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4.3 Research instruments ............................ 26

Chapter Five Data Analysis and Discussions ............................ 35

5.1 Data Analysis and Discussions of classroom observation ............... 35

5.1.1 Meta-functions of language in multi-modal lead-in .................. 36

5.1.2 Attitude system in multi-modal lead-in.................... 40

Chapter Five Data Analysis and Discussions

5.1 Data Analysis and Discussions of classroom observation

The data analysis and discussions of the classroom observation is made up of twosections.Multi-modal lead-in in senior high school English classroom teaching is analyzedand discussed from theories based on Systemic Functional Linguistics(meta-functions oflanguage and attitude system theory).English classroom observations are mainly designedto solve the first and second questions of the research questions.

From the observation of 30 multi-modal lead-in classroom teaching by 8 high schoolEnglish teachers,the author found that the teachers used a variety of lead-in modals.Asthe figure 5-1 shown:Group 1 represents the combination of language modal and othermodals.Group 2 represents the combination of language,action and distance modal.Group 3 represents the combination of language,multimedia and other modals.Group 4represents the combination of language and blackboard and other modals.Firstly,we canfound language modal is the dominant modals in the multi-modal lead-in in senior highschool English classroom teaching,all the teacher used this modal for each of the 30classes.Second,in most classes with multi-modal lead-in,teachers prefer to use acombination of language,action and distance modal,there are 26 classes used this group.Then,there were 22 classes which teachers used multimedia modal with language modalsand other modals.Finally,there was only 15 classes which teachers used the blackboard modal with language modals and other modes.

Chapter Six Conclusion

6.1 Major findings

After a comprehensive and in-depth analysis and investigation mentioned above,thisresearch has come to an end.The research adopts thirty samples of classroom lead-inselected from Yongfeng senior high school English classes as the corpus,and studentquestionnaires were distributed.This study analyzes the application of multi-modal fromthe perspective of multi-modal theory based on Systemic Functional Linguistics.

Among the research findings are concluded as follow:

(1)From the application of multi-modal lead-in in senior high school Englishclassroom teaching,senior high school English teachers generally used a variety of modals,in which the language modal,distance modal,multimedia modal and action modal areused more frequently,and language modal takes a dominant place.In the 30 classesobserved,all high school English teachers will use a combination of language modals andother modals to implement multi-modal lead-in teaching.Similarly,according to theresults of the student questionnaire,from the perspective of the students,most of teacherswill use a variety of modals for classroom lead-in teaching.

(2)From the perspective of meta-functions of language,the muti-modal lead-in insenior high sch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。