Author(s)

Tianyun Yang ¹

Affiliation(s)

¹ School of Foreign Languages, West China Normal University, Nanchong, Sichuan Province, China

Corresponding Author

Tianyun Yang

ABSTRACT

Multimodal discourse theory emerged in the West in the 1990s. Depending on this theory, images, music, color and some visual symbols, which are traditionally regarded as paralanguage, are no longer in an auxiliary position in communication, but participate in the construction of meaning together with linguistic symbols. In 1996, the New London Group put forward a new concept of multimodal teaching, which further integrates the cultivation of multiple literacy into language teaching, and advocates that teachers need a variety of teaching modes to stimulate students' multiple senses in language learning. In recent years, the emergence of continuation task in senior high school has put forward higher requirements for students' reading and writing ability, which requires teachers to optimize the teaching mode of writing. This paper will analyze the application of multimodal teaching mode to English continuation task teaching in senior high school, hoping to be able to help teachers improve the teaching mode and promote students' reading and writing ability.

KEYWORDS

English writing in senior high school, continuation task, multimodal teaching mode

CITE THIS PAPER

Tianyun Yang, Analysis on the Application of Multimodal Teaching Mode to English Continuation Task Teaching in Senior High School. Curriculum and Teaching Methodology (2022) Vol. 5: 45-50. DOI: http://dx.doi.org/10.23977/curtm.2022.050608.

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