The Application of Multimedia Corpus in English Audio-Visual and Oral Teaching

This article uses Reid’s Perceived Learning Style Questionnaire to test audio-visual and oral learners, dividing them into six groups: visual, auditory, tactile, kinesthetic, cooperative, and independent. Uses SPSS software to analyze the pre-test and post-test results of the experimental group and the control group, the post-test scores of students with six learning styles were analyzed by means of variance analysis and multiple comparison. The results of t-test of independent samples in the pre-test show that p = 0.938 > 0.05, indicating that there is no significant difference between the two classes in the pre-test. The average score of the post-test experimental group is 88.64, and the standard deviation is 4.636. The average score of the control group is 83.97, and the standard deviation is 5.046. The average score of the experimental group is higher than that of the control group, and the standard deviation of the experimental group is lower than that of the control group. The result of t-test is p = 0.000 < 0.05. After two months of teaching experiment, students with various types of perceptual learning styles have made progress, while auditory students have the most prominent learning effect, followed by visual, cooperative, and independent students. The application of multimedia corpus in audio-visual and oral classes is not only feasible, but also can meet the special learning methods and requirements of students with different perceptual learning styles. The research results indicate that under the guidance of the new interactive hypothesis theory, the application of multimedia corpora in audio-visual oral classes can effectively improve students’ listening and speaking abilities.