【Abstract】At present， the multimodal discourse of classroom teaching in China is a new type of classroom teaching mode. Its appearance has changed the original traditional teaching mode. Although the teaching of multimodal discourse is an innovation， there are still some shortcomings in multimodal discourse.

【Key words】college English； classroom teaching； multimodal discourse； research

【作者簡(jiǎn)介】吳治華，昆明理工大學(xué)津橋?qū)W院。

Introduction

In order to improve classroom learning efficiency， multimodal discourse is slowly used in the classroom. It is the reform and innovation of the traditional classroom teaching model.

1. the connotation of multimodal discourse theory

Multimodal discourse refers to the modern communication process through the use of visual， auditory and tactile， as well as symbolic resources such as text， painting， and sound. In 2001， Gunther Kress of the University of London and Theo Van Leeuwen of the University of Technology in Sydney published the book 《Multimodal Discourse： The Media and Modality of Contemporary Communication.》The authors proposed four concepts： discourse， design， production， and spread.

2. the principle of multimodal teaching mode construction

At present， we have not found a teaching model suitable for a variety of teaching tasks， and we propose the following principles according to the problems that are easy to appear in the study of multi-modal discourse in college English classroom teaching：

2.1 Teachers need to strengthen interaction and communication with students.

In the process of classroom learning， we need to use the entire multimodal model to mobilize the enthusiasm of students by using multi-modal mobilization and using scientific methods to control the time of classroom teaching， the efficiency of teaching， and the way of teaching.

2.2 Provide students with real multimodal learning resources

While teaching knowledge， teachers should strengthen their learning ability and develop more multimodal learning resources. Teachers can combine the learning content of the classroom with the content of student life， create learning methods and learning resources that are suitable for students.

2.3 Inspire and maintain students? interest in learning

Whether students can learn English well， the interest of learning is the key. Therefore， multimodal teaching should base students? interest in learning and stimulate students? interest in learning. In the course of preparing lessons， teachers should give full play to the role of multimodality in the teaching mode and choose a teaching mode suitable for teaching content.

3.the application of multimodal discourse theory in college English classroom

3.1 Create a new teaching atmosphere under the multimodal discourse theory system

The traditional classroom teaching mode that we know is that the teacher unilaterally explains the content in the classroom and imparts knowledge， while the student acts as the recipient and plays the role of information record and memory. Although the education reform in China has improved the college English class， the teacher can improve the content of the class and display the knowledge in the book in multimedia form student.

3.2 Effectively guide students information expression under the guidance of multimodal discourse theory

Multimodal discourse theory requires teachers to constantly change the teaching methods in the teaching process， and to improve students coping ability and information processing ability. We can use the situational teaching model to engage students through the setting and performance of the scene. This way not only increases the interaction between teachers and students， but also allows students to better understand the learning content.

4. Conclusion

Multimodal discourse theory provides an important guiding role for college English classroom teaching， strengthens students interest in English learning， and improves teacher-student relationship. The implementation of multimodal discourse theory has greatly improved the current educational dilemma in China.

References：

[1]Qin Qiongfang. Application of Multimodal Discourse in Foreign Language Teaching，2017.

[2]Ma Lifang. Research on teaching mode under the framework of multimodal discourse，2016.