【Abstract】 The application of multimodal theory in English vocabulary teaching in secondary vocational schools can improve students' interest in learning and stimulate students' imagination, so that students can deeply understand the meaning of vocabulary and effectively apply it in practice. In this paper, the research on relevant aspects, combined with the characteristics and forms of multimodal theory, the status quo of English vocabulary teaching in secondary vocational colleges and the requirements of application innovation, improve the quality of teaching.
[Keywords] multimodal theory; secondary vocational colleges; English vocabulary teaching
English vocabulary teaching in secondary vocational colleges is relatively boring and does not belong to the "main course". Students pay insufficient attention to it and affect the learning effect. Although they can correctly write English vocabulary, it is difficult to learn and use. Therefore, in the actual research process, the teaching mode should be improved, the student's subjective status should be highlighted, and the life reality should be linked together so that the students can easily learn and integrate.
First, the application principle of multimodal theory in English vocabulary teaching in secondary vocational schools
First, the modal application needs to have strong consistency with the teaching content. The modality cannot be applied blindly. Otherwise, it will produce half the effect. In general, the human modality mainly has hearing, vision, smell, and touch. There are five kinds of taste and taste, and modal matching should be carried out reasonably. Second, the modal application needs to embody the fun, combined with the actual life, select some of the more familiar and attractive content of the students as the introduction of teaching, and then enhance the actual effect through the relevant modalities. Third, multimodality should be used in combination in the application process, especially for solving complex problems. It is difficult for a certain modality to stimulate students' interest in learning, and it is difficult for students to integrate into it. It should be multimodal.
Second, the application of multimodal theory in English vocabulary teaching in secondary vocational schools
1. Application of audiovisual mode. The so-called audio-visual mode is the use of visual and auditory vocabulary learning to introduce and enhance the interest. In the actual application process, this mode can be created through pictures, video, audio or physical models, so that students can be aware, psychological, Learn and understand vocabulary in terms of emotions.
For example, the word “reward” is interpreted as remuneration in Chinese. In the process of teaching it, PPT can be used as an example to explain what is remuneration, what form of remuneration, and the salary of the student after employment. Students are required to pay tuition fees for education, so that students can understand the term from different angles. The word “Piano” means piano. The teacher can use the video or the live view of the piano to let the students feel. It can also make the students have a new impression on the piano through the performance of the piano. Enhance memory and make students realize that the knowledge they have learned is real and practical. Synonym application can also improve the effect through the effective application of audiovisual mode. Take "control" and "discipline" as examples, all have the meaning of control and constraint. It is not enough to understand the meaning of a single word. It needs to be used effectively and can be played. The corresponding video, with context, emotion, tone, background, etc., when the famous American host Ellen interviewed Jackie Chan, talked about Jackie Chan's living habits, Jackie Chan answered "It'suck about money.it's about discipline", combined language Analysis of the situation, Jackie Chan said that although he is very rich, but things like washing clothes are still hands-on, have developed a habit, this process uses a "discipline", indicating a regular event, more in line with the discussion Content.
2. The application of sound mode. The sound mode belongs to the sense of hearing. You can play some audio according to the teaching content, such as playing some songs, English stories, etc., so that students can feel the charm of it, and then use this emotion to learn the corresponding words. In addition, in this process, the actual effect should also be improved in combination with the tactile modality. The embodiment of the tactile modality should be that the students dance and sing according to the audio, and produce physical movements, which are in the mood and in the heart.
For example, when explaining the words "weary", "still", etc., you can introduce related fragments of the song "Far Away from Home", so that students can understand the meaning of related words in the song, and listen to the song to obtain a vocabulary learning. The emotional basis, and then let the students sing, the students will learn the entire context in this process, not a grammatical and semantic understanding, which can enhance students' ability to apply vocabulary. In addition, the current secondary vocational education should focus on the application of the teaching method. After learning the knowledge, students should be able to apply it to practice and enhance their psychological quality. This is also the key to the reform of secondary vocational education. Therefore, teachers should pay attention to The cultivation of students' performance ability, for example, after the students have listened to the corresponding English stories, they will make a vivid description of the words, and expand the vocabulary learning to form a pattern of “point-line-face-body”.