Effects of Multimodal Listening Instruction on Listening Performance of Rural Middle School Students from East China

Abstract

To overcome the key factors affecting the instruction of English listening is of vital importance for English teaching in rural middle schools. In this study, we conduct a quasi-experiment following the multimodal instruction model to explore the effectiveness of the multimodal instruction model. Firstly, the research adopts a mixed research method to extract the key factors that have influence on the English listening level of rural middle school students. Then, taking into consideration the influencing factors, a multimodal listening instruction model is designed for instruction experiments. The study, then, collects data via questionnaire survey and conducts statistic analysis to analyze the results of listening tests after instruction experiments. The results show that the multimodal listening instruction model can effectively stimulate students to improve their English listening ability, and its effectiveness on detailed information comprehension is greater than that on inference question. The results of the study can guide rural middle school English teachers to give priority to the use of multimodal listening instruction mode in listening details, and help students effectively improve listening effects.