Multimodal Teaching of College English Based on Similarity

There are many disadvantages in traditional English teaching. In order to solve these problems, multimodal teaching mode is applied to college English teaching. This paper combines the similarity model with English multimodal teaching and puts forward corresponding teaching methods based on the curr...

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Bibliographic Details
Published in:Mobile information systems 2022, Vol.2022, p.1-11
Main Author: Li, Jingjing
Format: Article
Language:English
Subjects:
Algorithms
Classrooms
Colleges & universities
Communication
Discourse analysis
Education reform
Language
Learning
Linguistics
Listening
Multimedia
Semantics
Similarity
Sound
Students
Teaching methods
Citations: Items that this one cites
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Summary:There are many disadvantages in traditional English teaching. In order to solve these problems, multimodal teaching mode is applied to college English teaching. This paper combines the similarity model with English multimodal teaching and puts forward corresponding teaching methods based on the current situation of students’ English learning. This paper studies the multimodal similarity learning method, defines different relation vectors according to different physical or semantic meanings contained in sample data, and transforms the calculation of single-modal similarity between samples into the calculation of multimodal similarity between samples under different relations. Based on the multimodal discourse analysis theory, this paper explores the influence of multimodal teaching mode on students’ English achievement and attitude by combining quantitative research with qualitative research, so as to verify the effectiveness of this teaching mode. The results show that this method is effective and feasible. The application of multimodal teaching mode in English classroom can have an important influence and has far-reaching research significance. The research in this paper has certain reference value for innovating English teaching mode and improving students’ English achievement.
ISSN:1574-017X
1875-905X
DOI:10.1155/2022/5820596