An Empirical Study of Multimodal College English Grammar Teaching

DOI

10.2991/ichess-19.2019.124How to use a DOI?

Keywords

Multimodal teaching, English grammar, Empirical study,Teaching effectiveness.

Abstract

Although multimodal teaching based on multimodal discourse theory is attracting more and more attention in the field of foreign languages, related empirical research has yet to be fully explored. This study explored the impact of multimodal teaching methods on college English grammar teaching in an empirical way. The experimental result showed that the multimodal input mode can improve students' attention and interest in their learning, but the multimodal presentation mode is not enough to significantly improve students' academic performance. It also showed that a combination of multimodal input mode and output mode can significantly improve students' academic performance.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sheng Liu
PY  - 2019/11
DA  - 2019/11
TI  - An Empirical Study of Multimodal College English Grammar Teaching
BT  - Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019)
PB  - Atlantis Press
SP  - 591
EP  - 596
SN  - 2352-5398
UR  - https://doi.org/10.2991/ichess-19.2019.124
DO  - 10.2991/ichess-19.2019.124
ID  - Liu2019/11
ER  -