As is known to all, vocabulary is one of the three elements of language。 English vocabulary teaching is an important and indispensable part in the whole English teaching。 Language experts and scholars at home and abroad have more remarkable achievements of research literature of English vocabulary。 In China, English vocabulary acquisition of students in Senior high school is a relatively weak link。 Theoretical research, therefore, urgently needs more practice to prove, and teaching practice also needs the guidance of the theoretical research。 Surveys found that most of the teachers will take the traditional teaching methods in the regular high school English vocabulary teaching: voice — the student read aloud —simple vocabulary meaning — students memorize after class — dictation —test。 The students mechanically memorize words and their usage of learning, so effects of vocabulary acquisition are poor, and the teaching effects need to be improved。

 In recent years, a number of scholars began to have researches on the relationship between English vocabulary teaching and multimodal theory。 Many multimodal theory applications in college English vocabulary teaching are also involved。 However, through reading a large number of documents I have found: there is few literature and empirical studies of applications of multimodal discourse analysis theory in the high school English vocabulary teaching。 As a result, this article has important theoretical value and practical significance on the application of multimodal theory in high school English vocabulary teaching。

This paper includes four parts: the first part is literature review, which is based on the studies of second language acquisition and many current multimodal theories, from foreign and domestic research present situation, research results and research progress of multimodal theory and English vocabulary teaching, The second part is the theoretical framework, which mainly introduces the related concept, media system, form relationship and integrated framework of multimodal discourse analysis and the third part is implications for English vocabulary teaching in Senior High School。 It has the features, operation mode, influence and suggestions of multimodal vocabulary teaching in Senior High School。 The last is the conclusion, including the main findings and the insufficient of the present study and suggestions for further research。

2。 Literature Review

This chapter mainly presents systematically research contents, research situation at home and abroad, research progress and related features。 And it also makes a review on the basis of achievements of multimodal theory and English vocabulary teaching 。

2。1 A review of multimodal theory

 This part mainly summarizes related research status, research progress and research achievements of numerous domestic and foreign experts and scholars of the new frontier multimodal discourse analysis theory in the field of academic research。 

2。1。1 An overview of foreign multimodal research 

As we all know, the academic study of language lasted long, however, multimodal theory arose in the 1990s in the west in the academic field has only more than 20 years。 Multimodal discourse analysis theory thinks that language is a social symbol, while nonverbal symbols (painting, dancing, music, etc。)in addition to language are able to produce the expression of meaning。 All kinds of nonverbal symbols modality work independently and interact with each other, generating meaning together with language symbol, which breaks through the narrow limitation of traditional discourse analysis isolating study of language itself。

In the late 20th century, western scholars Halliday, Kress and Van Leeuwen successively proposed many concepts of multimodal theory, and the earliest researcher in the field of multimodal discourse analysis is R。 Barthes。Kress and Van Leeuwen provided the theoretical basis and research methods for multimodal discourse analysis theory。 In 2002, Royce,T。studied the complementary of different symbols in multimodal discourse and cooperativity in second language classroom teaching。O ’Halloran, K。 L。not only studied the multimodal theory building, but also studied the multimodal phenomenon in the teaching and practice。 The guidance of multimodal discourse analysis for language teaching is drawing more and more attention of western scholars。 At the beginning of the century, Kress and Van Leeuwen studied the methods of multimodal classroom teaching, and discussed the effect of nonverbal symbols modal in the actual classroom teaching, such as images, gestures, etc。 They pointed out that image is the essential part of teaching。 In 2002, language scholars Royce studied that how teachers use vision, auditory sense, and other modals presented in computers to help students develop communication ability of multimodal discourse in the classroom。 In 2006, Jewitt explores the principle of designing and using the interactive whiteboard in the classroom teaching, and studied the relationship between multimodal teaching and modern media technology。 Jewitt also pointed out that the teaching discourse was no longer the situation of exclusive language; the classroom teaching is completed jointly by multiple modals, including space, 3Dobjects, graphics, tables, pictures, animations, gaze, gestures, moving, sound, tone, music, spoken and written language, and so on。