The application of multimodal metaphors in senior high school English argumentative writing class

Abstract

With the deepening of modern educational concepts and the promotion of China’s New Curriculum Reform, significant changes are imperative in high school English classrooms. Although some studies have discussed the application of multimodal metaphors in vocabulary and reading teaching in senior high school and writing teaching in college, their exploration into the writing class in senior high school remains unexplored. This study thereby aims to investigate the integration of multimodal metaphors in English argumentative essay teaching and writing in senior high school. It conducts in-depth analysis by collecting data on teaching and learning. The results reveal that the application of multimodal metaphors enriches teaching content, enhances student engagement and performance, and fosters critical and metaphorical thinking skills, while some improvements also need to be considered. By incorporating multimodal elements like texts, images, audio, and gestures, this study also seeks to inspire further educational reforms and innovations in English writing classrooms.