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The rapid development of Internet information technology in the current society hassignificantly impacted people's communication.It is embodied from the traditionallanguage-based communication mode to the joint action of multiple modal resources.Li(2003)is the first expert on multi-modal research in China.He believes that multi-modality refers toa combination of symbols that can express and convey meaning,such as pictures,audio,andvideo.As multi-modality is widely used,it can be defined from two aspects:symbolic andsensory systems.Gu(2007)defines multi-modal discourse as the interaction between humanbeings and the external environment(such as machines,objects,animals,people,etc.)throughtheir different senses(such as vision,hearing,etc.).Interaction with a single sense is calleduni-modality,and interaction with two senses is called bi-modality.Three or more ones arecalled multi-modality.Zhang(2009)also proposes that multi-modal discourse refers to thephenomenon of using various senses(such as vision,touch,hearing,and smell)andcommunicating with some symbolic resources through various means(such as language,images,sound,and action).Multi-modality can convey meanings like language and can alsorealize the three meta-functions of language.

In this paper,combined with the previous description of the multi-modality,we definethe modality as all kinds of modal resources(e.g.images,sounds,videos,body language,intonation,intonation,speed,etc.)that can convey meaning except for text form and language.Multi-modality refers to combining no less than two modal resources to stimulate the sensesbetter and convey meaning.

2.2 Research on Multi-modal English Teaching

In 1996,the New London Group proposed the new concept of multi-modal teaching,andmulti-modal teaching began to be used in language teaching.Multi-modal teaching advocatesteachers to make full use of text,audio,image,multimedia,and other teaching modalities inthe classroom to cause students to stimulate a variety of senses in language learning so thatstudents can use a variety of senses to recognize and internalize knowledge and enhance thememory of knowledge.

2.2.1 Previous Research on Multi-modal English Teaching Aboard

The application of multi-modal theory to teaching arose in the early 21st century.First,Kress(2002)has detailed the concept of color grammar in the article Colour as a semioticmode:notes for a grammar of color.He also discusses how to use color to realize the threemajor component functions of language,which provides some reference value for teachers onhow to use color to accurately convey the meaning in the process of multi-modal teaching.

Kress and Jewitt et al.(2005)studied multi-modal classroom teaching,such as images andgesture movements.He also points out that ideas play an important role in teaching,and theresearch lays the foundation for Western multi-modal teaching research.In 2006,Jewittpushed forward the application of multi-modality in teaching.He studied and designed theprinciples of using a whiteboard and the relationship between multi-modal teaching andmodern multimedia,making multi-modal teaching more practical.In the language teachingclassroom,discourse is the main content of classroom teaching,but discourse teaching is notonly language-centered.Jewitt(2008)believes that classroom t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。