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本文是一篇英语词汇学论文，研究发现：（1）当前多数教师和学生对多模态英语词汇教学持积极的态度。（2）当前多模态理论在初中英语词汇教学中得到了普遍应用，但模态使用类型和阶段不均衡：最常使用的模态是语言讲解模态，其次为音频、图片、文字；课前阶段使用频率最高的为听觉模态（音频、语言讲解），其次为视觉模态（文字）、辅助模态（身体语和手势语），课中阶段依次为听觉模态（语言讲解）、视觉模态（图片+文字）、辅助模态（身体语和手势语），课后阶段依次为听觉模态（语言讲解）、视觉模态（文字）、辅助模态（身体语和手势语）。

Chapter 1 Introduction

1.1 Background of the Research

One of the most important tasks of teaching foreign language is vocabulary, as it is essential to the process of learning a foreign language. Nonetheless, there are still specific problems with junior high school English vocabulary teaching today. For example, teachers still use conventional approaches and have not created vocabulary learning strategies that better meet the needs of their students. Moreover, in actual teaching, due to insufficient mastery of vocabulary learning methods by students, their efficiency in learning English vocabulary is low, and they may refuse to learn English. So, teachers must immediately develop new strategies for teaching vocabulary in English and encourage students’ interest in learning new words. 

Now, the vocabulary requirement for middle school students has increased from 1600 to 1800+200 (phrases). At the same time, the 2022 edition of the Compulsory Education English Curriculum Standards pointed out that vocabulary learning not only requires memorizing the pronunciation, form, and meaning of words, but also understanding certain methods of word formation. More importantly, it involves understanding certain words through various activities such as listening, speaking, and reading to form knowledge, understand and express information and viewpoints related to various themes in discourse. In such an environment, teachers must choose multiple teaching methods in the English teaching process to create a real vocabulary learning context for students.  

1.2 Research Purpose of the Study

Currently, the majority of educators can teach English vocabulary while incorporating multimodal theory, but there are still some teachers who lack the ability to design and organize vocabulary teaching by using multimodal theory, which leads to poor effectiveness in vocabulary teaching. Using surveys, interviews, and classroom observations, this study aims look into how multimodal theory is used in junior high English vocabulary teaching. Through investigation, interviews and classroom observations, this research will find some issues with the multimodal theory used in English vocabulary teaching. Then some effective suggestions are proposed to help teachers and students better understand multimodal concepts, thereby increasing the effectiveness of vocabulary teaching. 

Chapter 2 Literature Review

2.1. Definitions of Key Word

 In this section, the definition of modality, multimodality and English vocabulary teaching will be introduced in detail.

2.1.1 Modality

Linguists generally believe that modality is a perception of external things, such as people’s hearing, touch, taste, and vision. Modality refers to the way in which discourse is expressed, which can be divided into single mode, dual mode, and multimodal based on how much sensory participation there is. Mills (2006) proposed: “Modality isa way for humans to connect with the external world. Human本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。