A Study on the Multimodal Synergetic Path of Junior High School English Vocabulary Memory under the Lexical Chunk Theory – Taking Unit 4 Eat Well as an Example

Ziyi Yin; Ming Deng

doi:10.63313/IJSSEH.9044

Authors

Ziyi Yin China West Normal University, School of Foreign Language, Nangchong 637000, China Author
Ming Deng China West Normal University, School of Foreign Language, Nangchong 637000, China Author

DOI:

https://doi.org/10.63313/IJSSEH.9044

Keywords:

Lexical Chunk Theory, Multimodal Teaching, Junior High School English, Vocabulary Memory, Synergistic Path

Abstract

Aiming at the problem of low memory efficiency in junior high school English vocabulary teaching, this study constructs a three-layer progressive vocabulary memory enhancement path of ' input-processing-output ' based on lexical chunk theory and multimodal semiotics theory. The study integrates the lexical chunk classification system and multimodal synergy theory, combining the cognitive characteristics of junior high school students, to design a multimodal corpus, a gamification strategy, and a high-frequency transfer mechanism. It then implements teaching practice with Unit 4 as a case. The results show that this model can effectively enhance the effect of vocabulary memory, facilitate the transformation from "mechanical memory " to "meaning construction," and provide an operational teaching paradigm for utilizing lexical chunks in the context required by the new curriculum standards.

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