多模态在小学英语教学中的应用研究

AStudyoftheApplicationofMultimodalPPTtothePrimarySchoolEnglishTeachingAbstract:Theuseofmultimedia

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languageteachinghasbecomethemainstreamofteachingtoday,andthewayofdisplayteachingcontentthroughPPTisalsowelcomedbyteachersandstudents.MultimodalPPTsetstext,image,sound,colortogether,highlightingthecharacteristicsofforeignlanguageteaching,creatinganatmosphereofforeignlanguageteachingandmaximizingtherestorationoftheforeignlanguageenvironment.Butatpresent,multimodalPPTismostlyusedinEnglishteachingclassroomsinjuniorandseniorhighschools,anditisextremelyrareinprimaryschoolEnglishclassrooms.ForprimaryschoolstudentswhojustcontactwithEnglishlanguagelearning,theyneedanEnglishlanguagelearningenvironmentevenmore.Combinedwiththelearningcharacteristicsofprimaryschoolstudents,multimodalPPTcanbetterattractstudents’attentionandstimulatetheirfuninlearningEnglish,sothatstudentsbecomethemainbodyoftheclassroomandimproveclassroomefficiency.InordertoexploretheteachingeffectofmultimodalPPTandtheproblemsencounteredintheteachingprocessofprimaryschoolEnglishteachers,thisstudytakestwoprimaryschoolsinTianzhenCountyofDatongCityasanexampleandmakesanin-depthstudyonthecurrentsituationofEnglishteachersusingmultimodalppt.Throughtheresearch,itisfoundthatthebiggestcharacteristicofmultimodalpptteachingistovisualizethemorerigidwrittenknowledge,notonlytocreateareallanguageenvironment,improvetheenthusiasmofstudents,butalsotoeffectivelyteachthekeyanddifficultpointsofthecourse.Atthesametime,throughresearch,therearesomeproblemsinusingmultimodalPPTteaching.ThispaperstudiesthatmultimodalPPTteachingcanhelpstudentstolearnEnglishbetter.Atthesametime,itputsforwardsomeinstructivesuggestionsontheproblemsthatshouldbepaidattentiontowhenusingmultimodalPPT.Theconclusionsofthisstudyhavecertainreferencevalue.KeyWords:multimodal;multimodalPPT;primaryschoolEnglishteaching1Introduction1.1ResearchBackgroundTherapiddevelopmentofthetimesshowsthepowerofscienceandtechnologyeverywhere.Asthemostadvancedtechnologyinthe21stcentury,Internetpromotesofallaspectsofsociety,includingeducation.TheMinistryofEducation(2001)claimedthatweshouldvigorouslypromotethegeneralapplicationofinformationtechnologyandsubjectcourses,graduallyrealizethetransformationofthepresentationofteachingcontent,students’learningmethods,teachers’teachingmethodsandtheinteractionbetweenteachersandstudents,givefullplaytotheadvantagesofinformationtechnology,andprovidearichandcolorfuleducationalenvironmentandfavorablelearningtoolsforstudents’learninganddevelopment,Inordertomeetthenewrequirementsofeducation,primaryschoolEnglishteachersusemultimodalPPTtoteach,effectivelyintegratemodernscienceandtechnologyintoEnglishteaching,andimproveteachingefficiency.InthetraditionalprimaryschoolEnglishteaching,themostcommonteachingmethodisacombinationoftheblackboardandchalk.However,theemergenceofmultimodalPPTprovidesmorepossibilitiesfortheteachingofEnglishinprimaryschools,andalsoinjectsfreshbloodintotheclassroom,andconstructsanewteachingmethod.Tomaketeachingfun,primaryschoolEnglishtextbooksmostlyimitatespeaking,learntosingEnglishsongsandlistentoEnglishstoriesbasedonrecordings.TraditionalEnglishteachingcancompleteteachingtasksthroughteachers’readingandtaperecorders,butstudentswillhaveacognitivebiasduetoinaccuratepronunciationofsometeachers,orlearningfatigueduetotaperecorders.ButusingmultimodalPPTcancreateareallanguageenvironmentwithpicturesandtexts.Atthesametime,multimodalPPTcanpromoteprimaryschoolstudentstolearnEnglishlanguageinaspecificlanguageenvironment,fullymobilizeprimaryschoolstudents’ears,eyes,mouthandothersenses,stimulateprimaryschoolstudents’curiosityanddesireforperformance,andhelptoovercometheshortcomingsofprimaryschoolstudents’lackofattentionintheEnglishclassroom,soastoimprovetheefficiencyofprimaryschoolstudents’learningEnglish.Therefore,itisofprofoundsignificancetousemultimodalPPTinprimaryEnglishclass.1.2PurposeandSignificanceoftheStudyAccordingtotheabovebackground,thepaperdoesatheoreticalandpracticalstudyoftheapplicationofmultimodalPPTtotheprimaryschoolEnglishteaching.Inthecontextofthenewcurriculumreform,theactiveuseanddevelopmentofmultimodalPPTteachingmethodsnotonlymeettherequirementsofteachingreform,butalsomeettheneedsofactualclassroomteaching.However,duetotheapplicationofmultimodalPPTinprimaryschoolEnglishteachingisstillinthedevelopmentstage,therearesomeproblemsandmisunderstandingsintheactualEnglishclassroomteaching.Onthisbasis,throughtheinvestigationofthecurrentsituationoftheuseofmultimodalPPTbythetwoselectedprimaryschoolEnglishteachers,thispaperrevealsthecurrentsituationandexistingproblemsofteachers’multimediatechnology,analyzesthereasonsfromvariousaspects,andputsforwardsomerelevantcountermeasuresandsuggestions.Atthesametime,itishopedthatthisstudycanhelpprimaryschoolEnglishteachersimprovetheirunderstandingofimportanceofmulti-modalPPTinEnglishteachingactivities,correctlyunderstandtheauxiliaryroleofmultimodalPPTinprimaryschoolEnglishteaching,andpromotethedevelopmentofprimaryschoolEnglishteaching.Asanewteachingmethod,multi-modalPPThasmadegreatcontributiontotheinnovationofEnglishteaching.InterestplaysthemostimportantroleinlearningEnglish.Undertheguidanceofinterest,studentscanmaintainastronglearningmotivationandensureabetterlearningeffect.TheapplicationofmultimodalPPTprovidesanewwayforteacherstocarryoutteachingactivitiesandamoreconvenientwayforpupilstolearnEnglishknowledge.However,therearestillsomedoubtsandproblems.Therefore,thisstudyprovidesareferenceforteachershowtousemultimodalPPTinprimaryschoolEnglishteaching,sothatteacherscancreateamorerelaxedteachingatmosphereandimprovetherelationshipwithstudents.ThemostimportantthingistoenrichteachingqualitywiththehelpofmultimodalPPT.2LiteratureReview2.1TheoreticalBaseThemultimodalPPTusedinEnglishteachingisacombinationofcharacters,colors,soundsandothersymbols.Inessence,itisalsoinlinewiththecharacteristicsofMultimodalDiscourseAnalysisTheory.Itisnotonlyadiscoursethatintegratesmultiplemodesofcommunication,butalsousescolor,image,musicandothersymboliccodestoachievemeaning.Ithasamoresystematicandcomprehensiveunderstandingofdiscourse.Therefore,MultimodalDiscourseAnalysisTheoryisthetheoreticalbaseofmultimodalPPT.Inthecontinuousdevelopmentofeducation,itisfoundthatonlyfromtheperspectiveoflanguage,discoursecannolongerbeanalyzedandstudiedcomprehensively,becausealargepartofdiscoursemeaningisembodiedbynon-verbalfactors,suchasPPT,network,surroundingenvironment,etc.Multimodaldiscoursereferstotheuseofvisual,auditoryandothersensorystimuli,combinedwithlanguage,sound,imageandotherresourcesinlinewiththephenomenonofcommunication.Theprocessofcommunicationnotonlyusesonesense,butalsoinvolvesmanysenses,includingmanyformsofsymbolicparticipation.Forexample,teachersusemultimodalPPTforteaching,mainlyincludingvisualandauditorymethods,aswellaspictures,video,audioandotherformalsymbols.ThetheoryofmultimodaldiscourseanalysiswasfirstputforwardbyBarthes,whoanalyzedtheinteractionbetweenlanguageandimageinmeaningexpressionintheprocessofdiscussingimagerhetoric.KressandVanLeeuwenarethemostprominentcontributorstothestudyofmultimodaldiscourseanalysis.Theyhaveexploredtherelationshipbetweenmodalityandmedia,thelawofmultimodalmeaningexpression,layingasolidfoundationforthedevelopmentofthisfield.Sincethen,manyscholarshavebeguntoexploremultimodaldiscourseanalysistheoryfromdifferentaspects.O'Hallorannotonlystudiesrelatedtheories,butalsostudiesmultimodalapplicationinmathematicaldiscourse.Roycestudiesthesynergismofdifferentsymbolsinmultimodalforeignlanguageteaching.LiZhanziisthefirsttostudymultimodaldiscourseanalysisinChina.Hepointedoutthatmultimodalutteranceisatextwithcomplexutterancessuchasimagesandgraphs,oranymorethanonekindofsymbolcodetorealizemeaning,whichisofgreatsignificancetodeepentheunderstandingofthesocialsymbolcharacteristicsoflanguage,thegenerationandunderstandingofmultimodalutterance,andEnglishteaching.GuYueguoandHuZhuangLinarethefirsttocombinemultimodaldiscourseanalysiswithteaching.Gudefinedtheconceptsofmultimedialearningandmultimodallearning,andanalyzedthemwithexamplesinforeignlanguagelearning.Hustudiedthesignificanceofmultimodalconstructionfromtheperspectiveoftheoryandpractice.ThenZhuYongshengandZhangDelubegantoexploretheconcept,significanceandapplicationofmultimodaldiscourseanalysistheoryfromvariousperspectives.TeachersusemultimodalPPTinteaching,throughtext,pictures,audioandothersymbolicmodestoreflecttheteachingknowledge,betterrealizetheefficientcommunicationwithstudents.Basedonthetheoryofmultimodaldiscourseanalysis,thisstudyanalyzesthecurrentsituationoftheuseofmultimodalPPTbyprimaryschoolEnglishteachers.2.2ResearchesonMulti-modalPPT2.2.1DefinitionofMultimodalityMultimodalityisthecombinationandcomplexinterplayofverbaltextwithvisualandauralmeansofsignifyingindifferentkindsofcommunication.Multimodalityisatermthatappearsinrecentyears.Itisdefinedbysomelinguistsandscholars.Holsanova(1999)pointedoutthatmultimodalityexistsineverypartofdailylife.Forexample:movies,advertisements,books,etc.VanLeeuwen(2005)holdsthatmultimodalitymeansthecombinationofdifferentsemioticmodesincommunicationtoolsorevents,suchaslanguageandmusic.Baldry&Thibault(2006)believesthatmultimodalityisauniquecombinationofmultiplesymbolresourcesystemsthatareencodedandcontextualizedwhenwritingspecifictextmeanings.Machin(2007)claimsthatmultimodalityrepresentsthevisualcommunicationgrammarusedbyimagedesigners.Therefore,multimodalresearchfocusesontherelationshipbetweendifferentcommunicationmodes.2.2.2DefinitionsofPPTandMultimodalPPTPPTistheabbreviationofpowerpoint,isakindofmultimediasoftware,andisacommonteachingtoolofclassroommultimediateaching.Itisclear,convenientandchangeable.Amongthesefeatures,oneofthemostimportantisthatPPThasauniquemultimodalgenerationfunctionthatothermediatoolsdonothave.Thisisthereasonwhypptcoursewareiswidelyusedinteaching.AsSuskind(2005)said,PPTiswidelyusedasaneffectivetoolinmanyfields,especiallyinbusinessandlanguageteaching.ThispapermainlydiscussestheapplicationofPPTinlanguageteaching.HuZhuanglin(2007)pointedoutthatlittleisknownabouthowtomakefulluseofPPTinlanguageteaching.Multimodalityisthetheoreticalanalysisandpracticeofconstructingpaper,mediaanddailythingsbycombiningmultiplesymbolsystems.PPTitselfcontainstext,picture,audio,videoandothersymbolsystems,whichhascertainmultimodality.Therefore,multimodalPPTcoursewareisanewteachingmethodwhichcombinesmultimediatechnologyandmultimodaldiscourseanalysistheory.Itintegratesavarietyofmodesandsymbolsystems,makingaperfectcombinationofmultiplemodestocompletetheconstructionofmeaning.ThisstudyfocusesontheapplicationofPPTinlanguageteaching.Pptofsingletextmodecan'tmeettheneedsofstudents.Wecanusebrightcolorpictures,simpleanimation,audioandsoontofullymobilizestudents'multiplesenses,stimulatestudents'interest,andachievebetterlearningeffect.ZhangBocheng(2009)pointedoutthatmultimodalpptteachingisamulti-modalwayofexplanation,whichusesavarietyofsymbolicresourcessuchaspictures,audio,video,colors,chartsandsoon.ZhangZheng(2010)believedthatmultimodalpptreferstothesystemresourcescontainingtwoormoresymbolsinPPTcourseware.2.2.3ResearchesonMulti-modalPPTinLanguageTeachingAbroadUndertheconditionofrapiddevelopmentofscienceandtechnology,multimodalPPT,asthemostnovelandadvancededucationmode,hasattractedtheattentionofmanyeducatorsathomeandabroadandstartedcorrespondingresearch.ThefirsttoassociateitwithteachingandlearningistheNewLondonGroup(1996).Themainpointofviewistolinkmultimodaldiscourseanalysistheorywithlanguageteaching,andtostudytheapplicationofmultimodaldiscourseanalysistheoryinlanguageteaching.Afterthat,scholarshavemademoreandmoreresearchesonmultimodalityandlanguageteaching.Szaba&Hastings(2000)investigatedthesupplementaryeffectofPPTthroughasamplestudy,andtheresultsshowedthatstudents'performanceimproved.NouriandShahidi(2005)confirmedthatmultimodalpptnotonlyhelpslearners'learningattitude,butalsoenhanceslearners'short-termmemory.TheresearchofNoppe(2007)showsthatusingPPTtogivelecturestostudentscanimprovethelearningeffect.GuichonandMCLornan(2008)studiedmultimodalPPTandsecondlanguagelearners.Theybelievethatthefactorssuchaslearningconditions,knowledgestructureandteachingenvironmentneededbylearnersshouldbetakenintoaccountwhenchoosingthesecondlanguageteachingmode.Therefore,theyputforwardtheprinciplesofdesignandteachingmethodsofcomputer-assistedinstruction(CAI)courses,whichpromotedlanguageteaching.Harris(2011)introducednewdemonstrationmedia,andalsocalledformoreconsiderationofteachingstylewhenusingmultimodalPPTforteaching.Throughthesestudies,itcanbefoundthatalthoughtheresearchdirectionsaredifferent,theapplicationofmultimodalPPThasapositiveimpactonEnglishteaching.2.2.4ResearchesonMulti-modalPPTinLanguageTeachingatHomeWiththedevelopmentofmultimodalPPTinthefieldofteaching,manydomesticscholarshavegraduallymadecorrespondingresearchontheapplicationofmultimodalPPTinlanguageteachingatthebeginningofthe20thcentury.GuYueguoandHuZhuanglinarethefirsttostudy.GuYueguo(2007)pointedouttheinfluenceofmultimediaandmultimodalityonstudentsandtheanalysisofsomelearningprocesses.HuZhuanglinandDongJia(2006)analyzedthetextofaPPTdemonstrationcompetition,andanalyzedtheentriesin23PPTdemonstrationcompetitionsattheAustralianCulturalFestival,whichmadegreatprogressinmultimodalconstructionofmeaning.ZhuYongsheng(2008)thinksthattheapplicationofmultimodalteachinghasplayedacertainroleintheimprovementofEnglishTeachinginChina.ZhangDelu(2009)discussestheapplicationofmultimodaldiscourseandmultimediatechnologyinforeignlanguageteaching,whichplaysaguidingroleintheselectionofmodalcollocationundertheframeworkofmoderntechnologyandmultimodaldiscoursecommunication.Inrecentyears,theresearchontheinfluenceofmultimodalpptonEnglishclassroomteachinghasincreasedgradually,butthereislittleresearchontheprimaryschoolstudents.ZhuWenshi's(2015)researchisrepresentative.Throughtheexperimentalresearch,itisfoundthatreasonablemultimodalteachingcanimprovetheefficiencyofEnglishclassroomteachinginprimaryschool.Therefore,therearerelativelyfewstudiesontheuseofmultimodePPTinprimaryschoolEnglishteaching,whichneedsfurtherstudy.3Methodology3.1ResearchQuestionsOnthebasisoftheinnovationofteachingmethods,theimplementationofEnglishcurriculuminprimaryschoolisconducivetochangingstudents'learningmethodsandenablingstudentstoacceptrelevantknowledgeinastrongerEnglishenvironment.Thekeyproblemstobesolvedinthisstudyare:A. ThepresentstatusofmultimodalPPTinprimaryschoolEnglishteaching.B. ThesituationofstudentshavinganideaoftheapplicationofmultimodalPPTinEnglishclass.C. TheproblemsofusingmultimodalPPTbyprimaryschoolEnglishteachers.3.2ParticipantsoftheResearchParticipantsinthestudywere40studentsand40teachersfromBaoJiatunCentralPrimarySchoolandYingbinPrimarySchoolinTianzhencounty.Theformerisanewtypeoflocalruralschool,theteachingequipmentisperfectinrecentyears,thereare20studentsand15teachersfromtheschool.Thelatterisalocalurbanprimaryschoolwithricheducationalresources.Thereare20studentsand25teachersfromtheschool.Thetwoprimaryschoolshaveawidecoverageofstudents,andtheproportionofstudentsisrelativelybalanced,includingexcellent,mediumandweakbasicstudents.Inthisway,thesurveydatawillbemorerepresentativeandprovideabetterreferenceforthestudy.3.3InstrumentoftheResearchIntheresearch,teachers'questionnaire,teachers'interviewandstudents'interviewareused.BasedonZhangXin's(2019)questionnaireontheuseofmultimodalpptbyEnglishteachersinjuniormiddleschool,thispaperdesignsateacherquestionnaire.Thequestionnaireincludes18questions.Mainlyfromthreeaspectsofinvestigationandanalysis.TheyarethecurrentsituationofmultimodalPPTusedbyteachers,theimpactofmultimodalPPTuseonstudentsandteachers'attitudetowardsusingmultimodalPPT(seeAppendix1).Inordertomaketheresearchmorevaluable,furtherunderstandtheattitudeofteachersandstudentstowardstheuseofmultimodalPPT,andunderstandtheimpactofmultimodalpptteachingonstudents.Theresearchersinterviewed10studentsand5teachersatrandom.Therearethreeaspectsofstudentinterview:Students'understandingofmultimodalPPT,students'learningabilityandlearninginterest.Teacherinterviewsaremainlybasedonthedimensionsofstudents'learningability(seeAppendix2).ThepurposeoftheinterviewistofurthersupporttheresultsofthequestionnairesurveyandtodeeplyunderstandtheimpactoftheapplicationofmultimodalPPTonstudents.3.4DataCollectionInMarch2020,aquestionnairewassentto40Englishteachersviawechat.Afterabriefexplanationwiththeteachers,theteachersrepliedtothequestionnaireseriously.Thequestionnaireadoptedtheanonymouswayandcollected30questionnaireseffectively.Afterthat,throughthewayofnetworkvideo,10studentsand5teacherswereinterviewedtomaketheinvestigationmoreperfect.Afteraseriesofinvestigationanddatacollection,someimportantinformationiscollected.4ResearchResultsandDiscussion4.1AnalysisoftheQuestionnaireThispartwillpresenttheresultsofthequestionnaire.InalltheTablesbelow,thereare18questions:Table1researchesthecurrentsituationofteachersusingmultimodalPPT,including6questionsfromQ1toQ6.Table2studiestheimpactofmultimodalpptuseonstudents,including6questionsfromQ7toQ12.Table3researchesteachers'attitudestowardsmultimodalPPT,including6questionsfromQ13toQ18.Table1AnalysisoftheCurrentSituationofMultimodalPPTQuestionsABCDE127%50%23%213%30%30%27%7%33%17%50%20%10%45%30%15%40%10%520%50%20%3%7%63%3%40%22%32%Questionsfromthe1sttothe6tharemainlyanalyzedfromthecurrentsituationofteachersusingmultimodalPPT.Fromtheabovedata,wecanknowthatittakes50%ofteachershalfanhourtoanhour,and33%ofteachersmorethananhourtopreparealessonusingmultimodalPPT.Itcanbeseenthatittakesacertainamountoftimetopreparelessonsintheearlystagewhenusingmultimodalpptteaching.However,afterspendingalotoftimepreparinglessons,50%ofteachersstillcan'tgraspthetimethateachPPTshouldpresent.Thiscanleadtotoolittleortoomuchcontentinalesson.Atthesametime,thedatashowsthathalfoftheteachers'PPTcoursewarecontentonlyaccountsfortwofifthsofthecontentofaclassteachingactivity,whichwillleadtoandspendtimeandcannotmakegooduseofPPT,andcannotachievetheexpectedeffect.Table2AnalysisoftheImpactofMultimodalPPTUseonStudentsQuestionsABCDE717%33%33%7%10%823%27%23%17%10%933%17%30%17%3%1033%30%17%17%3%1150%33%7%3%7%1223%26%17%17%17%Questions7to12aremainlyanalyzedfromtheimpactofmultimodalpptuseonstudents.ResearchshowsthattheuseofmultimodalPPTteachinghasapositiveimpactonstudents.50%oftheteachersthinkthattheuseofmultimodalPPTteachingisveryhelpfulforstudentstolearnwords.WordsarethebasisoflearningEnglishknowledge.Onthisbasis,studentscanhaveagoodstart.Atthesametime,manyteachersthinkthatmulti-modalpptteachingcanstimulatestudents'interestinlearningEnglishandimprovetheirEnglishscores.ThecorrectuseofmultimodalPPTmakesstudentsdominateinEnglishclass.Asaprimaryschoolstudent,itisdifficulttolearnEnglishwellwithoutagoodEnglishteachingenvironment.Therefore,multimodalPPTshouldnotonlystimulatestudents'interest,butalsomaximizethecreationofforeignlanguageenvironment.Table3AnalysisofTeachers'AttitudestowardsMultimodalPPTQuestionsABCDE1350%33%7%3%7%1417%50%10%7%17%157%33%50%7%3%1650%17%10%7%17%1717%23%10%17%33%1867%7%7%13%7%Questionsfromthe13thtothe18tharemainlyanalyzedofteachers'attitudestowardsmultimodalPPT.Theabovedatashowsthat50%ofteachersprefertousemultimodalPPTforteaching,whichshowsthatteachersareoptimisticabouttheuseofmultimodalPPT.AfterusingmultimodalPPTforteaching,67%ofteachersagreethatitcanbeusedforteachingefficiency.However,nearlyhalfofEnglishteacherssaythattheuseofmultimodalPPTcannotplayaleadingroleintheclassroom.Thisisbecausemanyteachersdon'tknowmuchabouttheknowledgeandtechnologyofmultimodalPPT,andtherewillbesomeuncontrollablesituationsinthedesignandapplicationofPPT.Atthesametime,74%ofteachersagreetoacceptthetrainingofmultimodalPPTapplicationteaching,fromwhichwecanknowthatteachersexpectthenewteachingmethodofmultimediaPPTtogetbetterdevelopment.4.2AnalysisoftheInterviews4.2.1StudentInterviewInthisstudentinterview,10studentswereinterviewed.Thepurposeofthisinterviewistofurthersupplementthequestionsthatcannotbeinvestigatedclearlybecauseofthelimitationsofthequestionnaire.Themainquestionsinvolvedare:1.DoyouknowwhatmultimodalPPTis?2.DoyoulikeyourEnglishteacherusingmultimodalPPT?Why?3.Whenteachersusemultimediacoursewareinclass,doyouhavemoreopportunitiestocommunicatewithteachersandstudents?Thefollowingtableisabriefrecordoftheresponsesof10students.Table4StudentinterviewrecordStudentsAnswersummary1IknowmultimodalPPT,butIdon'tlikeit.Theteacherwillfocusonppt2KnowaboutPPT,likePPT,therewillbeinterestingpicturesandsounds3I'veheardPPTandwouldliketolistentoPPT'sEnglishNurseryRhymes4TherewillbesomelettergamesinPPT,whichisveryinteresting5Idon'tknowaboutPPT,andIdon'tcareabouttheteacher'swayofclass6Theteacherwillletuswatchthecartoontogetherandlearnthewordsinit7Don'tlikePPT,can'tfindthecorrespondingcontentinthebook8Don'tlikeEnglish9KnowthePPT,likePPT,havemoretimetointeractwiththeteacherinclass10LikePPT,likelearningpptandspeakingEnglishAsfortheunderstandingofmultimodalPPT,mostofthestudentssaidthattheteacherhadmentioneditinclass,andtherewerealsoteacherswhooftenusedmultimodalPPTforteaching,butthestudentsdidn'tknowmuchaboutit.Intermsofadvantages,multi-modalPPTcanmaketheclassroomcontentmorecolorful,andtheinteractionofmultiplemodesmakestheteachingcontentvivid,specific,moreattractive,andmoreabletostimulatetheinterestofstudents.Andmanystudentsmentionedthatteachersinsertedmanypictures,music,animationandgamesintothemultimodalpptcoursewaretohelpthemunderstandforeignculturesandtextsandwords.Somestudentsmentionedthefollowingpoints.OneisthatsometeachersspendalotoftimeonPPTinclassandseldominteractwithstudents.Second,someteachersdidnotpayattentiontothecontentofthetextbookwhenpresentingthePPT,whichmadethestudentsconfused.Thestudentsinthisinterviewareallpositiveaboutmultimodalpptteaching,buttheycanstillreflectsomeproblems.IfteachersarenotfamiliarwiththecontentofPPT,theywillspendalotoftimeonthecontentofPPTwhenteaching.Teachers'attentionshouldbemoreonstudents'response.Inaddition,teachersneedtoexplaintheteachingcontentwithstudentsbeforeclassorshowthecontentclearlyatthebeginningofPPT.Teachersshouldtaketheinitiativetoexchangeideaswithstudents,enrichandimprovetheirowncoursewareproductionandteachingmode.4.1.2TeacherInterviewInthisteacherinterview,fiveteacherswereinterviewed.Thepurposeofthisinterviewistofurthersupplementthequestionsthatcannotbeinvestigatedclearlybecauseofthelimitationsofthequestionnaire,soastogetmoredetailedcontents.Themainproblemsinvolvedare:1.whatdoyouknowaboutPPTusedinEnglishteaching?2.Accordingtoyourteachingexperience,whatdoyouthinkshouldbepaidattentiontointhedesignofmultimodalPPTcourseware?Doyouhaveanysuggestionsforrevision?Thefollowingtableisabriefrecordoftheresponsesofthefiveteachersinterviewed.Table5TeacherinterviewrecordTeacherAnswersummary1Visualimageandrichcontentsometimesdistractstudents'attention.WhendesigningPPTcourseware,weshouldpayattentiontomodematchingandselection2Itiseasytooperate,stressthekeypoints,lightentheburdenofteachers'classroom,andlimitteachers'ownteachingideaswhenusingforalongtime.Weshouldpayattentiontothetimeandmethodofusing3Theuseofmultip