1．目的及意义

With the development and application of science and technology, multimedia technology is gradually integrated into all aspects of education in developed countries and developing countries. All aspects of our life, work and study are filled with multimodal features. The extensive application of multimodality in education witnesses the great changes that have taken place in the methods of communication, teaching media, teaching and learning in school education --- language teaching also shows multi-modal features.

Since the rise of multi-modal discourse analysis in the West, many domestic scholars have also begun to explore multi-modal research and make some progress. At present, scholars in China gradually apply multi-modal theory to multi-modal teaching in language teaching. Multi-modal teaching is a new teaching philosophy put forward by Stein. It can be interpreted as teachers in the classroom using sound, pictures, animation and other channels, a variety of teaching methods to mobilize the students' multi-sensory response, so that students actively participate in the dynamic process of language learning, focusing on training students to multiple reading ability and promoting students to participate in language learning through joint participation and cooperation

Although now the theory of multimodal discourse analysis in China is only limited to the research and applied to language teaching and is still in the initial stage of development in China, we have reason to believe that with the deepen exploring of multimodal theory and the foreign language teaching practice, the theory will be maturing. As a new teaching mode, multi modal discourse is bound to inject new life and new ideas into the teaching of foreign languages. It is in full compliance with the rules and principles of language learning. It is irreplaceable for the positive influence of foreign language teaching In the future, this foreign language teaching that teachers can apply a variety of teaching methods to be a reasonable combination with multi-channel, multi-sensory stimulation will become the mainstream trend of our foreign language teaching in the development .

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2. 研究的基本内容与方案

{title}Fundamental contents in this paper is what achievements have been made in multimodal teaching in China in recent years and what are the deficiencies? What efforts should we continue to do in the future research and application of multimodal teaching? Based on this, the paper made a literature review on articles published in the core journals of CSSCI in 11 foreign languages and 36 pedagogical disciplines in 2007-2017, and analyzed the application and research of multimodal teaching in China in recent years, also the prospect of multimodal teaching research in the future. The literature research method is based on a certain research purpose or subject, to obtain information by the investigation of the literature, so as to comprehensively and correctly understand a method to master the research question.Main mission：Multi modal listening and speaking teaching；Multi-modal reading and writing teaching ； Research on Multimodal Classroom Model ；Multimodal Interpretation and Translation Teaching ；Research on Multimodal Curriculum Reform Survey ，the investigation method is one of the most commonly used methods in scientific research. It is a method of purposefully, systematically and systematically collecting materials on the actual or historical status of the research object.

Experimentation， experiments are an effective tool and necessary way to discover and confirm causal links between things.

3. 参考文献

[1]Daniel Xerri. Poetry Teaching and Multimodality: Theory into Practice[J]. Creative Education,2012,03(04).

[2]Fangpeng GAI. Application of Multimodal Discourse Analysis in Intercultural Communication Teaching[J]. Cross-Cultural Communication,2013,9(2).

[3]Margaret Early,Maureen Kendrick,Diane Potts. Multimodality: Out From the Margins of English Language Teaching[J]. TESOL Quarterly,2015,49(3).

[4]陈俊.大学英语课堂教学的新探索——评《大学英语多模态课堂教学研究》[J].教育发展研究,2016,36(21):2.

[5]胡壮麟.语言学教程[M].北京：北京大学出版社.2015.