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g also started.At the end of nineteenth century,scholarsput forward the”Direct Method”.“Direct method”stresses that teachers should pay more attention to students’words and pronunciation,advocates direct learning,understanding and application,and advocates the use of pictures,physical objects,expressions,body language and other direct teaching methods.Direct method attachesimportance to the cultivation of students’oral communication ability and theconnection between vocabulary and the real world.

Chapter 3 Methodology......................................26

3.1 Research Questions.............................26

3.2 Research Subjects......................................26

Chapter 4 Results and Discussion.............................38

4.1 Results of Classroom Observation....................................38

4.2 Results of Interview...........................39

Chapter 5 Conclusion............................56

5.1 Major Findings.....................................56

5.2 Pedagogical Implications...............................58

Chapter 4 Results and Discussion

4.1 Results of Classroom Observation

The classroom observation lasts for two weeks and are carried out with sixteachers of different teaching ages,and the experimenter uses the classroomobservation sheet as a basis for recording and analyzing the questions.The classroomobservation sheet can be read in the AppendixⅥ.By analyzing the classroomobservation,it can be seen that there are many problems exist in the vocabulary lesson.First of all,90％of teachers are used to teach in traditional teaching method,whichcan’t arouse students’interest in learning vocabulary.They just read and explain thewords,then tell them the usage of the words and ask them to recite.Most of themcan’t arouse students’various modes during the vocabulary lesson.This teachingmethod can’t make students really grasp the words.At the same time,teachers justcare about students’grades and only pay attention to explain the grammar knowledge,emphasize the cultivation of reading ability,so that there is a lack of teacher-studentinteraction in the classroom,and students do not actively participate in the class butlearn mechanically.So,it’s high time to change this situation.

However,when read the literature,the experimenter finds that multi-modalteaching strategies can effectively change this situation.By analyzing the results of theclassroom observation and read the related literature,the following teaching strategiesfrom multi-modal perspective are proposed.First of all,the design of different modeincluding auditory mode,visual mode,sensory mode for the PPT courseware whichcovers many vivid pictures,videos,texts,audios and touching screen games canarouse students’interests and reaction in English classroom learning.At the same time,the interaction modal combing the text and games will also stimulate students’interesting and participation from the teaching strategy by videos and vivid picturescan also help students memory the words and deepen that.Secondly,the interactivefusion modes of auditory mode,visual mode and sensory mode can change the classatmosphere effectively and construct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。