多模态语块教学法提升高中英语写作成效的实证研究

An Empirical Study of Multimodal Teaching of Lexical Chunk on Enhancing Senior High School English Writing

摘要: 本研究旨在探讨多模态语块教学法对高中英语写作教学的有效性。研究以《普通高中英语课程标准》为指导，针对高中生写作中存在的语块意识薄弱、语篇呈现单一等问题，选取芜湖市某高中高二年级两个平行班共80名学生作为研究对象。通过为期16周的准实验研究，实验班采用多模态语块教学法(结合视频、图像、思维导图等)，控制班采用传统PWP教学法。通过问卷调查、写作测试和访谈收集数据，并利用SPSS 26.0进行分析。研究结果表明，多模态语块教学法能显著改善学生的写作态度，提高语块使用频率和写作成绩，尤其是对低水平组学生的提升效果最为显著。

Abstract: This study investigates the effectiveness of the multimodal lexical chunk teaching approach in senior high school English writing instruction. Guided by the General Senior High School English Curriculum Standards, it addresses the problems of weak lexical chunk awareness and monotonous discourse presentation in students’ writing. A 16-week quasi-experiment was conducted with 80 students from two parallel classes in the second grade of a certain high school in Wuhu. The experimental class received multimodal lexical chunk instruction (integrating videos, images, mind maps, etc.), while the control class was taught using the traditional PWP (Pre-writing, While-writing, Post-writing) approach. Data were collected via questionnaires, writing tests and interviews, and analyzed using SPSS 26.0. The results indicate that the multimodal lexical chunk approach significantly enhances students’ writing attitudes, lexical chunk use frequency and writing scores, with the most prominent improvement observed in low-proficiency students.