A study of multimodal education and discursive reading model in English based on multidimensional cognitive information aggregation theory

Discursive reading ability is an important component of English proficiency and an important measure of the level of language proficiency; to a large extent, the development of reading ability can contribute to the improvement of a student’s language ability, and the development of English reading ability in English teaching is one of the important requirements of English teaching under the new curriculum reform. The development of science and technology and multiculturalism in today’s society has led to the multimodality of most information transmission activities, which requires people to have corresponding multimodal reading abilities. The traditional English teaching mode is largely unable to meet the needs of the times, which makes it necessary to further explore the application of multimodal teaching mode in the English classroom. This paper focuses on the use of modality in English reading classrooms. The hypothesis of “multimodal reading classrooms can improve students’ learning interest and reading ability” is used as the theoretical support, and systemic functional linguistics, multimodal discourse analysis theory, and constructivist theory are used as the theoretical support. We used questionnaires and interviews to explore the multimodal teaching model of English reading. The experimental results show that the multimodal teaching model helps to improve students’ English performance, reading ability, and interest in English reading. To a certain extent, the multimodal teaching model can promote the development of English teaching, guarantee the quality of the course teaching, and make the English course less boring.