassociationsbetweenoldandnewknowledge.Asaresult,studentsareunabletoacquirethegrammarknowledgeinasystemicwayandsotheirultimatelanguageproficiencyishardtoreachahighlevel.Secondly,thewayofteachinggrammarlacksofdiversityandteachershavelittleaccesstosomenovelwaystoattractstudents’attentionandarousetheirinterestingrammarlearning.Undersuchcircumstances,teachersrelyonthespoon-feedingwayofteachinggrammar,payinglittleattentiontostudents’motivationandindividuallearningfeatures.Thirdly,duetothelargesizeofasingleclass,EnglishclassinChinaislikelytobeteacher-centeredandstudentsarenotactivelyengagedinthelearningprocess.Lastbutnotleast,intheageofcomputer8 sciencesandinformationtechnologies,teachers’teachingmethodsstilllagbehindandcannolongermeettheneedsofstudents.2.1.3RequirementsforEnglishGrammarTeachingunderNECAsNEC(2011)pointsout,thebasicEnglishlanguageknowledgestudentsshouldacquireinthestageofcompulsoryeducationconsistsofphonology,vocabulary,grammar,languageformsforexpressingcommontopicsandfunctions(p.18).Therefore,itisnecessaryandimportanttoteachgrammarinjuniormiddleschool,becausegrammarteachingisafoundationtoteachstudentstolisten,read,writeandspeak.Inthemeanwhile,NECalsostipulatestwolevels(LevelⅠandLevelⅤ)forlearninggrammarknowledge.LevelⅠrequiresstudentstobeabletounderstandthemeaningandusageofgrammaticalitemsinconcretecontextsandtorealizetheexpressivefunctionofgrammaticalitemsinactualuse(p.18).LevelⅤrequiresstudentstoknowthebasicgrammaticalstructuresandmakeuseofthegrammaticalknowledgetodescribeandcomparepeople,objectsandthings(p.19).Fromthetwolevelsabove,wecantellthatwhenteachinggrammar,teachersshouldmakefulluseofteachingresourcestosetcontextandarousestudents’learningmotivation,sothatstudentscanbetterunderstandgrammarandlearntouseitmoreefficiently.Consideringthecurrentsituationofgrammarteachingincompulsoryeducationstage,NEClistsseveralrequirementsforgrammarteaching.Forinstance,teachersshouldmakeproperuseofdifferentkindsofteachingresourcestoimprovetheefficiencyoflearning(p.30).Teacherscanmakefulluseofmultimediacreativelytohelpstudentsexperiencethevividsituationandincreasetheirlearninginterest.However,itisalsosuggestedthattheroleoftheteacherinclassshouldnotbereplacedbymultimedia,instead,teachersshoulduseitwithclearpurposeinaproperway(p.31).InaccordancewiththerequirementsofNEC,grammarteachingshouldutilizemoreresourcestoarousestudents’interestinlearninggrammarandstimulatetheirmotivation.Ontheotherhand,teachersshouldhelpstudentsconstructasystemicframeworkofgrammarbypracticingandapplyingthegrammaticalrulesinclass.9 2.2MultimodalityandMultimodalTeaching2.2.1MultimodalityItisdefinitelytruethatweuselanguagetoexpressmeaning.Butdowerelyexclusivelyonlanguageinmeaningmaking?No.Evenlinguistshavetoadmittheimportanceofotherfeatures(allmodesofcommunication),althoughtheyseldomtakeotherfeaturesastheirownbusinessinlinguisticresearches.Kresssettlesthisquestionbysayingthat:Infact,itisnownolongerpossibletounderstandlanguageanditsuseswithoutunderstandingtheeffectofallmodesofcommunicationthatarecopresentinanytext(Kress,2000,p.337).Researchesofmultimodalityshowthatcontemporarylearnersconstructmeaningbyorchestratingmultiplemodesinthisrapidlychanginganddiversifiederaimbuedwithvarioussemioticanddigitalresourcesintheirdailylives(Jewitt&Kress,2003;NewLondonGroup,1996).Tobetterunderstandthenotionofmultimodality,scholarsgivetheirdefinitionsfromdifferentaspects.KressandVanLeeuwen(2001)definemultimodalityas“theuseofseveralsemioticmodesinthedesignofasemioticproductorevent,togetherwiththeparticularwayinwhichthesemodesarecombined”.BaldryandThibault(2006)holdthatmultimodalityreferstothevariouswaysinwhichseveraldifferentsemioticresourcesystemsco-contextualizeandco-deployinthemakingofatext-specificmeaning.In2015,Dressmanrefersitto“thecraftedintegrationoftwoormoreways,ormodes,ofcommunication,sothattheircombinedmeaningasawholeisgreaterthaneithermodeseparatelyortheirsimplecombination”(p.71).Gu(2007)firstlydefinesmodeasthewayofinteractionbetweenhumanandthesurroundingenvironment(suchaspeople,machines,objectsandanimals)throughoursenses(suchasvisualandaudio),andforhim,multimodalitymeanstheusageofmorethantwomodesininteraction.Atpresent,thenotionofmultimodalityisoftentiedwiththetermofmultimediabuttheyaredifferentinmanyways.Asdemonstratedabove,modereferstoacertainkindofsemioticresourceswhichcanbeattainedthroughoneorseveralmedia(Kress10 &Van,2001).Mediameansthematerialresourceswhichcanconveycontentandinformation(suchastext,graphicandvideo)(Gu,2007).So,itisatoolratherthanawayofcommunication.Thus,multimediaiscomposedofmultiplemediaformsliketext,graphic,andvideo.Withtherapiddevelopmentofinformationtechnologiesallovertheworld,multimediahasbeenwidelyusedinforeignlanguageteaching.However,aswementionedbefore,multimediadoesnotequaltomultimodality.AsZhang(2009)suggests,multimediaisawaytoachievemultimodality,whichisindicatedinhisMultimodalDiscourseAnalysisFramework(seeFigure2.1).Byfar,theimportanceofmultimodalityhasnotbeenacceptedbymostteachersbecauseitisoftenviewedasimpracticaltorealclassroomwherestudentsneedtopreparethestandardizedexams(Choi&Yi,2016).Figure2.1theMultimodalDiscourseAnalysisFramework2.2.2MultimodalTeachingIntherapidlychangingsocietyfullofdiversitiesandmixedcultures,thereisagrowingneedforteacherstointegratemultimodalityintovarioussubjectsanddifferentaspectsinclass.Thesoleuseofpaperandwordscannolongerachievetheneedstomakestudentsunderstandtheknowledgeintextbooks,forinstance,ascienceconcept,ahistoricalevent,anewEnglishwordoradifficultgrammarpoint.Assaid11 byKress(2010),“languageisnolongerthecarrierofallmeaning”.AndZhu(2008)alsocontendsthat,withtheprosperityofinformationtechnology,thetraditionalwayofexpressingmeaningthroughwordsonlyneedtobecombinedwithotherexpressivewayslikevisual,audioandgestures.In1996,theNewLondonGroupputsforwardtheconceptofmultiliteracy,whichincludesseveralaspects,namely,visual,auditory,gesture,spatial,culturalandnetworktechnology(NewLondonGroup,1996).Multiliteracyisdifferentfromthetraditionalliteracyinthatitrequirestousethedigitalresourcesandvariousteachingmethodstoactivatestudents’differentsensesinordertoengagestudentsintothelanguagecommunicationandcooperationprocess(ibid).Thus,theypromotethatmultimodalityshouldbeappliedintolanguageteachingtocultivatestudents’multiliteracyandtheircompetencetoconstructmultimodalmeaning(ibid).Fromthenon,multimodalityhasreceivedmoreandmoreattentionintheacademicfieldandboththeoreticalandempiricalresearcheshavebeencarriedout.MultimodalTeachingisanewteachingmethodbasedonMultimodalDiscourseAnalysis.AccordingtoSystemicFunctionalLinguistics,languageisakindofsocialsemioticandmeaningmakinginvolvesnotonlylanguagebutalsootherkindsofsemioticsystem(Halliday,1978,1994).Therefore,discourseismultimodalandtheanalysisofmultimodaldiscoursereferstoMultimodalDiscourseAnalysis.Gu(2007)believesthatMultimodalDiscourseAnalysisreferstotheanalysisofthecommunicationandinteractionbetweenhumansandthesurroundingenvironment(includingpeople,objectsandanimals)throughoursenses(suchasauditoryandvisual).MultimodalDiscourseAnalysisinsiststhatmultimodaldiscoursereferstothecommunicationthroughavarietyofsensessuchasauditory,visualandtactilesense,andbymeansofmultiplemethodsandsemioticresourcesincludinglanguage,image,soundandmovementandsoon(Zhang,2009).BasedontheMDAresearchesandwiththeprosperityofinformationtechnology,theconceptofMultimodalTeachingemerged.VanLeeuwen(1999)makesaclearillustrationoftherelationshipbetweenspeech,soundandmusicbystressingthatthedominantroleofinterpersonalfunctionofmusicisdeterminedbyrhythmandother12 features.Stein(2000)proposesthe“MultimodalTeachingMethod”forthefirsttimein2000andhesuggeststhatallinteractionsinclasscanbemultimodal.Thenin2001,KressandVanLeeuwenexplorethefunctionsofspokenandwrittenlanguageaswellassomenon-linguisticsemiotics(suchasimage,gestureandmovement)inmeaningmakinginascienceclass.Andtheyprovedthatnon-linguisticsemioticsarealsoorganicpartsoftheteachingprocess.Royce(2012)offersthemethodologiesforengagingwithmultimodalitiesinvariousaspectswhichcoverreading,writing,speaking,listeningandvocabulary.Jewitt’sstudy(2008)provesthattheutilizationofmultiplemodesinclasscancontributetotheteachers’attitudesandteachingmethodologiesaswellasstudents’learningefficiency.Buthealsostressesthatimproperuseofmultimodalresourcesmayimpedestudents’learning.Inthesameyear,GuichonandMcLornan(2008)studytheinfluenceofMultimodalTeachingonsecondlanguagelearners,andputforwardsomeprinciplesandmethodsforthecoursedesignofcomputerassistedteaching.Recently,ChoiandYi(2016)conductanexaminationtoexplorehowclassroomteachersusedmultimodallityinteachingEnglishlanguagelearner,whichhasimportantpedagogicalimplicationsforteachersandeducators.Asseenabove,researchesshowthatMultimodalTeachingcanbenefitteachinginmanykindsofclassesifitiscarriedoutproperly.However,mostoftheresearchesabroadtalkaboutthefirstlanguageliteracy,inotherwords,mostresearchesarecarriedoutinanativelanguageenvironment,ratherthananESLclassroom.Besides,therearenotsomanyempiricalresearchesaboutMultimodalTeachinginforeignlanguageclass.InChina,multimodalityhasbeenappliedtoteachingbymanyscholars.EarlierresearchesrelatedtoMultimodalTeachingaremostlytheoreticalandintroductory.GuisoneofthepioneerswhostudymultimodalityandMultimodalTeachinginChina.In2007,hedistinguishesthemultimediastudiesandmultimodalstudies,madeadeepanalysisofeachconcept,andputforwardfivehypothesesforstudyingthesetwoconcepts(Gu,2007).Inthesameyear,Hudiscussesthedifferencesbetweenmultimodalsemioticsandmultimediasemiotics,demonstratessomeimportant13 specificissuessuchassemioticresource,andemphasizestheimportanceofcultivatingmultiliteracyinthenewinformationera(Hu,2007).Zhu(2008)givesaclearintroductionofmultiliteracy,makessomecommentsontheimportantroleofmultimodalitystudiesgivenbythewesterncountriesandthenofferedsomepedagogicalimplicationsfortheeducationalreforminChinathroughanempiricalresearchonmultiliteracyabroad.Zhangalsomakesgreatcontributionstothisissue.In2009,heconcludesthreeperspectivesfromwhichthechoiceofmodesandmediacanbemadeinamultimodaldiscoursecommunicationinaforeignlanguageteachingsetting(Zhang,2009).In2010,hediscusseshowtodesignclassandchoosemodesinforeignlanguageteaching,andproposessomeprinciplesforchoosingmodesinclassaccordingtotheteachingdesign(Zhang,2010).Zhangalsopointsoutthatmultimodalcommunicationenableslistenerstoobtainmoreinformationthroughmultiplechannelsanditiseasierforpeopletounderstandandmemorizethanmono-modalcommunication(ibid).TheresearchesabovemainlyfocusontheeffectsofmultimodalityonteachingandhowtoapplyMultimodalTeachinginrealsituation.TheseresearcheshelptoprovidesometheoreticalfoundationforthelaterstudiesofMultimodalTeaching.Inrecentyears,MultimodalTeachinghasbeenintegratedintoavarietyofaspectsinforeignlanguageteachinginChina.InaccordancewiththeteachingtheoriesofMultimodalDiscourseAnalysis,Cheng(2011)exploresthemultimodalteachingmethodofvocabularysoastostimulatestudents’sensestoengagethemintotheactivities,strengthentheirmemoriesofvocabularyandincreasetheirlearninginitiative.ZhangandLi(2012)explorethecoordinationbetweenoralandPPTmodeintheteachingofvocabularyandgrammar,andtheydiscusstheconstructionofmultimodalgrammar.Inthesameyear,Xu(2012)appliesMultimodalTeachingintobusinessEnglishteaching.Bycreatingavirtualbutnearlyrealbusinesscontext,hegivesstudentsthemultimodalcognitivestimulustoimprovetheteachingquality.Liu(2015)examineshowtousemultimodalresourcessuchasoriginalEnglishfilms,PPT,andcorpusinvocabularyteaching.AndZhang(2017)analyzesthesignificanceofmultimodalteachingmodel,andproposessomespecificteachingconceptionfromthe14 aspectofcoursewaredesignandclassimplement.Insummary,MultimodalTeachinghasreceivedmoreandmorerecognitionandattention.However,mostoftheresearchesconcentrateontheintroductionandanalysisofthemultimodalteachingtheories,thoughempiricalstudiesbegantoemergeincreasinglyinrecentyears.Nevertheless,mostempiricalresearchesarelimitedinsomeaspectsofteaching,suchasvocabulary,readingandspeaking,butfewresearchesfocusongrammarteachinginjuniormiddleschool.2.3ApplicabilityofMultimodalTeachingtoGrammarTeachingFromthereviewofbothgrammarteachingandMultimodalTeachingabove,wecanconcludeseveralreasonswhythisstudyfocusesonapplyingMultimodalTeachingtoEnglishgrammarteachinginjuniormiddleschool.First,accordingtotherequirementsofNEC,Englishteachingissupposedtoutilizemoreresourcestoarousestudents’interestinlearninggrammarandstimulatetheirmotivationincompulsoryeducationstage.However,incurrentgrammarteachinginjuniormiddleschool,grammarteachingischaracterizedbyteachers’one-wayspoon-feedingpedagogyandmonotonousteachingresourceslikeblackboardandchalks.AndMultimodalTeachingadvocatesteacherstowellusedifferentkindsofteachingresourcessuchasmultimediaandothertechniquestoarousestudents’learninginterestandenthusiasm.Second,grammarrulesareusuallyabstract.Butaccordingtocognitivepsychology,studentsinjuniormiddleschools,especiallyintheearlystage,relymuchonconcreteimagesandobjectstostimulatetheirsensesandthinking.So,grammarrulestendtobeverydifficultandboringformostofthem.AndMultimodalTeachingadvocatesstudentstousemultiplemediaincludingsounds,picturesandvideos,etc.toactivatestudents’sensessoastoengagethemactivelyintothelearningprocess.Lastbutnotleast,MultimodalTeachingisflexibleanditisopentodifferentkindsofteachingmethodstomeetthedifferentstudentdemandsaccordingtothedifferentteachingobjectivesandmaterials.Inconclusion,MultimodalTeachingisapplicabletogrammarteachinginjuniormiddleschool.15 2.4TheoreticalFoundation2.4.1ModeChoiceandModeCombinationIn2013,ZhangandDingmakeanexplorationontheprocedurestudyofforeignlanguageteaching.Inthisstudy,theymakeassociationbetweenteachingprocedureandteachingobjective,andtheyprovidethreeguidelinesforchoosingmodesandmodecombination.Guideline1:Thechoiceofmodesandmodecombinationinteachingshouldbemadeaccordingtotheteachingmethodselectedincompliancewiththeteachingobjectiveinacertainclass.Theybelievethatwhateversubjectisbeingtaught,orwhateverteachingtheoryisinapplication,theteachingmethodsandmodesshouldalwaysbeproperlyselected.Andinmultimodalteachingclass,differentteachingmethodscanbeusedtomeettheteachingobjectiveindifferentteachingstages.Thus,modesshouldalsobeproperlyselectedandcombinedindifferentteachingstagesaccordingtodifferentteachingmethods.Guideline2:Thechoiceofmodesandmodecombinationinteachingshouldbemadeaccordingtotheteachingmedia.Astheypointout,inrealteachingprocess,teachingmediavariesalot,soteachersshouldtakeintoconsiderationthedifferentteachingmediaathandwhenchoosingmodesandmodecombinationinteachingdesign.Guideline3:FivemainkindsofmodecombinationareconcludedinZhangandDing’sresearch,whichmakesthechoiceofmodesmoreeffectiveandspecific.Theyare:(1)spokenlanguageandimage;(2)spokenlanguageandwrittenlanguage;(3)spokenlanguageandanimation;(4)animation,spokenlanguageandmusic;(5)animationandmusic.ThesekindsofmodecombinationcanbeborrowedinEnglishteaching.TheseguidelinesproposedbyZhangandDingcanprovidesomeinsightsintothechoiceofmodeandmodecombinationinteaching.2.4.2KressandVan’sTheoryofVisualGrammarInthetrendofMultimodalDiscourseAnalysis,thescopeoflinguisticstudiesbeginstocoverawiderangeofsemioticresourcesapartfromlanguage,forinstance,16 moreandmorescholarsturntostudythevariousmeansofmultimodalcommunication,suchasvisualimage,sound,printedtext,architecture,bodymovement,electronicmediaandmovie,amongwhichKressandVan’sstudyonvisualgrammarisrepresentative.IntheirbookReadingImages:TheGrammarofVisualDesign,theyconcentrateon“grammar”andonsyntax,onthewayinwhichimageelementsarecombinedintomeaningfulwholesinanexplicitandsystematicway.AccordingtoHalliday’sunderstandingofgrammarfromasemioticperspective,thetermof“grammar”inthisbookmeansmorethanrules:Thevisualgrammarexpressesthewayhowdepictedelements(includingthings,placesandpeople)combineinvisualimagesofmoreorlesscomplexityandextension,justasthegrammaroflanguagedescribeshowlinguisticelements(words)combinetogetherinsentencesortexts(Kress&Van,1996).KressandVanextendthethreemeta-functionsoflanguagecategorizedbyHalliday(1994,2004)tothegrammarofvisualdesignwhichrevolvesaroundtherepresentationalmeaning,theinteractivemeaningandthecompositionalmeaning,correspondingtotheideationalfunction,theinterpersonalfunctionandthetextualfunctionoflanguage.Intheanalysisoftherepresentationalmeaningofimages,KressandVanmentiontwokindsofimages,narrativeimageandconceptualimage,whichrepresentpeople,placeorthings(includingabstractthings)indifferentways.Theinteractivemeaningcanbeusedtoanalyzetheinteractionorrelationshipbetweentheimageandtheviewer.Thecompositionalmeaningofanimagecanbeanalyzedintermsoftherelationbetweenthepictureandthetext,theframingandsalienceofthepicture,anddifferentvaluesofspecificinformationindifferentpositionsinanimage.Therefore,imagescanalsoconveythemeaninginawayassystematicaslanguageincommunication.AsgrammarisabstractanddifficultforstudentsinGrade7,teachersshouldorchestratepictures,text,sound,andvariousresourcesreferringtothetheoryofvisualgrammar,soastostimulatestudents’sensestothefullandarousetheirlearninginterestingrammar.17 2.4.3Mayer’sCognitiveTheoryofMultimediaLearning2.4.3.1GeneralDescriptionofCognitiveTheoryofMultimediaLearningBasedonthecognitiveloadtheory,thecognitivetheoryofmultimedialearningisascientificsystemwhichrevealsthecognitivemechanismofmultimedialearninganditsultimategoalistosolvethepracticalproblemabouthowtoorganizemultimediateachingandhowtoapplyteachingstrategiestoimprovestudents’learningefficiency(Mayer,2005).Ithasgreatexplanatorypowerinexplaininghowlearnersprocesswordsandimagestoconstructknowledgeinmultimedialearning.Mayerthinksthatmultimedialearningisaprocessofknowledgeconstruction,whichisbasedonthreeassumptions,namely,thedualchannelsassumption,thelimitedcapacityassumption,andtheactivelearningassumption.Thedualchannelsassumptionimpliesthathumanbeingspossesstwochannelsforinformationprocessing,oneforprocessingvisualinformationandoneforauditoryinformation.Thelimitedcapacityassumptionmeansthattheamountofinformationprocessedbyonechannelatonetimeisverylimited.Theactivelearningassumptionsaysthatlearnersmustselect,organizeandintegrateinformationactively(Clark&Mayer,2016).Accordingtothecognitivetheoryofmultimedialearning,wordsandpicturesgointodifferentprocessingchannelsoflearnersinmultimedialearning(seeFigure2.2).Figure2.2TheCognitiveTheoryofMultimediaLearning(Mayer,2001)18 2.4.3.2ThePrinciplesofMultimediaInstructionMayerproposesthreekindsofcognitiveprocessinginmultimedialearning:extraneouscognitiveprocessing,essentialcognitiveprocessingandgenerativecognitiveprocessing(Mayer,2005).Extraneouscognitiveprocessingisthekindofprocessingthatthelearnerisengagedwithbutisnotincompliancewiththelearningobjective.Anditiscausedbyimproperteachingdesignorpoormanagementoflearningmaterial.Essentialcognitiveprocessingisnecessaryforlearnerstounderstandthelearningmaterial,whichdependsonthecomplexityofthematerial.Generativecognitiveprocessingisthedeepprocessing,inwhichthematerialisorganizedandintegratedrelyingonthelearner’smotivationandpriorknowledge.Inmultimedialearning,thedesignofmultimediainstructionshoulddecreaseextraneouscognitiveprocessing,governessentialcognitiveprocessing,andpromotegenerativecognitiveprocessing.So,basedonthecognitivetheoryofmultimedialearning,Mayerproposestenprinciplesforthedesignofmultimediainstruction(seeTable2.1).Table2.1Mayer’sBasicPrinciplesfortheDesignofMultimediaInstruction(2009)CognitivePrinciplesApplicabilityProcessingStudentslearnmoreeffectivelywhenextraneousandunrelatedpictures,wordsCoherenceorsoundsareexcludedratherthanincluded.StudentslearnmoreeffectivelywhenteachersprovidethemwithpromptsandSignalingemphasizethestructureoflearningmaterial.decreaseStudentslearnmoreeffectivelyfromextraneousRedundancywordsandpicturesthanfromwords,cognitivepicturesandon-screentexts.processingStudentslearnmoreeffectivelywhenon-screentextispresentednexttotheSpatialContiguitypicturethatitdescribesthanwhenitisfarfromthepicture.Studentslearnmoreeffectivelywhencorrespondingportionsoftheon-screenTemporalContiguitytextandpicturearepresentedinthemeanwhilethanwhentheyareseparatedintime.19 StudentslearnmoreeffectivelywhenteacherspresentthematerialsinsegmentsSegmentingratherthanincontinuousform,sothatlearnerscanlearnintheirownpace.governessentialStudentslearnmoreeffectivelywhentheycognitivePre-Trainingpreviewsomecriticalconceptsrelatedtoprocessingthelearningmaterials.Studentslearnmoreeffectivelyfromthepictureandteacher’snarrationaboutitModalitythanfromthepictureandon-screentextthatdescribeit.StudentslearnmoreeffectivelyfromMultimediawordsandpicturesthanfromwordsalone.promoteStudentslearnmoreeffectivelywhenthegenerativenarrationisconversationalthaninformalcognitivePersonalizationstyle.Realvoiceandimageandwordsinprocessingaconversationalstylearerecommendedtoarousestudents’learninginterest.20 CHAPTERTHREEMETHODOLOGYFromthepreviouschapters,wecanconcludethatMultimodalTeachinghasgreatpotentialpowerinEnglishgrammarteaching.Basedonthereviewofformerstudiesandthetheoreticalfoundation,anempiricalstudywillbecarriedouttotesttheeffectsofMultimodalTeachingonEnglishgrammarteachinginthischapter.ThisempiricalstudyisconductedintwoparallelclassesofGrade7inWenhaiMiddleSchool,lastingfor7weeksfromOctobertoDecember.ItisaimingatexaminingtheeffectsofMultimodalTeachingonthestudents’achievementsinCount/MassNouns(CMN),whichisanimportantandfundamentalgrammarpointforGrade7students,anditalsoaimstocheckthestudents’attitudestowardsMultimodalTeachingintheirgrammarlearning.Theexperimentwillbeintroducedingreatdetailinthischapter,whichincludesresearchquestions,researchparticipants,researchinstruments,researchprocedureandteachingsample.3.1ResearchQuestionsInordertoexploretheapplicationofMultimodalTeachinginEnglishgrammarteachinginjuniormiddleschool,theauthoraddressestworesearchquestionsasfollows:Question1:WhataretheeffectsofMultimodalTeachingonCMN?1)DoesMultimodalTeachinghaveapromotingeffectonstudents’achievementsinCMN?2)IsMultimodalTeachingmoreeffectivethantraditionalteachingmethodinstudents’achievementsinCMN?Ifyes,inwhataspectsisMultimodalTeachingmoreeffectivethantraditionalteachingmethod?3)Whichwayismoreeffectiveinstudents’long-termmemoryofCMN?Question2:Whatarethestudents’attitudestowardsMultimodalGrammarTeaching?3.2ResearchParticipantsTheparticipantsinthisstudyare72studentsfromtwoparallelclassesofGrade7inWenhaiMiddleSchool.TheEnglishlanguagelevelofstudents’intwoclassesis21 similar,whichwillbeprovedviathepre-testresultsinthepre-experiment.ClassOneistheexperimentclass(EC)withatotalof36students(19girlsand17boys)andMultimodalTeachingisimplementedinthisclass.ClassTwoisthecontrolledclass(CC)withatotalof36students(20girlsand16boys)andTraditionalGrammarTeachingMethodisimplementedinthisclass.TheCount/MassNouns(CMN)willbetaughtbythesameteacherusingthesametextbookbutdifferentteachingmethodsrespectivelyintwoclasses.Andthetimelengthoftwoclassesisalsothesame(6weeks,3lessons,45minuteseachlesson).Theparticipatedstudentsarenotinformedbeforetheexperimentinordertomakesurethattheexperimentwillbeimplementedinarelativelyscientificandnaturalwayasmuchaspossible.3.3ResearchInstrumentsTheresearchinstrumentsincludejuniorEnglishcoursebook,multimodalgrammarteachingcourseware,threetestpapers,aquestionnaireandaninterview.Bothqualitativeandquantitativemethodologywillbeusedintheexperimentwiththehelpofthesefourkindsofinstruments.3.3.1JuniorEnglishCourseBookThetextbookusedinthisexperimentisGoforit（PEP:2012）whichisrequiredtouseinjuniormiddleschoolsbytheMinistryofEducation.ThegrammarpointofCMN(inUnit6,Doyoulikebananas?)willbeinstructedthroughMultimodalTeachingandtraditionalgrammarteachinginECandCCrespectively.MasteringofCMNrequiresstudentstobeableto(1)distinguishbetweencountnounsandmassnouns;(2)masterthesingleandpluralformofcountnouns;(3)usecountormassnounswithotherlinguisticelementscorrectlyingrammar.3.3.2MultimodalGrammarTeachingCoursewareMultimodalgrammarteachingcoursewareisthemaininstrumentintheinstructionofEC,andtheteacherisonlyplayinganinstructionalroleinEC.ItisdesignedaccordingtoZhang’sthreeguidelines(2013)forMultimodalTeachingdesignandMayer’stenprinciples(2009)formultimediadesign.AndtheimagesinthecoursewarecanbeanalyzedfromtheperspectiveofKressandVan’sVisualGrammar.Theusageofthemultimodalgrammarteachingcoursewarecanmobilize22 students’varioussensesbycreatingarealandmeaningfulcontextsothattheywillactivelyengageintotheteachingandlearningprocess.3.3.3ThreeTestPapersTherearethreetestpapersinthisexperiment,includingonepre-test,oneimmediatepost-testandonedelayedpost-test.EachtestpaperwillbedistributedtobothECandCC.Beforethat,inordertoensurethatthedifficultyofthreetestpapersissimilar,thereliabilityofeachpapershouldbeexamined,whichwillbepresentedinchapterfive.Thepre-test(seeAppendixⅡ)willbedonebeforetheexperiment.ItisusedtoexaminewhetherthestudentsfromCCandEChavethesimilarlevelinCMNinordertoensuretheeffectivenessofthestudy,sinceGrade7studentshavesomeinitialknowledgeofCMNfromprimaryschoollearning.Andthecomparisonbetweentheresultsofthepre-testandpost-testcanbeusedtotesttheeffectivenessofMultimodalTeaching.Besides,fromtheresultsofthepre-test,theteacherwillrealizesomeerrorsthatstudentsmakeinCMNsothattheauthorcandesignthemultimodalclassbetter.Theimmediatepost-test(seeAppendixⅢ)willbehandedouttostudentsimmediatelyaftertheexperiment.ItisusedtoexaminewhetherMultimodalTeachingiseffectiveinimprovingstudents’achievementsinCMNandwhetherMultimodalTeachingismoreeffectivethantraditionalgrammarteachinginCMN.Thedelayedpost-test(seeAppendixⅣ)willbehandedouttwoweeksaftertheexperiment.ItisusedtoexaminewhetherMultimodalTeachingismoreeffectivethantraditionalgrammarteachingintermsoflong-termmemoryinCMN.ThetestitemsareselectedfromtheJuniorEnglishGrammarExercises(PEP:2013)andSuperEnglishGrammar(ForeignLanguagePress:2012)andthenadaptedaccordingtothegrammarpointsinthisstudyinordertomakesurethereliabilityandaccuracyofthetestpapers.ThemaingrammarpointtobetestedisCMN,andfourtypesofitemsareusedtoexaminethestudents’achievementsinCMNinthreeaspects,whichismentionedinsection3.3.1.Thethreetestpaperssharethesamestructure(seeFigure3.1)andeachpaperhasatotalof45itemsand100points,includingChooseandTick(item1-15,30points),23 MultipleChoices(16-30,30points),WritethePluralForms(31-40,20points),andFillintheBlanks(41-45,20points).Finally,3partsofthescoreswillbedividedtotestdifferentaspectsofstudents’achievementsinCMN.PartA,including15items(item1-15),willbeusedtotestthestudents’achievementsindistinguishingbetweencountnounsandmassnouns.PartB,including20items(item16-25and31-40),willbeusedtochecktheirachievementsinmasteringthesingleandpluralformsofcountandmassnouns.PartC,including10items(item26-30and41-45),willbeusedtochecktheirabilityintheusageofCMNsystemicallywithotherelementsinsentences.Thetimetotakeeachtestpaperis30minutes.Figure3.1LayoutofTestPapers3.3.4QuestionnaireAquestionnaire(seeAppendixⅤ)willbedistributedtostudentsinECtoseethestudents’attitudestowardsMultimodalTeachingingrammarteaching.AccordingtoRosenbergandHovland(1960),attitudecanbeanalyzedinthreedimensions:cognitive,affectiveandbehavioraltendency.Basedonthisclassificationofattitude,thequestionnaireinthisstudyalsoincludesthreedimensions.Thefirstdimensionisthecognitivedimension(item1-5),whichreflectsthestudents’viewabouttheeffectsofMultimodalTeachingongrammarlearning.Theseconddimensionistheaffectivedimension(item6-10),whichrepresentsthestudents’preferencetothewaysoflearninggrammarandtheirfeelingsaboutMultimodalTeachingingrammarteaching.Thethirddimensionisthebehavioraltendency(item11-15),whichindicatesthestudents’tendencyorplanningongrammarlearninginthebehaviorallevel.So,intotal,thisquestionnairehas15itemswiththreedimensions.Theresponseoptionsof24 eachquestioninclude“totallydisagree”,“partiallydisagree”,“notsure”,“partiallyagree”and“totallyagree”,andthescoresofeachoptionrangefromonetofiveaccordingtotheLikertFive-levelScale.AllitemsofthequestionnairearewritteninChinesesothatstudentscanunderstandthequestionsandoptionsclearlyandfinishthequestionnaireaccordingly.3.3.5InterviewInordertosupplementthedeficiencyofformerquestionnaire,10studentsselectedfromECatrandomwillbeasked3questions(seeAppendixⅥ)aftertakingthedelayedpost-test.Theinterviewquestionsareaboutthestudents’attitudestowardsandfeelingsofMultimodalTeachingingrammarteaching.TheadvantagesanddisadvantagesofMultimodalTeachingareincludedintheinterview.3.4ResearchProcedureThisstudyfollowedtheresearchprocedurestrictlyasshownbelowinTable3.1.Table3.1ResearchProcedureoftheStudyStagesTasksTimedurationPre-test(EC&CC)Week1(30mins)Pre-experimentTeachingdesignWeek1-2MultimodalTeaching(EC)Week3-41.DataExperimentTraditionalgrammarteaching(CC)(45minseachlesson)collectionImmediatepost-tests(EC&CC)Week4Questionnaire(EC&CC)(30mins;20mins)Post-experimentDelayedpost-tests(EC&CC)Week6(30mins;60mins)Interview(EC)Deepanalysisoftheresultsfromthepre-test,immediatepost-test,2.DataanalysisWeek7delayedpost-testandthequestionnaire.3.4.1Pre-experimentInthestageofpre-experiment,twostepswillbeincluded.Atfirst,thepre-testwillbedistributedtoECandCCatthesametimeinweekone.Itaimstomakesurethatthelevelsofthetwoclassesbeforetheexperimentarethesame.Thetimeofdoingthepre-testislimitedin30minutes.Thestudentsarenotinformedofthe25 pre-testbeforeitistakensothattheinitialscorescanbecollectedinanaturalstate.Afterthepre-test,allofthetestpapersarehandedinandanalyzed.Secondly,theauthorwilldesignandadjusttheteachingplanaccordingtotheerrorsfrequentlymadebystudents.3.4.2ExperimentInthisstage,thelessonswillbetaughtinECandCCwithdifferentteachingmethods.TheMultimodalTeachingwillbeappliedinthegrammarteachingofEC,andthetraditionalgrammarteachingmethodwillbeappliedinCC.3.4.2.1GeneralTeachingProcessinCCIncontrolledclass,the3Pmodelisappliedtoteachthegrammarpoints.3Pmodelrequirestheteachertofollowthreestagesinteaching,namely,presentation,practiceandproduction.First,atthebeginningoftheclass,theteacherwillreviewsomewordsandphrasesorsentencestructuresandthenpresentthenewwordsandthekeygrammarpoints.Inthisstep,theteacherwillillustratetherulesandexamplesindetailontheblackboardandusuallythroughoralexplanation,butseldommakingfulluseofotherteachingresources.Thisisthepresentationstage.Second,theteachermakesthestudentstodolotsofpracticewiththetargetgrammarpoints.However,thewaytopracticethegrammarpointsisoftenlackofdiversity,suchasmakingsentencesordoingexercisesbyrote.Finally,theteacherwillsummarizethetargetgrammarstructures,andaskstudentstoremembertherulesbyrepeatingorrecitingthem.Thesearethepracticeandproductionstages.AsEllis(1993)pointsout,3Pmodelhasitsdrawbacks.Firstly,itisteacher-centered.Secondly,itlacksofrealcommunicationinrealtime.Thirdly,studentsaccepttheknowledgeinaverypassiveway.So,wecanconcludethat3Pmodelcannotraisethestudents’interestandmakegrammarlearninginefficient.3.4.2.1GeneralTeachingProcessinECIntheexperimentalclass,MultimodalTeachingisappliedtogrammarteaching,anditfollowsseveralsteps.Firstisthelead-instage.Atthisstage,theteachercanadoptdifferentwaysto26 stimulatethedifferentsensesofstudents.Forexample,theteachercanusesongs,audio,ornarrationofaninterestingstorywhichisrelatedtothekeygrammarstructuretostimulatestudents’auditorysenseasthemajormodeinthelead-inpart,supplementedbythevisualmode.Ortheteachercanalsousevividpictures,on-screentextsorvideoswhicharerelatedtostudents’ownexperiencesoastoarousestudents’learninginterestfirstandthentheteacherwilllinkthegrammarpointswithpictures,textsorvideosbyaskingquestions.Andthishelpsstudentstonoticethegrammarrulesandthink.Inthiskindoflead-inpart,themainmodeactivatedisvisualmode,supplementedbyaudiomodethroughteacher’soralnarration.Inmultimodalteachingclass,theformsofthelead-inpartareflexibleandteachersshouldchoosetheformsproperlyaccordingtotheteachingobjectives.Secondisthelanguageinputpart.Inthispart,multimediawillbefullyusedtopresentthekeygrammarstructureswithlotsofinput.Atthesametime,students’differentsensesarestimulatedtothefullsothattheycancomprehendthegrammarknowledge.Andtheteacherwillutilizemultimediaandotherresourcestocreatearealcontextwithvariousactivitiestoprovidechancesforstudentstosenseandpracticethetargetgrammar.Theseactivitiesshouldbedesignedinaccordancewiththestudents’reallife.Thethirdpartisthelanguageoutputpart.Inthispart,theteacherwillhelpstudentstofigureoutandsummarizethegrammarrulesbygivingthemsomeprompts.Thenstudentsaregivenopportunitiestoengageinvariousactivitiessuchasroleplay,reportandsoon,inwhichtheycanlearntousethegrammarstructuresmoresystemically.3.4.3Post-experimentInthepost-experimentpart,threekindsofdatashouldbecollected.Immediatelyaftertheexperimentalteaching,theimmediatepost-testsshouldbedistributedtoECandCCrespectively,andthequestionnaireswillbehandedouttostudentsinEConly.Thedataoftheimmediatepost-testsandquestionnaireswillbecollectedimmediately.Thentwoweekslater,thedelayedpost-testwillbedistributedtobothECandCC.ThedataofthetwotestpapersandthequestionnaireswillbeanalyzedbySPSS21.0.27 3.5TeachingSampleonCMNinECTheteachingmaterialisselectedfromUnit6Doyoulikebananas?Book1,Goforit.ThegrammarpointintheclassisCMN,whichincludesthecount/massnounsandthesingle/pluralformsofcountnouns.ThewholeclasswillbecarriedoutbyMultimodalTeaching.Themainstepsareasfollows:I.WarmingupandLead-inStep1.GreetingTgreetsSswithlightheartedsmileandgestures.ThenTshowsSsanapple.T:Wow!Whatisthis?Ss:Apple.T:Yeah.It’sanapple.It’smyfavoritefood.What’syourfavoritefood?Ss:Banana/hamburger...T:Oknowlet’senjoyavideoandtellmewhatfoodcanyouseeinthisvideo.[Intention]Thegreetingisusedtoattractstudents’attentionatthebeginningoftheclassandleadinthevideo.Step2.VideowatchingTplaysaninterestingvideoinwhichtherearemanykindsoffood,andthenasksSswhatfoodtheycanseeinthevideo.T:Whatfoodcanyousee?Ss:hamburger/banana/strawberry...T:Yes,therearehamburgers,bananas,strawberries...andapieceofbread.(Twritesthewordsandphrasesontheblackboard)[Intention]1)Itistohelpstudentsreviewwhattheyhavelearnedsoastostimulatetheschema.2)Bywatchingthevideo,students’visualandauditorymodesareactivatedatthesametimeandtheirlearninginterestcanbearoused.3)tosensethepluralformsofsomewords.II.PresentationActivity1.FindthedifferencesFirst,Tshowsapictureofonehamburgertogetherwiththeon-screentext“hamburger”nexttoit,andthenshowsapictureoftwohamburgerswiththetext“hamburgers”nexttoit.Inthemeanwhile,TasksSstofindoutthedifferences.T:Canyoufindoutthedifference?Ss:Picture1hasonehamburgerandpicture2hastwohamburgers/hamburger28 andhamburgers...ThenTshowsapictureofwater(smallsize)withtheon-screentext“water”nexttoit,andthenshowsapictureofwater(largesize)withthetext“water”nexttoit.Inthemeanwhile,TasksSstofindoutthedifferences.T:Nowthistime,canyoutellmethedifferences?Ss:......(confused)T:Thereisnodifferencebetweenthewords.Waterisstillwater.Doyouknowwhywehavetoput“S”behindhamburger,butno“S’isaddedtowater?Ss:No.T:No?Well,don’tworry.Let’splayagamefirstandthenyouwillfindoutyourself.[Intention]Byshowingpicturesandaskingquestions,studentsareallowedtofindoutthedifferencesbetweencountnounsandmassnounsthemselves,andtheirlearningmotivationwillbeincreased.Themajormodeinthisstepwasvisualmode,supplementedbytheauditorymode.Activity2.DrawandThinkTsaysawordandasksSstodrawitaccordingtotheirowncognitiontotheword,forexample,Tsays“banana”,“car”,“milk”and“coffee”,thenSsdrawbythemselves.ThenTasksSstoshowtheirdrawingstotheirgroupmembers.Aftergroupdiscussion,Tinvitesonegroupandasks:T:DoyoudrawthesameshapeofthefoodIsaid?Ss:No,wedrawbananaandcarinasimilarshape,butmilkandcoffeearedifferent.Tasksothergroupsthesamequestion,andreceivedthesameresponse.ThenTshowsthepicturesofbananas,cars,milkandcoffeeonthepowerpointwiththeon-screentextsnexttothem.AndTtellsSsthedifferencesbetweencountnounsandmassnounsinChinese.T:当一种事物能被画出明显的形状和边界，它就很有可能是可数名词。当一种事物形状和边界不确定时，它就很有可能是不可数名词。TasksSstodomoreguessingofothercountandmassnounsusingthisprinciple.[Intention]Inthisstep,theteacherstimulatesvarioussensesofstudents,suchastactile,visualandauditorymode,sothatstudentscanhaveadeeperunderstandingofCMN.29 Thetactileisthemajormodeinthisactivity,completedbyvisualandauditorymodes.Activity3.Learningthesingle/pluralformsofwordsTshowsthepicturesofdifferentkindsoffood,andemphasizesthesingle/pluralformofeachwordbyusingdifferentcolorsofthelettersandplayingsomestimulussoundsbeforetheappearanceofemphasizedletters.Tconcludesthegrammarrulesandwritesthemontheblackboard.Afterpresentingallthegrammarpoints,thegamecalledwhoisthefastestwillbecarriedout.Inthisgame,Twillshowpicturesofthefood,suchasasmallpartofthefoodorawholepictureveryquickly,andaskSstospeakouttherightsingle/pluralformsofthenouns.[Intention]Itisdesignedtolearnandpracticesingle/pluralformofnounsbyplayinginterestinggamesthroughwhichstudents’learninginterestcanbeenhanced.Inthisstep,themajormodesarevisualandspokenmodes.Andamodetransmissionoccursinthisprocedurefromvisualtospokenmode,whichhelpsstudentstobetterunderstandandmemorizethedifferentforms.TcreatesacontextofsupermarketbyvividpicturesonthePPTandsomekeystructuresonit.AndSsareaskedtodospeakandactactivityingroups.Oneactstheshopperandtheotheroneactsthecustomer.Thenchangetheirroles.Atlast,Tinvitessomegroupstocometothefrontandperformbeforetheclass.[Intention]Inthisstep,theteachercreatesarealsituationforstudentstouseandconsolidatethegrammarstructurestheylearned,whichcanstimulatestudents’deeplearning.Andthemajormodeusedinthissteparethespokenandgesturemodes,completedbytheauditoryandvisualmodes.30 CHAPTERFOURDATAANALYSISANDDISCUSSIONInthischapter,alldatacollectedfromthethreetestpapers,thequestionnaireandtheinterviewwillbedescribedandanalyzedthoroughlytoanswertheresearchquestionsinthisstudy.Thischaptermainlyconsistsoftwoparts.Thefirstpartisresultsandanalysis,whichincludesreliabilityofthethreetestpapers,resultsandanalysisfromthethreetestpapers,questionnairesandinterview.ThesecondpartisdiscussionabouttheeffectsofMultimodalTeachingonstudents’achievementsinCMN,andthefeedbackfromstudentsaboutMultimodalTeaching.4.1ResultsandAnalysis4.1.1ReliabilityoftheThreeTestPapersInordertoensurethereliabilityofthreetestpapers,theequivalentformsreliabilityisconductedtomeasurewhetherthethreetestpapersaretrulyequivalenttoeachotherbyhavingstudentsofanotherparallelclassinWenhaiMiddleSchooltakethethreetestpapers.Thismeasurementisalsocalledparallel-formreliability.Ifthestudentsperformequivalentlywellintwotests,thenthetwotestpaperscanbeprovedtohaveequivalentformsreliability.TheSPSS21.0isusedasthestatisticalanalysistoolhere.TheresultsarepresentedbelowinTable4.1.Table4.1CorrelationofPre-testandImmediatepost-testpreimmediate**PearsonCorrelation1.889preSig.(2-tailed）.000N3636**PearsonCorrelation.8891immediateSig.(2-tailed）.000N3636**.Correlationissignificantatthe0.01level(2-tailed)31 Table4.2CorrelationofImmediate/Delayedpost-testimmediatedelayed**PearsonCorrelation1.909immediateSig.(2-tailed）.000N3636**PearsonCorrelation.9091delayedSig.(2-tailed）.000N3636**.Correlationissignificantatthe0.01level(2-tailed)Figure4.1Figure4.2AsisdepictedinTable4.1,thePearsonCorrelationbetweenpre-testand**immediatepost-testis0.889with,whichmeansthecorrelationissignificantatthe0.01level(2-tailed).Inaddition,Sig.(2-tailed)<0.001meansthereissignificantandtruecorrelationbetweenthescoresofthetwotestpapers.Andtheresultcanbevividlyshowninthescatterplot(Figure4.1)inanearlystraightline,whichmeansthereisatruecorrelationbetweenthepre-testandimmediatepost-test.Likewise,thecorrelationbetweentheimmediatepost-testanddelayedpost-testistrueandsignificant,accordingtotheresultsshowninTable4.2andFigure4.2.So,fromabove,wecanseethatthethreetestpapersarereliableandcanbeusedfortheexperiment.4.1.2ResultsandAnalysisfromthePre/Post-testsofECandCCAfterthedifferenttreatmentstoECandCCintheexperiment,allofthestudentsarerequiredtotaketheimmediatepost-testandthescoresofbothECandCCarecollected.InordertoseetheeffectofMultimodalTeachingandtraditionalgrammarteachingmethodonthestudents’achievementsinCMN,thepairedsamplesT-test32 willbeusedtocomparethescoresofpre-testandimmediatetestinECandCC.Firstly,theresultsofthepre-testandimmediatepost-testinCCwillbedescribedandanalyzedbyPairedSampleT-test,asshowninTable4.3and4.4.Table4.3DescriptiveDataofPre/ImmediatetestinCCNMeanStd.DeviationStd.ErrorMeanCCPre-test3678.00010.5611.760Immediatetest3678.61110.0831.681Table4.4PairedSampleT-testinCCPairedDifferences95%ConfidenceIntervaloftheStd.DifferenceStd.ErrorSig(2-tMeanDeviationMeanLowerUppertdfailed)CCPre-.6115.255.876-2.3891.167-.69835.490immediateFromthedescriptivedatainTable4.3,wecanseethatthemeanscoreofthepre-testis78.000,themeanscoreoftheimmediatepost-testis78.611.So,itisobviousthatthemeanscoreofimmediatepost-testisalittlehigherthanthatofthepre-test.Inaddition,thestandarddeviationoftheimmediatepost-testis10.083,alittlelowerthan10.561,whichmeansthatthescoresoftheimmediatepost-testaremorestablethanthepre-testinCC.Andfromtheresultsofpairedsamplet-testshowninTable4.4,Sig(2-tailed)=0.490>0.05.So,wecanconcludethatstudentsinCCunderthetraditionalgrammarteachingmethodmadealittleprogressbutthereisnosignificantdifferencebetweenthescoresofpre-testandimmediatepost-test.Aftertheanalysisoftheresultsfromthepre/immediatetestinCC,scoresofEC’spre-testandimmediatepost-testarecomparedandanalyzed,asdepictedinTable4.5and4.6.Table4.5DescriptiveDataofPre/ImmediatetestinECNMeanStd.DeviationStd.ErrorMeanECPre-test3678.38911.5521.925Immediatetest3684.7229.7651.62733 Table4.6PairedSampleT-testinECPairedDifferences95%ConfidenceIntervaloftheStd.DifferenceStd.ErrorSig(2-tMeanDeviationMeanLowerUppertdfailed)ECPre-6.3334.864.811-7.979-4.688-7.81335.000*immediate*:P<0.01FromTable4.5,wecanseethatthemeanscoreofEC’simmediatepost-testis84.722,muchhigherthanthatofthepre-test(78.389).Asforthestandarddeviation,theimmediatepost-testisalsolowerthanthepre-test,whichmeansthatthedeviationoftheimmediatepost-testislessthanthatofthepre-test.Inotherwords,thedeviationofstudents’scoresintheimmediatepost-testbecomessmallerthaninthepre-testinEC.Also,Sig(2-tailed)<0.01,whichprovesthatsignificantdifferencecanbeobservedbetweenthescoresofpre-testandimmediatepost-testinECunderMultimodalTeaching.Sincethepre-testisdesignedtotesttheinitiallevelofstudents’achievementsinCMN,itcanbeconcludedthatstudentsinECmadesignificantprogressintheirachievementsinCMNafterthetreatmentthroughMultimodalTeaching,whichmeansMultimodalTeachinghaspromotingeffectonstudents’learningCMN.Andtheresultsandanalysisabovecanbeusedtoanswerthefirstresearchquestioninthisstudy.4.1.3ResultsandAnalysisfromthePre-testsThepre-testisdesignedtoensurethattheinitiallevelofstudentsinCMNinECandCCissimilarbeforetheexperiment,andtooffersomeimplicationsfortheteacherinteachingdesign.Hereanindependentsamplet-testisconductedtocomparethescoresofthepre-testinECandCCandtheresultsareshownbelowinTable4.7and4.8.34 Table4.7DescriptiveDataofPre-testsinCCandECNMeanStd.DeviationStd.ErrorMeanPre-testCC3678.00010.5611.760EC3678.38911.5521.925Table4.8IndependentSamplesT-testofPre-testsinCCandECLevene’sTestforEqualityofVariancesT-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanFSig.tdf(2-tailed)DifferenceLowerUpperEqualvariances.070.792-.14970.882-.389-5.5924.814assumedPre-teEqualstvariances-.14969.445.882-.389-5.5924.815notassumedTheresultsinTable4.7showthatthemeanscoreofCCis78.000andthemeanscoreofECis78.389,whichshowsonlyslightdifferenceinthemeanscoreofECandCC.AccordingtothestandarddeviationofECandCC(11.552and10.561),thescoresofECismoredispersivethanCC.TheTable4.8showsF=0.070,Sig.(2-tailed)=0.882>0.05,sonosignificantdifferenceisobservedbetweenthemeanscoresofECandCC.Inotherwords,thereisnosignificantdifferencebetweentheinitiallevelofstudents’achievementsinCMNinECandCC.Therefore,thetwoparallelclassescanbeparticipantsintheexperiment.4.1.4ResultsandAnalysisfromtheImmediatePost-testsIntheexperimentstage,CCandECaretaughtthesamegrammarpoints(CMN)withdifferentteachingmethods,CCbytraditionalgrammarteachingmethodandECbymultimodalgrammarteachingrespectively.Afterdifferenttreatments,students35 frombothCCandECtaketheimmediatepost-testsattheendoftheexperiment.Andthepurposeoftheimmediatepost-testistotestthestudents’achievementsinCMNaftertheexperimentandtoexaminewhethermultimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethodinstudents’achievementsinCMN.What’smore,theresultsfromtheimmediatepost-testcanalsobeusedtotestinwhichaspectsmultimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethod,whichwillbeprovedbythemeanscoresofthethreepartsoftheimmediatepost-test(PartA,PartBandPartC).PairedSamplesT-testwillbeconductedtoanalyzedatainthispart.4.1.4.1ResultsandAnalysisoftheOverallScoresFirstly,theoverallscoreswillbeusedtoseewhethermultimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethodinstudents’achievementsinCMN.ResultsareshowninTable4.9andTable4.10.Table4.9DescriptiveDataofImmediatePost-testsinCCandECNMeanStd.DeviationStd.ErrorMeanImmediateCC3678.61110.0831.681post-testEC3684.7229.7651.627Table4.10IndependentSamplesT-testofImmediatePost-testsinCCandECLevene’sTestforEqualityofVariancesT-testforEqualityofMeans95%ConfidenceIntervaloftheMeanDifferenceSig.DifferencFSig.tdf(2-tailed)eLowerUpperEqualvariances.004.948-2.61270.011-6.111-10.777-1.445ImmeassumeddiateEqualpost-tvariancesest-2.61269.928.011-6.111-10.777-1.445notassumed36 TheresultsofoverallscoresinTable4.9showthatthemeanscoreofCCis78.611andthemeanscoreofECis84.722.Themeandifferenceis6.111,withEChigherthanCC.ItmeansthatstudentsinECmadeobviousprogressintheirachievementsinCMN.Besides,thestandarddeviationofCCis10.083andthestandarddeviationofECis9.765,fromwhichwecanseethattheoverallscoresofECarelessdispersivethanCC.Andwecantellthatmorestudents’scoresarenearthemeanscoreinECthanstudentsinCC.ThenfromTable4.10wecantellthatF=0.004,Sig.=0.948>0.05,whichreflectsthatthestandarddeviationhasthehomogeneityofvariance.AndSig.(2-tailed)=0.011<0.05,whichstandsthatthereissignificantdifferencebetweentheoverallscoresoftheimmediatepost-testinECandCC.Inotherwords,itisprovedthataftertwoweeks’treatments,multimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethodinimprovingstudents’achievementsinCMN.So,theseresultscananswerthesecondsub-questionofthefirstresearchquestion.4.1.4.2ResultsandAnalysisoftheScoresofPartAInordertofigureoutinwhataspectsmultimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethod,theauthordividesthetestpapersintothreeparts:PartA,PartBandPartC,andeachpartisusedtotestdifferentaspectsofstudents’achievementsinCMN.PartA,including15items(item1-15),willbeusedtotestthestudents’achievementsindistinguishingbetweencountnounsandmassnouns.Thetotalscoreofthispartis30points.AndtheresultsofscoresofPartAarepresentedinTable4.11and4.12.Table4.11DescriptiveDataofPartAScoresinCCandECNMeanStd.DeviationStd.ErrorMeanPartACC3621.8893.732.622EC3624.0003.278.54637 Table4.12IndependentSamplesT-testofPartAScoresinCCandECLevene’sTestforEqualityofVariancesT-testforEqualityofMeans95%ConfidenceIntervaloftheMeanDifferenceSig.DifferencFSig.tdf(2-tailed)eLowerUpperEqualvariances.463.499-2.55070.013-2.111-3.762-.460assumedPartEqualAvariances-2.55068.851.013-2.111-3.763-.460notassumedTable4.11showsthatthemeanscoreofCCis21.889andthemeanscoreofECis24.000,sothemeanscoreofPartAinECismuchhigherthaninCC.Besides,thestandarddeviationofCCis3.732andthestandarddeviationofECis3.278,whichimpliesthatthescoresofPartAinECaremorestableandintensivethanCC.Table4.12showsthatSig(2-tailed)=0.013<0.05,sothereisalsosignificantdifferencebetweenthemeanscoresofPartAinCCandEC.Thatistosay,studentsinECperformmuchbetterindistinguishingcountandmassnounsthanstudentsinCCdo.Therefore,wecansaythatmultimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethodinimprovingstudents’abilitiestodistinguishcountandmassnouns.4.1.4.3ResultsandAnalysisoftheScoresofPartBThesecondpartoftheimmediatepost-testpaperisPartB.Itincludes20items(item16-25and31-40)anditwillbeusedtochecktheirachievementsinmasteringthesingleandpluralformsofcountandmassnouns.Thetotalscoreofthispartis40points.TheresultsofscoresofPartBarepresentedinTable4.13and4.14.38 Table4.13DescriptiveDataofPartBScoresinCCandECNMeanStd.DeviationStd.ErrorMeanPartBCC3632.9445.461.910EC3635.6673.529.588Table4.14IndependentSamplesT-testofPartBScoresinCCandECLevene’sTestforEqualityofVariancesT-testforEqualityofMeans95%ConfidenceIntervaloftheMeanDifferenceSig.DifferencFSig.tdf(2-tailed)eLowerUpperEqual3.63variances.061-2.51270.014-2.722-4.884-.5612assumedPartEqualBvariances-2.51259.894.015-2.722-4.890-.554notassumedFromtheresultsinTable4.13,itisreflectedthatthemeanscoreofCCis32.944andthemeanscoreofECis35.667,sothePartBmeanscoreofECishigherthanthatofCC.Inaddition,thestandarddeviationofCCis5.461andthestandarddeviationofECis3.529,whichmeansthatthescoresofPartBinECaremuchmorestableandlessdispersivethanCC.Table4.14showsthatSig(2-tailed)=0.014<0.05,sothereisalsosignificantdifferencebetweenthemeanscoresofPartBinCCandEC.Thatistosay,studentsinECperformmuchbetterinmasteringthesingle/pluralformsofcountnounsthanstudentsinCCdo.Hence,wecaninferthatmultimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingmethodinenhancingstudents’abilitiestomasterthesingle/pluralformsofcountandmassnouns.39 4.1.4.4ResultsandAnalysisoftheScoresofPartCThethirdpartoftheimmediatepost-testpaperisPartC,including10items(item26-30and41-45).Itisusedtocheckstudents’abilityintheusageofCMNsystemicallywithotherelementsinsentences.Thetotalscoreofthispartis30points.TheresultsofscoresofPartCareshowninTable4.15and4.16.Table4.15DescriptiveDataofPartCScoresinCCandECNMeanStd.DeviationStd.ErrorMeanPartCCC3623.7783.727.621EC3625.0564.910.818Table4.16IndependentSamplesT-testofPartCScoresinCCandECLevene’sTestforEqualityofVariancesT-testforEqualityofMeans95%ConfidenceIntervaloftheMeanDifferenceSig.DifferencFSig.tdf(2-tailed)eLowerUpperEqual2.02variances.159-1.24470.218-1.278-3.327-.7714assumedPartEqualCvariances-1.24465.280.218-1.278-3.327-.774notassumedAswecanseefromTable4.15,themeanscoreofPartCinCCis23.778,andthemeanscoreofPartCinECis25.056,whichis1.278higherthanCC.So,studentsinECperformbetterinPartCthanstudentsinCC.However,thestandarddeviationofCCis3.727andthestandarddeviationofECis4.910,whichmeansthatthePartCscoresofECaremoredispersivethanCC.What’smore,asshowninTable4.16,F=2.024,Sig(2-tailed)=0.218>0.05,itisobviousthatthereisnosignificantdifferencebetweenthescoresofPartCinECandCC.Inotherwords,althoughstudentsinEC40 undermultimodalgrammarteachingobtainhigherscoresinPartCthanstudentsinCCundertraditionalgrammarteaching,nosignificantdivergenceisobservedbetweenthetwoclassesafterdifferenttreatments.Inconclusion,multimodalgrammarteachingisnotprovedtobemuchmoreeffectivethantraditionalgrammarteachinginenhancingstudents’abilitiestouseCMNsystemicallywithotherelementsinsentences.Reasonsforthisresultwillbeanalyzedinthenextsection.4.1.5ResultsandAnalysisfromtheImmediate/DelayedPost-testThedelayedpost-testisdistributedtostudentsinECandCCtwoweeksaftertheexperimentinordertoexaminethelong-termmemoryofCMNunderdifferenttreatmentsinECandCCandtoseewhethermultimodalgrammarteachingismoreeffectiveinlong-termmemoryofCMN.So,firstthepairedsamplest-testwillbecarriedouttoseewhethermultimodalgrammarteachinghasaneffectonthelong-termmemoryinCMN(seeTable4.17).Then,theindependentsamplest-testisconductedtoexaminewhethermultimodalgrammarteachingismoreeffectiveinlong-termmemoryofCMN(seeTable4.18andTable4.19).Table4.17PairedSamplesT-testinECPairedDifferences95%ConfidenceIntervaloftheStd.DifferenceStd.ErrorSig(2-tMeanDeviationMeanLowerUppertdfailed)Immediate-DeEC.6114.080.680-.7691.992.89935.375layedTable4.18DescriptiveDataofDelayedPost-testsinCCandECNMeanStd.DeviationStd.ErrorMeanDelayedCC3678.38911.6901.948EC3684.1119.6801.61341 Table4.19IndependentSamplesT-testofDelayedPost-testsinCCandECLevene’sTestforEqualityofVariancesT-testforEqualityofMeans95%ConfidenceIntervaloftheMeanDifferenceSig.DifferencFSig.tdf(2-tailed)eLowerUpperEqualvariances1.260.266-2.26270.027-5.722-10.767-.677assumedDelaEqualyedvariances-2.26267.649.027-5.722-10.770-.674notassumedFromtheTable4.17,wecanseethatSig(2-tailed)=0.375>0.05,whichmeansthereisnosignificantdifferencebetweenthescoresofimmediatepost-testanddelayedpost-testinEC,thatistosay,aftertwoweeks’time,thescoresofdelayedpost-testarenotreducedsignificantly.Inotherwords,multimodalgrammarteachinghasalong-termeffectonstudents’achievementsinCMNtosomeextent.Then,toseewhetheritismoreeffectivethantraditionalgrammarteachingmethodintermsofthelong-termmemory,anindependentsamplet-testneedstobedone(Table4.18and4.19).Table4.18showsthatthemeanscoreofCCis78.389whilethemeanscoreofECis84.111.Thus,aftertwoweeksinthedelayedpost-test,themeanscoreofECisstillmuchhigherthanthatofCC.AndaccordingtoTable4.19,Sig(2-tailed)=0.027<0.05,sothereexistssignificantdifferencebetweenthescoresofdelayedpost-testinECandCC.So,inconclusion,multimodalgrammarteachingismoreeffectivethantraditionalgrammarteachingintermsofstudents’long-termmemoryofCMN.4.1.5ResultsandAnalysisfromtheQuestionnaireAftertheexperiment,thequestionnairesaredistributedtostudentsinECinorder42 toseethestudents’feelingsofandattitudestowardsMultimodalTeachingingrammarlearning.Threedimensionsareincludedinthequestionnaire.TheresultscollectedarearrangedintheTable4.20.AndthetitlesofeachquestionarepresentedinTable4.21.Table4.20DataoftheQuestionnaireScale(%)DimensionQuestions54321Q141.738.98.38.32.8Q213.966.713.92.82.8Students’viewabouttheeffectsQ350.030.68.38.32.8ofMTonGTQ42.866.716.78.35.6Q513.958.316.78.32.8Q650.036.15.65.62.8Students’preferencetotheQ72.858.327.88.32.8waysoflearningQ816.741.711．119.411.1grammarandtheirfeelingsaboutMTQ919.441.722.213.92.8inGTQ105.638.950.05.616.7Q1116.727.816.725.013.9Students’Q125.630.641.716.75.6behavioraltendencyorQ1325.050.013.95.65.6planningonQ145.616.725.041.711.1grammarlearningQ1511.136.119.430.62.8Notes：5=totallyagree4=partiallyagree3=notsure2=partiallydisagree1=totallydisagreeMT=MultimodalTeachingGT=GrammarTeachingTT=TraditionalGrammarTeachingTable4.21QuestionTitlesoftheQuestionnaireQuestionsTitlesQ1IthinkgrammaristhefoundationofEnglish,sogrammarlearningisnecessary.Q2IthinkEnglishgrammarbecomeseasiertounderstandthroughMT.Q3IthinkMTcanbetterincreasemyinterestingrammarlearningthanTT.43 Q4IthinkIcanunderstandandmemorizegrammarbetterthroughMT.Q5IthinkmysensesarestimulatedfullyandmorefocusedunderMT.Q6Ipreferthemoreinteresting,interactiveandengagedMTtoTT.IprefertheteachertousevividmultimediaresourcesratherthanblackboardandQ7chalksonly.Iprefertosummarizethegrammarrulesbymyselfratherthanbeingspoon-fedbyQ8theteacher.IprefertomasterthegrammarpointsinarealcontextratherthanmemorizethemQ9mechanically.Q10Ipreferteacher’shandwritingonblackboardratherthanmultimediaonly.Q11Iwillengageintheactivitiesandlearngrammarinarealsituation.Q12Iwillmakefulluseofmybodypartstohelpmelearngrammar.Q13Iwillconcentrateontheclasswhenteacherusesvariousmultimedia.Q14Iwilllearnandusegrammarknowledgeafterclassmyself.Q15Iwillutilizemultimediaresourcestomakegrammarlearningmoreinteresting.AccordingtoTable4.20,students’viewabouttheeffectsofMultimodalTeachingongrammarteachingispresentedbyQ1-Q5.First,nearly80%ofstudentsconsiderthatgrammaristhefoundationofEnglishsogrammarlearningisnecessary.However,about10%ofstudentsdisagreewiththisidea.FromthiswecanassumethatmoststudentsregardEnglishgrammarasimportant.Second,over80%ofstudentsthinkthatgrammariseasiertounderstandthroughMultimodalTeachingandonlyabout5%ofstudentsdisagreewithit.Thus,fromthefeedbackofstudentswecanseethatMultimodalTeachinghasageneralcontributiveeffectonstudents’comprehensionofEnglishgrammar.Thirdly,morethantwothirdsofstudentsinsistthatMultimodalTeachingcanincreasetheirlearninginterestingrammaranditcanhelpthemcomprehendgrammarmoredeeplyandmemorizethembetter.Also,consideringthequestionwhethertheirsensesarestimulatedfullyandmorefocusedunderMultimodalTeaching,morethan70%ofstudentsholdthepositiveopinion.So,fromtheresultsofthefirst5questions,moststudentshaveapositiveviewongrammarlearningandMultimodalTeaching.44 Asfortheseconddimension,Q6-Q10reflectstudents’preferencetothewaysoflearninggrammarandtheirfeelingsaboutMultimodalTeachingingrammarteaching.AccordingtotheresultsofQ6,comparedwithtraditionalgrammarteachingmethod,86.1%ofstudentspreferMultimodalTeachingingrammarteachingforthereasonthatitismoreinteresting,interactiveandmoreengaged.Onlylessthan10%holdtheoppositeopinion.Forthequestionwhethertheyprefertheteachertousevividmultimediaresourcesratherthanblackboardandchalksonly,above60%ofstudentspreferthevividmultimediaresources,but27.8%havenoideaand11.1%prefertheblackboardandchalks.FromresultsofQ8andQ9,wecanseethatalmost60%ofstudentspreferthatgrammarlearningandteachingshouldhappeninarealsituationandthatgrammarrulesshouldsometimesbesummarizedbythemselvesratherthanbespoon-feddominantlybytheteacher.However,nearlyonethirdofthemstillprefertheteachertousetraditionalgrammarteachingmethod.AsforQ10,44.5%ofstudentspreferthatteachersshouldnotusemultimediaonlyintheclassandtheythinkhandwritingisalsoimportanttothem.50%arenotsureaboutthequestion.So,fromabove,wecanknowthatmostofstudentspreferMultimodalTeachingandmultimediaresourcestotraditionalgrammarteachingmethod.Thelast5questionscanshowstudents’behavioraltendencyorplanningongrammarlearningaftertheexperimenttreatmentwithMultimodalTeaching.First,16.7%ofstudentshaveastrongtendencytoengageintheactivitiesandlearngrammarinarealsituation,andabout30%arelikelytoparticipateintheactivitiesunderMultimodalTeaching.However,therearestillabout40%ofstudentswhofeelreluctanttotakepartinthemultimodalactivities.ForQ2,36.2%ofstudentstendtousetheirbodypartstohelpthemlearngrammarbut22.3%donotwanttodothis.What’smore,75%ofstudentswillgetconcentratedontheclasswhenteacherusesvariousmultimedia,suchasvideo,picturesandmusic,etc.Andonly11.2%thinktheywillnotbemorefocusedinamultimodalclass.Besides,morethan20%ofstudentswilllearnandusegrammarknowledgeafterclassthemselves,butmorethanhalfofstudentswillnotdoso.AsforQ15,nearlyhalfofstudentswillutilizemultimediaresourcestomaketheirgrammarlearningmoreinterestingandeffective,andonly45 2.8%ofstudentsthinktheywillnotlearngrammarthroughmultimediaresources.Sowecantellthataftertheexperimenttreatment,manystudentsaremorewillingtolearngrammarandlearngrammarwithsomeotherresourcestomakegrammarlearningmoreinterestingandeffective,suchasbodypartsandmultimedia.4.1.6ResultsandAnalysisfromtheInterviewTheinterviewisconductedtomakeamorein-depthresearchofstudents’feedbackofMultimodalTeaching.10studentsselectedfromECatrandomaretheparticipantsintheinterview.Theinterviewquestionsareasfollows:Question1:DoyoulikethegrammarclassesItaughtduringthelastfewweeks?Why?Question2:Doyouthinkthisteachingmethodisgoodforyourgrammarlearning?Ifyes,inwhataspects?Ifno,why?Question3:What’syourexpectationforthefuturegrammarclass?FortheQ1,8of10studentslikethegrammarclassesduringthelastfewweekswhileonly2studentsdonotlikethem,whichmeans8studentslikegrammarteachingunderMultimodalTeaching.Amongthe8students,7studentsmentionedthatsuchkindofgrammarclassesaremoreinterestingthanbeforebecausetheycanwatchwonderfulvideos,picturesandlistentomusicinclass,2studentsmentionedthattheyarenotafraidofmakinggrammaticalmistakesbecausetheywillnotbepunishedbytheteacher,and4studentssaidthattheteacherismorehumorousthanbeforebecausetheteacherusesbodylanguagealotandsometimestheteachersangsongsorevenactlikeanactor.While2studentsdonotlikethiskindofgrammarclasses.Oneofthemsaidthatinthiskindofclass,theteacheralwaysinviteshimtointeractwithotherstudentsbuthewastooshytodothatinclass.Theotheronesaidthatshewasusedtothetraditionalgrammarteachingmethodsoshecouldnotinvolveinthenewkindofclassinseveralweeks.Therefore,wecanconcludethatmostofthestudentslikethemultimodalgrammarclassesbecauseMultimodalTeachingcanmakegrammarlearningmoreinteresting,althoughafewstudentscannotgetusedtoitinashortperiodoftime.AsfortheQ2,7of10studentsthinkthatmultimodalgrammarclassesaregood46 fortheirgrammarlearning,2of10studentshavenoideaabouttheeffectsofsuchkindofclassesontheirgrammarlearning,while1of10studentsdonotthinkitishelpful.Amongthe7students,allofthemsaidthatgrammarwaseasiertounderstandbecausetheteacherusedmanypictures,videosandcolorfulwordstoexplainthegrammaticalstructuresvividly,4studentsmentionedthattheyweremoreeagertousethetargetgrammaticalstructuresfortworeasons,oneisthattheclassatmospherewasrelaxing,andtheotheroneisthattheyweregivenmorechancestointeractwithstudentsaswellastheteacher.Andthestudentwhodoesnotthinkthiskindofgrammarclassesishelpfulalsogavethereason.Heexplainedthatinmultimodalgrammarclasses,hefeltthateveryonewassoexcitedinthevariousactivitieswhichmadehimannoyedandunabletogetconcentrateontheclass.Healsosaidthathepreferredlearninggrammarstructuresdirectly,whichwasmoreeffectivetohim.AsfortheQ3,studentsexpressedalotaboutfuturegrammarteachingandlearning.Butonthewhole,theywantarelaxingandinterestingatmospheresothateveryoneinclasscanlearngrammarwithoutanxietyandpressure,becausetheythinkthattraditionalgrammarclassisboringandineffectiveandgrammarrulesaredifficulttounderstand.4.2DiscussionBasedontheresultsfromthreetestpapers,onequestionnaireandtheinterview,theresearchquestionscanbeansweredherebythedatapresentedabove.Inthispart,theeffectsofMultimodalTeachinginCMNandstudents’feedbackaboutMultimodalTeachingwillbesummarized.Andthereasonsforalltheexperimentresultswillalsobeanalyzedhereaccordingtothetheoreticalfoundationandtheteachingsamples.4.2.1DiscussionontheEffectsofMultimodalTeachinginCMN4.2.1.1SummaryoftheExperimentResultsResearchquestiononeisabouttheeffectsofMultimodalTeachinginCMN.Thefirstsub-questioncanbesolvedbytheanalysisoftheresultsfromthepre-testandimmediatepost-testinEC.Beforetheexperiment,thereliabilityofthethreetestpapersistestedsothatallofthemcanbeusedtoexaminethestudents’achievementsinCMN.Andthroughthecomparisonbetweentheiroverallscoresofpre-testand47 immediatepost-testwithSPSS21.0,weconcludethatthereexistssignificantdifferencebetweenthetwo.ThatmeansstudentsinECmademeaningfulprogressunderthetreatmentofMultimodalTeachinginCMN.Orinotherwords,MultimodalTeachinghasapromotingeffectonstudents’achievementsinCMN.AfterthepromotingeffectofMultimodalTeachingisproved,theindependentsamplesT-testbetweenscoresofimmediatepost-testinECandCCisconductedtoexaminewhetherMultimodalTeachingismoreeffectivethantraditionalgrammarteachingmethodinCMNandinwhataspectsitis.Beforetheexperiment,studentsinbothECandCCareprovedtobeatthesamelevelthroughtheresultsofpre-tests.However,thecomparisonbetweentheoverallscoresofimmediatepost-testinECandCCshowsasignificantdifference,whichmeansstudentsinEC,withahighermeanscore,performmuchbetterthanstudentsinCC.So,wecantellthatMultimodalTeachingismoreeffectivethantraditionalgrammarteachingmethodinstudents’achievementsinCMN.TheninordertofurtherexamineinwhataspectsMultimodalTeachingismoreeffective,independentsamplesT-testisalsoconductedtothethreedifferentpartsofimmediatepost-testscoresinECandCC.Resultsshowthatmultimodalgrammarteachingismoreeffectiveinimprovingstudents’abilitiestodistinguishcountandmassnounsandinenhancingstudents’abilitiestomasterthesingle/pluralformsofcountandmassnouns.Butitisnotprovedthatmultimodalgrammarteachingismoreeffectiveinenhancingstudents’abilitiestouseCMNsystemicallywithotherelementsinsentences,comparedwithtraditionalgrammarteachingmethod.Thethirdsub-questioncanbeansweredbytheresultsfromapairedsamplest-testandanindependentsamplest-test.First,theresultsfromthecomparisonbetweenscoresofimmediatepost-testanddelayedpost-testinECshowthatMultimodalTeachingiseffectiveinthelong-termmemoryinCMN.Andthenthecomparisonbetweenscoresofdelayedpost-testinECandCCshowsthattherestillexistssignificantdifference.Inconclusion,MultimodalTeachingismoreeffectiveinthelong-termmemoryofCMN.48 4.2.1.2DiscussionofReasonsfortheExperimentResultsTheconclusionaboveshowsthatMultimodalTeachingismoreeffectiveinstudents’achievementsinCMNinmanyaspectscomparedwithtraditionalgrammarteachingmethod.ThereasonsfortheresultswillbeanalyzedindetailfromtheperspectiveoftheteachingsampleinECandthetheoreticalfoundation.Accordingtotheliteraturereviewandstudents’feedbackfromthequestionnaireandinterview,wecanconcludethattraditionalgrammarteachingmethodfailstomeettheneedsofstudentsingrammarlearningmainlybecauseitisboringandmechanical.WhileMultimodalTeachingadvocatesthatteachersshouldutilizevariousmultimediaresourceslikevideos,picturesandmusictostimulatestudents’sensessoastoincreasetheirlearninginterest.Basedonthis,thewriterdesignedthemultimodalcoursewarewithapurposetoattractstudents’attentionandincreasetheirinterestatthebeginningoftheclass.【Excerpt1fromTeachingSample】VideowatchingTplaysaninterestingvideoinwhichtherearemanykindsoffood,andthenasksSswhatfoodtheycanseeinthevideo.T:Whatfoodcanyousee?Ss:hamburger/banana/strawberry...T:Yes,therearehamburgers,bananas,strawberries...andapieceofbread.(theteacherwritesthewordsandphrasesontheblackboard)Inthisstepintheteachingsample,theauthorusedavideorelatedwiththetargetgrammarpointstofirsthelpstudentsreviewwhattheyhavelearnedsoastostimulatetheschema,thentoarousetheirlearninginterestbyactivatingthevisualandauditorymodesatthesametimeandalsotoletstudentssensethepluralformsofsomewords.So,byusingthiskindoflead-inactivity,studentsweremoreconcentratedandmoremotivatedtolearngrammarinthemultimodalgrammarclassthaninatraditionalgrammarteachingclass.49 【Excerpt2fromTeachingSample】FindthedifferencesFirst,Tshowsapictureofonehamburgertogetherwiththeon-screentext“hamburger”nexttoit,andthenshowsapictureoftwohamburgerswiththetext“hamburgers”nexttoit.Inthemeanwhile,TasksSstofindoutthedifferences.T:Canyoufindoutthedifference?Ss:Pictureonehasonehamburgerandpicturetwohastwohamburgers/hamburgerandhamburgers...ThenTshowsapictureofwater(smallsize)withtheon-screentext“water”nexttoit,andthenshowsapictureofwater(largesize)withthetext“water”nexttoit.Inthemeanwhile,TasksSstofindoutthedifferences.T:Nowthistime,canyoutellmethedifferences?Ss:......(confused)T:Thereisnodifferencebetweenthewords.Waterisstillwater.Doyouknowwhywehavetoput“S”behindhamburger,butno“S’isaddedtowater?Ss:No.T:No?Well,don’tworry.Let’splayagamefirstandthenyouwillfindoutyourself.Whendesigningthecourseware,theteacherfollowsMayer’sSpatialContiguityPrincipleandTemporalContiguityPrincipleinmultimediateachingdesign(seeTable2.1).AccordingtotheSpatialContiguityPrinciple,studentslearnmoreeffectivelywhenon-screentextispresentednexttothepicturethatitdescribesthanwhenitisfarfromthepicture.Basedonthis,theteacheralwaysplacedtheon-screentextnearthepicture,sothatstudentscouldeasilybuildassociationbetweenthewordsandthepictures.AndaccordingtotheTemporalContiguityPrinciple,studentslearnmoreeffectivelywhencorrespondingportionsoftheon-screentextandpicturearepresentedinthemeanwhilethanwhentheyareseparatedintime.So,theteacheraskedthequestionalmostatthesametimewhenthepicturesandwordswere50 presentedonthescreen.Themajormodeinthisstepwasvisualmode,supplementedbytheauditorymode.Inthisstep,byshowingpicturesandaskingquestionsreferredtothetwoprinciples,studentswereallowedtofindoutthedifferencesbetweencountnounsandmassnounsthemselves,andtheirlearningmotivationwerehighlyincreased.【Excerpt3fromTeachingSample】DrawandThinkTsaysawordandasksSstodrawitaccordingtotheirowncognitiontotheword,forexample,Tsays“banana”,“car”,“milk”and“coffee”,thenSsdrawbythemselves.ThenTasksSstoshowtheirdrawingstotheirgroupmembers.Aftergroupdiscussion,Tinvitesonegroupandasks:T:DoyoudrawthesameshapeofthefoodIsaid?Ss:No,wedrawbananaandcarinasimilarshape,butmilkandcoffeearedifferent.ThenTasksothergroupsthesamequestion,andreceivesthesameresponse.ThenTshowsthepicturesofbananas,cars,milkandcoffeeonthepowerpointwiththeon-screentextsnexttothem.AndTtellsSsthedifferencesbetweencountnounsandmassnounsinChinese.T:当一种事物能被画出明显的形状和边界，它就很有可能是可数名词。当一种事物形状和边界不确定时，它就很有可能是不可数名词。ThenTasksSstodomoreguessingofothercountandmassnounsusingthisprinciple.ThisactivitytolearnCMNbydrawingaccordingtotheirownrecognitionofwordswasadaptedfromDerekJ.Brown’sexperimentonCMNteaching(2015).Inthisstep,thetactilemodewasthemajormodeinthisactivity,completedbythevisualandauditorymodes.Theteacherstimulatedvarioussensesofstudents,suchasthetactile,visualandauditorymode,sothatstudentsinEChadadeeperunderstandingoftheCMNthanstudentsinCC,asaresult,ithelpedthemdeveloptheabilityto51 distinguishcountandmassnouns.So,itexplainswhystudentsinECperformedmuchbetterthanstudentsinCCinPartAoftheimmediatetest-paper.【Excerpt4fromTeachingSample】Learningthesingle/pluralformsofwordsTshowsthepicturesofdifferentkindsoffood,andemphasizesthesingle/pluralformofeachwordbyusingdifferentcolorsofthelettersandplayingsomestimulussoundsbeforetheappearanceofemphasizedletters.Tconcludesthegrammarrulesandwriteitontheblackboard.Afterpresentingallthegrammarpoints,thegamecalledwhoisthefastestwillbecarriedout.Inthisgame,Twillshowpicturesofthefood,suchasasmallpartofthefoodorawholepictureveryquickly,andaskSstospeakouttherightsingle/pluralformofthenouns.ThisstepisdesignedbasedonMayer’sSignalingPrinciple(seeTable2.1),whichimpliesthatstudentslearnmoreeffectivelywhenteachersprovidethemwithpromptsandemphasizethestructureoflearningmaterial.So,theauthoremphasizedsomelettersandattachedsomesoundstomakesomegrammarpointsmorerecognized.AccordingtoGu(2007)andZhang(2013),propermodetransmissioncanreducethecognitiveloadaswellasstrengthentheinternalizationofknowledgeandtheretentionofmemory.Inthisstep,studentswereaskedtospeakoutassoonastheysawthepictures,soamodetransmissionoccurredinthisprocedurefromvisualtospokenmode,whichhelpedstudentstobetterunderstandandmemorizethedifferentformslongerandbetter.Thus,itexplainswhystudentsinECperformedmuchbetterthanstudentsinCCinmasteringthesingle/pluralformsofcountandmassnounsanditalsoexplainswhyMultimodalTeachingismoreeffectiveinthelong-termmemoryofCMNthantraditionalgrammarteachingmethod.【Excerpt4fromTeachingSample】Practiceandproduction52 Tcreatesacontextofsupermarketbyvividpicturesonthepowerpointandsomekeystructuresonit.AndSsareaskedtodospeakandactactivityingroups.Oneactstheshopperandtheotheroneactsthecustomer.Thenchangetheirroles.Atlast,Tinvitessomegroupstocometothefrontandperformbeforetheclass.AsDerekJ.Brownpointsout,teachersshouldcreateacontextforstudentstobecomemeaningmakerswhentheyinteractwiththeteacherandthemultimediaresources.So,inthisstep,byutilizingmultimedia,theteachercreatedarealsituationforstudentstoofferstudentschancestobecomemeaningmakersthroughtheinteractionwithstudentsandtheteacher,whichconsolidatedwhattheylearnedandpracticedtheirabilityofusingCMN.Andthemajormodeusedinthisstepwerethespokenandgesturemodes,completedbytheauditoryandvisualmodes.ItexplainswhystudentsinECmadesomeprogressinthemeanscoresofPartCinimmediatepost-test.However,therearesomereasonswhichcanexplainwhytherewasnosignificantprogress.Firstly,inthewholeteachingprocess,theteacherspentlesstimeonpracticingthetargetgrammarstructures,whichisnecessaryforgrammarlearning.Secondly,asitispointedoutinGuideline1byZhang,MultimodalTeachingadvocatesthatinordertomeetdifferentteachingobjectivesindifferentteachingstages,theteachershouldemploydifferentteachingmethods.However,theauthordidnotcombineMultimodalTeachingwithtraditionalgrammarteachingmethodappropriately,whichisregardedthemainreasonforthefailureinenhancingstudents’abilitytouseCMNsystemicallywithotherelementsinsentences.4.2.2DiscussiononStudents’FeedbackaboutMultimodalTeachingInthissection,thestudents’attitudestowardsMultimodalTeachingwillbediscussedbelow.ResultsshowthatmoststudentshaveapositiveviewabouttheeffectsofMultimodalTeachingingrammarteaching.TheythinkgrammarlearningisimportantandMultimodalTeachingcanbetterincreasetheirinterestingrammarlearningthanTT,makethemunderstandandmemorizegrammarbetterandtheirsensesarestimulatedfullyandmorefocusedunderMT.Thereasonswhymoststudentshold53 positiveattitudestowardstheeffectsofMultimodalTeachingingrammarteachingwillbediscussedhere.Inordertoarousestudents’interest,alotofimagesaredesignedproperlyintotheteachingcourseware.BasedonKressandVan’sTheoryofVisualGrammar,languageisnotthesolewaytoconveymeaningandimagesarealsopartoftheco-constructionofmeaningmakingwithotherrepresentationalresources.AsgrammarisabstractanddifficultforstudentsinGrade7,theteacherorchestratedpictures,text,sound,andvariousresourcesreferringtothetheoryofvisualgrammar,soastostimulatestudents’sensestothefullandarousedtheirlearninginterestingrammar.Thus,inthisway,studentsfeltthattheirlearninginterestwasarousedandtheirattentionsweremoreattractedtotheclass.AndfromtheperspectiveofMultimodalDiscourseAnalysisTheory,thecoursewareinECconsistedofpictures,texts,videos,soundsandsoon.Whiletraditionalgrammarteachingmethodjustpresentedinformationonlybytext.However,grammarrulesaredifficultandabstractforstudentsinGrade7tounderstandonlythroughtextandblackboard,sothecoursewareunderMultimodalTeachingcouldstimulatestudents’sensesandempowerthemasmeaningmakersingrammarlearning,inwhichtheycouldunderstandandmemorizegrammarknowledgebetterthanthroughtraditionalgrammarteachingmethod.Andfromthepointviewofstudentsthemselves,theycanwatchwonderfulvideos,picturesandlistentomusicinclass,whichexplaingrammarrulesvividly,andtheycaninteractwithotherstudentsandtheteacherandlearngrammarinarelaxingatmospherewithoutthefeartomakemistakes.Andallthesereasonsabovecananswerwhystudentsholdanoverallpositiveviewtowardstheeffectsofmultimodalgrammarteaching,aswellaswhyamajorityofstudentspreferMultimodalTeachingandmultimediaresourcestotraditionalgrammarteachingmethod.However,resultsalsoshowthatsomestudentsholdaneutralorevennegativeviewaboutmultimodalgrammarteaching.Fromtheresultsofthequestionnaire,nearlyonethirdofstudentsstillprefertheteachertousetraditionalgrammarteachingmethod,and11.1%prefertheblackboardandchalkstothemultimediaresources.Thereasonscanbeconcludedintwoaspects.Firstly,accordingtoZhang(2009),modesinamultimodalteachingclassarenotrandomlyselected,otherwisetheteaching54 efficiencymightbeinfluenced.So,improperusageofmultimodalresourcesmayresultinsomestudents’negativefeelingsaboutgrammarlearning.Secondly,individualdifferencesamongstudentsinaclassshouldalsobeconsidered.Studentsatdifferentlevelsorwithdifferentcharacteristicsmayhavedifferentbenefitsfrommultimodalgrammarteaching,forexample,studentswhohavealoweralevelarelikelytohavethenegativeattitudes,andstudentswhoaretoointrovertedtointeractwithothersmaynotlikemultimodalgrammarteaching,asshownintheresultsoftheinterview.55 CHAPTERFIVECONCLUSIONThischaptermainlyconcludesthreeparts,namely,majorfindings,pedagogicalimplications,limitationsandfuturestudy.5.1MajorFindingsInthisthesis,theresearcheradoptsboththequantitativeandqualitativeresearchmethodstoconducttheempiricalresearch.Manykindsofinstrumentsareusedinthisstudy,includingthreetestpapers,multimodalteachingcourseware,questionnaire,andinterview,tosurveytheeffectsofgrammarteachingunderMultimodalTeachinginjuniormiddleschool.After7weeks’experiment,thisstudyhasreachedtheexpectedaimsandthemajorfindingscanbeconcludedasfollows.1.TheeffectsofMultimodalTeachinginCMNaremainlytestedthroughthestatisticalanalysisofresultsfromthethreetests.Firstly,thepromotingeffectofmultimodalgrammarteachinghasbeenprovedinstudents’achievementsinCMNthroughacomparisonbetweenthemeanscoreofpre-testandimmediatepost-testinEC.AfterthetreatmentsinECwithMultimodalTeaching,studentsmadegreatandmeaningfulprogress.Secondly,itisprovedthatMultimodalTeachingismoreeffectivethantraditionalgrammarteachingmethodthroughthecomparisonbetweenoverallscoresofimmediatepost-testinECandCC.Intheimmediatepost-testafterdifferenttreatments,themeanscoreofECismuchhigherthanthatofCC,andthereisasignificantdifferencebetweentheperformanceofstudentsinthetwoclasses,soitprovesMultimodalTeachingismoreeffectivethantraditionalgrammarteachingmethod.Thirdly,throughthecomparisonbetweeneachpartoftheimmediatepost-test,itisfoundthatMultimodalTeachingisalsomoreeffectivethantraditionalgrammarteachingmethodinimprovingstudents’abilitiestodistinguishcountandmassnounsandinenhancingstudents’abilitiestomasterthesingle/pluralformsofcountandmassnouns,thoughitisnotprovedthatMultimodalTeachingisalsomoreeffectivethantraditionalgrammarteachingmethodinenhancingstudents’abilitiestouseCMN56 systemicallywithotherelementsinsentences.What’smore,itisalsoprovedthatthroughMultimodalTeaching,studentshavelongermemoryofCMNknowledge,comparedwithstudentslearningthroughtraditionalgrammarteachingmethod.2.Thestudents’attitudestowardsmultimodalgrammarteachingarerevealedfromtheresultsofthequestionnaireandinterview.Firstofall,amajorityofstudentsholdapositiveviewabouttheeffectsofMultimodalTeachingingrammarteaching.TheythinkgrammarlearningisimportantandMultimodalTeachingcanbetterincreasetheirinterestingrammarlearningthanTT,makethemunderstandandmemorizegrammarbetterandtheirsensesarestimulatedfullyandmorefocusedunderMT.Secondly,mostofstudentspreferMultimodalTeachingandmultimediaresourcestotraditionalgrammarteachingmethod.Theythinkitismoreinteresting,interactiveandmoreengagedandtheyprefertheteachertousevividmultimediaresourcesratherthanblackboardandchalks.Thirdly,aftertheexperimenttreatment,manystudentsaremorewillingtolearngrammarandlearngrammarwithsomeotherresourcestomakegrammarlearningmoreinterestingandeffective,suchasbodypartsandmultimedia.However,resultsalsoshowthatsomestudentsholdaneutralorevennegativeviewaboutmultimodalgrammarteaching.Forthesakeofindividualdifferencesandthelimitationoftime,somestudentscouldnotadaptthemselvestothenewmultimodalgrammarteaching.5.2PedagogicalImplicationsBasedontheresearchfindings,someimplicationsforEnglishgrammarpedagogyaregivenbelow.Firstofall,teachersaresuggestedtomakeproperuseofmultimodalresourcesandbearitinmindthatmodesshouldbecombinedappropriatelyratherthanrandomlysothatawell-designedmultimodalteachingclasscanworkbest.Modesarenotthemore,thebetter,becauseimproperusageandrandomcombinationofmodescanleadtoineffectiveteaching.Tobemorespecific,teachersshouldlearntochoosethemostappropriatemodesandorchestratethevariousmodesofstudentsaccording57 todifferentteachingobjectivesandstudents’needs.Onhowtocombinedifferentmodesappropriatelyinteachingdesign,fivekindsofbasicmodecombinationarerecommendedhereinEnglishgrammarteaching:(1)spokenlanguageandimage;(2)spokenlanguageandwrittenlanguage;(3)spokenlanguageandanimation;(4)animation,spokenlanguageandmusic;(5)animationandmusic.Inthesecondplace,itisrecommendedthatteachersmakeuseofpropermodetransmissionstohelpstudentstohaveadeeperunderstandingandlong-termmemoryofgrammarknowledge.Whentheteacheristeachingthegrammarrules,theteachershouldhelpstudentscompletemodetransmission,forexample,whentheteacherisexplainingthegrammarrules,studentsshouldtakenotes(tactilemode)whiletheyarelistening(auditorymode),inwhichamodetransmissionoccursfromtheauditorymodetotactilemode.Foranotherexample,whentheteacherispresentinggrammarpointsontheblackboardorpowerpoint,studentsshouldspeakout(oralmode)andpracticewhiletheyarewatching(visualmode),inwhichmodestransmitfromoraltovisual.Inthisway,studentscanlearngrammarpointsbetterandmemorizethemlonger.Lastbutnotleast,MultimodalTeachingshouldbecombinedwithothergrammarteachingmethods.MultimodalTeachingdoesnotprovideteacherswithspecificteachingprocedurestofollow,instead,itadvocatesthatteachersshouldadoptthemostappropriateteachingmethodtomeettheteachingobjectivesindifferentteachingstages.Whenselectingthemostproperteachingmethodtoacertaingrammarpoint,teachersshouldtakeintoconsiderationtheadvantagesanddisadvantagesofdifferentgrammarteachingmethods,cognitivecharacteristicsofstudents,aswellasthedifficultyofthegrammarpoint.Mostimportantly,teachersshouldcombinedifferentmethodsflexiblytocreatearelaxinggrammarlearningenvironmentforstudents.5.3LimitationsandFutureResearchThisresearchofferssomereferencesforfutureEnglishgrammarteaching,however,itstillhassomelimitation,asstatedbelow.Firstly,inthisstudy,theauthorjustselectedonegrammarpoint(CMN)to58 examinetheeffectsofMultimodalTeachingongrammarteaching.TheresultsfromtheexperimentinthisstudycanonlysurelyprovetheeffectsofMultimodalTeachinginstudents’achievementsinCMN,butnotineverygrammarpoint.Theauthorattemptstoprovideanewgrammarteachingway,butwhetherMultimodalTeachingcancontributegreatlytoothergrammarpointsneedsfurtherstudy.Secondly,theexperimentiscarriedoutinarelativelyshortperiod.However,theeffectsofMultimodalTeachingingrammarmayneedmoretimetoappear.Thirdly,sinceMultimodalTeachingisabrand-newwayofteaching,thereareonlyafewempiricalstudiestoborrowfrom.So,theauthordesignedthemultimodalgrammarclassandtheteachingcoursewareaccordingtohisownunderstandingandthemajortheoriesofMultimodalTeaching.Itstillneedstobetestedbytime.Lastbutnotleast,theclassesinexperimentarechosenfromGrade7studentsinWenhaiMiddleSchoolandthereisonlyoneteachertocarryoutthemultimodalgrammarclasses.So,theresultscannotnecessarilyrepresentthestudentsandteachersinjuniormiddleschool.Basedontheresearchlimitationslistedabove,somesuggestionsforfuturestudyareprovidedheretofurtherexaminetheeffectsofMultimodalTeachingingrammarinjuniormiddleschool.Firstly,moregrammarpointsshouldbeincludedinfuturestudy.Becausedifferentgrammarpointshavedifferentfeatures,differentmodeswillbeusedbytheteacher,whichmayresultindifferenteffectsofmultimodalgrammarteaching.Secondly,theexperimentinfuturestudyisexpectedtocoveralongerperiodoftime,forinstance,threeyears,sothattheeffectsofmultimodalgrammarteachingcanbeexaminedinamoreholisticway.Thirdly,theresearchershouldstudymoretheoriesaboutMultimodalTeachingandmoreteachingpracticeshouldbedoneatthesametime.Finally,theresearchparticipantsshouldalsocoverstudentsatdifferentstagesinjuniormiddleschool.Andmorebrilliantandtalentedteachersarehopedtoparticipateinfuturestudy.59 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APPENDICESAppendixⅠ:TeachingDesignofEC1.TeachingaimsBytheendoftheclass,studentsshouldbeableto(1)KnowledgeAims:distinguishcount/massnounsandmasterthesingle/pluralformsofcountnouns.(2)AbilityAims:useknowledgeofCMNinanappropriatecontext.(3)StrategyAims:knowhowtoconcludegrammarrulesofCMN(4)EmotionalAims:havemorelearninginterestingrammar2.ImportanceandDifficulties(1)Distinguishbetweencountandmassnounscorrectly(2)UseCMNknowledgeproperlyinrealcontext3.TeachingMethodMultimodalgrammarteachingbasedonmultimedia4.TeachingAidsMultimediadevice;Multimodalcourseware;Othertools5.TeachingparticipantsStudentsinGrade7inECinWenhaiMiddleSchool6.TeachingProcedure(1)WarmingupandLead-inStep1.GreetingTheteachergreetsthestudentswithlightheartedsmileandgestures.Thentheteachershowstudentsanapple.T:Wow!Whatisthis?Ss:Apple.T:Yeah.It’sanapple.It’smyfavoritefood.What’syourfavoritefood?Ss:Banana/hamburger...T:Oknowlet’senjoyavideoandtellmewhatfoodcanyouseeinthisvideo.64 [Intention]Thegreetingisusedtoattractstudents’attentionatthebeginningoftheclassandleadinthevideo.Step2.VideowatchingTheteacherplaysaninterestingvideoinwhichtherearemanykindsoffood,andthenasksstudentswhatfoodtheycanseeinthevideo.T:Whatfoodcanyousee?Ss:hamburger/banana/strawberry...T:Yes,therearehamburgers,bananas,strawberries...andapieceofbread.(theteacherwritesthewordsandphrasesontheblackboard)[Intention]2)Itistohelpstudentsreviewwhattheyhavelearnedsoastostimulatetheschema.2)Bywatchingthevideo,students’visualandauditorymodesareactivatedatthesametimeandtheirlearninginterestcanbearoused.3)tosensethepluralformsofsomewords.(2)PresentationStep1.FindthedifferencesFirst,theteachershowsapictureofonehamburgertogetherwiththeon-screentext“hamburger”nexttoit,andthenshowsapictureoftwohamburgerswiththetext“hamburgers”nexttoit.Inthemeanwhile,theteacherasksthestudentstofindoutthedifferences.T:Canyoufindoutthedifference?Ss:Pictureonehasonehamburgerandpicturetwohastwohamburgers/hamburgerandhamburgers...65 Thentheteachershowsapictureofwater(smallsize)withtheon-screentext“water”nexttoit,andthenshowsapictureofwater(largesize)withthetext“water”nexttoit.Inthemeanwhile,theteacherasksthestudentstofindoutthedifferences.T:Nowthistime,canyoutellmethedifferences?Ss:......(confused)T:Thereisnodifferenceonthewords.Waterisstillwater.Doyouknowwhywehavetoput“S”behindhamburger,butno“S’isaddedtowater?Ss:No.T:No?Well,don’tworry.Let’splayagamefirstandthenyouwillfindoutyourself.[Intention]Byshowingpicturesandaskingquestions,studentsareallowedtofindoutthedifferencesbetweencountnounsandmassnounsthemselves,andtheirlearningmotivationwillbeincreased.Themajormodeinthisstepwasvisualmode,supplementedbytheauditorymode.Step2.DrawandThinkTheteachersayawordandasksthestudentstodrawitaccordingtotheirowncognitiontotheword,forexample,teachersay“banana”,“car”,“milk”and“coffee”,thenthestudentsdrawbythemselves.Thentheteacherasksstudentstoshowtheirdrawingstotheirgroupmembers.Aftersomegroupdiscussions,theteacherinvitesonegroupandasks:T:DoyoudrawthesameshapeofthefoodIsaid?66 Ss:No,wedrawbananaandcarinasimilarshape,butmilkandcoffeearedifferent.Thentheteacherasksothergroupsthesamequestion,andreceivedthesameresponse.Thentheteachershowsthepicturesofbananas,cars,milkandcoffeeonthepowerpointwiththeon-screentextsnexttothem.AndtheteachertellsthestudentsthedifferencesbetweencountnounsandmassnounsinChinese.T:当一种事物能被画出明显的形状和边界，它就很有可能是可数名词。当一种事物形状和边界不确定时，它就很有可能是不可数名词。Thentheteacherasksstudentstodomoreguessingofothercountandmassnounsusingthisprinciple.[Intention]Inthisstep,theteacherstimulatesvarioussensesofstudents,suchasthetactile,visualandauditorymode,sothatstudentscanhaveadeeperunderstandingoftheCMN.Thetactileisthemajormodeinthisactivity,completedbythevisualandauditorymodes.Step3.Learningthesingle/pluralformsofwordsTheteachershowsthepicturesofdifferentkindsoffood,andemphasizethesingle/pluralformofeachwordbyusingdifferentcolorsofthelettersandplayingsomestimulussoundsbeforetheappearanceofemphasizedletters.Theteacherconcludesthegrammarrulesandwriteitontheblackboard.Afterpresentingallthegrammarpoints,thegamecalledwhoisthefastestwillbecarriedout.Inthisgame,theteacherwillshowpicturesofthefood,suchasasmallpartofthefoodorawholepictureveryquickly,andasksstudentstospeakouttherightsingle/pluralformofthenouns.[Intention]Thisstepisdesignedtolearnandpracticethesingle/pluralformofnounsbyplayinginterestinggamesthroughwhichstudents’learninginterestcanbeenhanced.Inthisstep,themajormodesarethevisualandspokenmodes.Andamodetransmissionoccursinthisprocedurefromthevisualtospokenmode,whichhelpsstudentstobetterunderstandandmemorizethedifferentforms.67 (3)PracticeandproductionTheteachercreatesacontextofsupermarketbyvividpicturesonthepowerpointandsomekeystructuresonit.Andstudentsareaskedtodospeakandactactivityingroups.Oneactstheshopperandtheotheroneactsthecustomer.Thenchangetheirroles.Atlast,theteacherinvitessomegroupstocometothefrontandperformbeforetheclass.[Intention]Inthisstep,theteachercreatesarealsituationforstudentstouseandconsolidatethegrammarstructurestheylearned.Andthemajormodeusedinthissteparethespokenandgesturemodes,completedbytheauditoryandvisualmodes.(4)HomeworkFinishtheexerciseonthetextbook.68 AppendixⅡ:Pre-testPre-test（总分100分，考试时间30分钟）班级姓名Ⅰ.ChooseC(可数名词)orU(不可数名词)orC&U(既可数又不可数）.（在正确的选项后打√，每题2分，共15题）1.milkCUC&U2.orangeCUC&U3.foodCUC&U4.breadCUC&U5.eggCUC&U6.carrotCUC&U7.vegetableCUC&U8.riceCUC&U9.appleCUC&U10.ice-creamCUC&U11.strawberryCUC&U12.chickenCUC&U13.bananaCUC&U14.saladCUC&U15.pearCUC&UⅡ.Choosethebestanswer.单项选择（每题2分，共15题）16.Therearetwo______andthree______onthetable.21网A.apple；bananaB.apples；bananaC.apples；bananasD.apple；bananas17.Mikelikes______andIlike_____.2A.salads;tomatoesB.salad;tomatoC.salads;tomatosD.salad;tomatoes18.Thegirllikeseggs,butshedoesn"tlike______.2mA.breadsB.appleC.pearD.milk19.—Lily，let"smakevegetablesalad.Howmany(多少)____doweneed(需要)?—Three.A．tomatosB．milksC．tomatoesD.milk20.Mum,canIhavesome______？I"mthirsty（口渴的）!A．bananaB．waterC．milksD．apple21.Wedon’thave______.Let’sgoandbuy(买)sometomatoesandcarrots.A.vegetablesB.vegetableC.fruitD.fruits69 22.Bananas,applesandorangesareall________.A．fruitsB．vegetablesC．drinksD.juice23.Theboyhastwo______andthree.A.watch;dogB.watchs;dogsC.watches;dogsD.watches;dog24.Thegirlbrushesher_____everydaybeforeshegoestobed.A.toothsB.toothC.teethD.teeths25.TomisoneoftheChinese_____inourschool.A.boyB.boysC.boiesD.boyes26.Cindy,whatdoyoulike______lunch?A.onB.inC.forD.with27.Shelikes________forluncheveryday.A.eatingriceB.eatingricesC.eatriceD.eatrices28.Look!Thechicken______onthetableandthepears______inthebag.A.is;isB.are;areC.is;areD.are;is21·c29.—_______yourauntlikepears?—Sorry,I________know.A.Does;doesn"tB.Do;don"tC.Does;don"tD.Do;doesn"t30.—Let"shavesomehamburgers.—_____________.A.That"ssoundgoodB.That"ssoundsgoodC.SoundsgoodD.SoundgoodⅢ.Writethepluralformofeachword.写出下列名词的复数形式（每题2分，共10题）31.this32.that33.he/she/it34.foot35.strawberry36.potato37.man38.zoo39.photo40.knifeⅣ.请根据括号内的词语，填写适当的形式（每题4分，共5题）41.Twobirds(be)black.Onebird(be)yellow.42.Aman(have)two(leg).43.Mybrother(like)milkand(egg).44.Hisfriends(notlike)eatingbananasand(tomato).45.—Let’s(eat)fourhamburgers!—That(sound)good!70 AppendixⅢ:ImmediatePost-testImmediatePost-test（总分100分，考试时间30分钟）班级姓名Ⅰ.ChooseC(可数名词)orU(不可数名词)orC&U(既可数又不可数）.（在正确的选项后打√，每题2分，共15题）17.waterCUC&U18.tomatoCUC&U19.potatoCUC&U20.saladCUC&U21.womanCUC&U22.juiceCUC&U23.fruitCUC&U24.familyCUC&U25.countryCUC&U26.fishCUC&U27.cakeCUC&U28.treeCUC&U29.meatCUC&U30.newsCUC&U31.teaCUC&UⅡ.Choosethebestanswer.单项选择（每题2分，共15题）32.Therearetwo______andthree______onthetable.21网A.strawberry；bananaB.strawberries；bananasB.strawberrys；bananasD.strawberry；bananas33.Mum,canIhavesome______？I"mhungry（饥饿的）!A．bananasB.ricesC．juicesD．apple34.Mikelikes______andIlike_____.A.juices;potatoesB.juice;potatoesC.juices;potatoD.juice;potato35.Theboylikeseggs,buthedoesn"tlike______.A.breadsB.appleC.pearsD.milks36.Bananas,applesandorangesareall________.A.fruitsB．vegetablesC．drinksD.juice37.Thedisabled（残疾的）boyhastwobutonlyone.A.foot;legB.foots;legsC.feet;legD.feet;legs38.Theboyshavegotalready.71 A.twobreadB.twobreadsC.twopiecesofbreadD.twopieceofbread39.Wethinkhehasaveryhappy.A.familyB.familysC.familiesD.familyes40.Differentcountries（国家）havedifferent.A.historyB.historiesC.historysD.historyes41.Sally,let"smakebananamilkshake（奶昔）.Howmany(多少)____andhowmuch（多少）doweneed(需要)?A．banana;milkB．Bananas;milkC．banana;milksD.bananas;milks42.Wow!Thesalad______onthetableandtheoranges______inthebag.A.is;isB.are;areC.is;areD.are;is43.Twobirdsblack.Onebirdred.A.is;isB.are;areC.are;isD.is;are44.—_______youlikepears?—No,Idon’t.Idislikepears.Butmysister________pears.A.Does;likesB.Do;likesC.Do;likeD.Does;like45.—Let"seatapieceofcake.—_____________.A.That"ssoundgoodB.ThatsoundsgoodC.SoundgoodD.Itsoundgood46.Cindy,whatdoyoulike______lunch?A.onB.inC.forD.witⅢ.Writethepluralformofeachword.写出下列名词的复数形式（每题2分，共10题）31.carrot32.dictionary33.volleyball34.photo35.tomato36.radio37.key38.ice-cream39.orange40.heroⅣ.请根据括号内的词语，填写适当的形式（每题4分，共5题）41.There(be)some(milk)inthebottle.42.What(do)shelike(to/for/in)breakfast.43.Mymom(notlike)eatingbananasand(potato).44.Myfathergivesmesome(money)tobuysome(hamburger).45.I’mhungry(饥饿的).CanI（eat）some(bread)?72 AppendixⅣ:DelayedPost-testDelayedPost-test（总分100分，考试时间30分钟）班级姓名Ⅰ.ChooseC(可数名词)orU(不可数名词)orC&U(既可数又不可数）.（在正确的选项后打√，每题2分，共15题）47.milkCUC&U48.orangeCUC&U49.foodCUC&U50.breadCUC&U51.eggCUC&U52.carrotCUC&U53.vegetableCUC&U54.riceCUC&U55.potatoCUC&U56.saladCUC&U57.womanCUC&U58.juiceCUC&U59.fruitCUC&U60.familyCUC&U61.countryCUC&UⅡ.Choosethebestanswer.单项选择（每题2分，共15题）16.Idon’thavevegetables.Letmegoandbuy(买)someand.A.carrots;potatoB.carrots;potatosC.carrots;potatoesD.carrot;potato17.—Lily，let"smakefruitsalad.Howmany(多少)____doweneed(需要)?—Three.A.appleB．milksC．tomatosD.bananas18.Mybrotherdoesn’tlikebananas,buthelikes______.A.breadsB.appleC.pearsD.milks19.Thedisabled（残疾的）boyhastwobutonlyone.A.foot;legB.foots;legsC.feet;legD.feet;legs20.Therearetwo______andthree______onthetable.21网C.key；bananaB.key；bananasC.keys；bananasD.keies；bananas21.Thetwogirlshaveforlunch.A.twocarrotB.twocarrotsC.twopiecesofcarrotD.twopieceofcarrot22.Wesawmany______onthefarm.A．cowB．horseC．chickenD．Sheep23.Therearemanyclimbinginthetrees.73 A.monkeyB.monkeysC.monkeiesD.monkeyes24.Rice,fishandchickenareall________.A．fruitsB．vegetablesC．drinksD.food25.Thegirlbrushesher_____everydaybeforeshegoestobed.A.toothsB.toothC.teethD.teeths26.—_______helikeapples?—No,hedoesn’t.Buthelikes________.A.Does;strawberryB.Do;strawberriesC.Do;strawberryD.Does;strawberries27.Mom,it"stoohot.CanI________some__________？A.have;icewaterB.have;icewatersC.has;icewaterD.has;icewaters28.Oh!Themeat______onthetableandtheapples______inthebag.A.is;isB.are;areC.is;areD.are;is229.—Let"sapieceofcake.—Thatgood.B.eat;soundB.eat;soundsC.have;soundD.has;sounds30.—Whatdoyouusuallyhavefor_____breakfast,Peter?—Afriedegg,threepiecesofbreadandaglassofmilk.A．aB．anC．theD．/Ⅲ.Writethepluralformofeachword.写出下列名词的复数形式（每题2分，共10题）31.pencil32.potato33.chicken34.photo35.ice-cream36.fruit37.strawberry38.vegetable39.hamburger40.familyⅣ.请根据括号内的词语，填写适当的形式（每题4分，共5题）41.Many________(mouse)anda(cat)areallinthekitchennow.42.Mycousin(notlike)eatingbananasand(tomato).43.There(be)some(apple)onthetable.44.I’mthirty(口渴的).CanI（drink）some(juice)?45.LinTaoandJackare(hero)andtheyliketaking(photo).74 AppendixⅤ:Questionnaire初中学生对多模态语法教学的态度及意见反馈调查亲爱的同学：您好！感谢您参与本次问卷调查。问卷的目的是为了解大家对于近期的多模态语法教学的态度和看法，并期望得到同学们宝贵的意见和反馈。问卷结果仅供学术研究和教学参考，答案无对错之分，请根据自身的实际情况认真填写。此次问卷采用不记名的形式，请同学们安心填写。最后，感谢您对我们工作的支持！填写说明：请您根据自己的实际情况，在每道题后面选择您认为最适合的选项并打√。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同A=1分B=2分C=3分D=4分E=5分1.我认为语法是学习英语的关键和基础，语法学习是必不可少的。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同2.我认为通过多模态的语法教学，语法知识更易理解了。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同3.我认为多模态的语法教学比传统语法教学形式更能提高你对语法学习的兴趣。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同4.我认为在多模态的语法教学环境下，你对语法知识的理解更深刻、记忆更持久。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同5.我认为通过多模态的语法教学，你的各个感官都被充分调动起来了，注意力更集中。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同6.相比较以往的语法教学模式，我更喜欢互动性强的、参与度高的、趣味性足的多模态语法教学。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同7.我更喜欢老师上课时利用生动的多媒体课件，而不是只使用黑板和粉笔。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同8.我更喜欢老师在教授语法规则的时候给予时间让我们自己归纳语法知识而不是直接灌输。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同9.我更喜欢在真实的情境中去学习和理解语法知识，而不是背诵语法规则。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同75 10.我更喜欢老师漂亮的黑板字，而不是整堂课只有漂亮的ppt。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同11.我会主动参与课堂活动，在老师营造的真实环境中去学习语法知识。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同12.我会充分利用身体部位，帮助自己学习语法，使语法学习更有趣。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同13.我会把注意力都集中在课堂上，在教师使用多种多样的教学资源的时候，如音频、图片、视频、实物教具等。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同14.我会在课后去主动学习和运用语法知识。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同15.我也会利用多媒体资源，使自己的语法学习更有趣、更有效。A.完全不赞同B.部分不赞同C.不确定D.部分赞同E.完全赞同76 AppendixⅥ:Interview同学您好，感谢你们能够配合参加此次访谈。这次访谈的内容主要围绕前几周的英语语法课堂。访谈一共包含三个问题，问题的答案没有正误之分，请同学们根据自己的想法畅所欲言，真实表达自己的观点。我们将采用不记名的方式，不会暴露大家的隐私。请同学们放心作答。再次感谢各位的配合！1.你喜欢前几周老师上的英语课吗？为什么？2.你觉得这种上课方式有助于你学习语法吗？如果有，那是在哪些方面？如果没有，原因是什么？3.你对以后的语法课有什么期待？77 ACKNOWLEDGEMENTSAttheendofthispaper,Iwouldliketoexpressmydeepthankstoeveryonewhoeverhelpedandsupportedmeinthisstudy.Firstly,Iwanttosaythankstomyhonoredsupervisor,ProfessorXiePing,whoprovidedmewithalotofhelpandguidanceinthewholeprocessofmyresearch.Secondly,IreallyappreciatethesupportfromallthestudentsandteachersinWenhaiMiddleSchool,whotookpartinmyexperimentactively.Withoutthem,myresearchcannotbefinishedsmoothly.Finally,Iamgratefultomyfamilyandmyfriendsfortheirsupportandunderstanding.78