The Construction and Empirical Research of College English Multimodal Teaching from the Perspective of New Media

Abstract

In order to analyze the multimodal discourse in college English teaching, this paper proposes a multimodal discourse method for college English teaching based on the new media context. The basic structure of the questionnaire is analyzed from four dimensions; secondly, students are selected as the survey samples to understand the students’ true feelings about English subjects and teachers’ teaching, and the questionnaires are analyzed according to the three dimensions of the student’s questionnaire structure. Supported by the theory of “complex dynamic development” and “second language motivational self-system,” case tracking of three English majors was carried out. Data analysis shows that under the condition of multimodal language input, the learning motivation of individual learners in the second language classroom presents a relatively stable dynamic development trend, as well as nonlinear dynamic development characteristics in a specific period. College English teaching has been improved by the method raised in this research.