An Empirical Study of Multimodal College English Grammar Teaching

摘要

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.