The Correlation Analysis of Multimodal Interaction in English Class on Vocabulary Depth Acquisition

Abstract

This study, set against the backdrop of an English classroom, explores the impact of multimodal interaction teaching models on vocabulary depth acquisition and its underlying mechanisms. By integrating Cognitive Load Theory with Sociocultural Theory, the study analyzes the pathways through which multimodal synergies, such as visual, auditory, and kinesthetic, affect vocabulary semantics, grammar, and pragmatic abilities. Combining theoretical explanations with empirical methods, the research reveals how multimodal interaction promotes the deep internalization of vocabulary knowledge through situational construction, cognitive resource optimization, and socialized practice. The results indicate that multimodal teaching can effectively strengthen semantic network connections, enhance the implicit acquisition efficiency of grammatical rules, and increase the contextual adaptability and cultural perception of vocabulary. The study provides theoretical support for innovative English vocabulary teaching, emphasizes the practical value of multimodal task design in achieving multidimensional language ability development, and offers a reference for the transformation of classroom models.