This article introduces the application of multimodal teaching method in foreign language reading teaching, emphasizing its positive role in providing rich learning experience and enhancing students' reading motivation. At the same time, through the implementation of multimodal teaching method in the middle school affiliated to Renmin University of China, and through questionnaires, tests, interviews and other methods, this paper studies the impact of this teaching method on students' internal motivation, external motivation and self-efficacy.

1、 Theoretical basis for introducing multimodal teaching

Deeply explored the theoretical basis of multimodal teaching and its potential impact on high school students' reading motivation. The theory of systemic functional linguistics emphasizes the three metafunctions of language: conceptual function, interpersonal function, and discourse function, providing a foundation for multimodal discourse analysis. The theory of multimodal discourse analysis further extends this viewpoint, stating that other modalities such as images and audio can also participate in meaning construction together with language, which helps to improve learning effectiveness and attract learners' attention. The affective filtering hypothesis suggests that emotional factors such as motivation, confidence, and anxiety have a significant impact on second language acquisition, and reading motivation is a key component of foreign language learning motivation, directly affecting reading performance. The study by Wigfield et al. provides four dimensions for evaluating reading motivation, which can help design more effective teaching strategies and enhance students' reading interest and level.

2、 Teaching Case Design and Research

Introduced the design and research process of multimodal teaching cases implemented in the French elective course at Renmin University Affiliated Middle School. In September 2018, French was officially included in the Chinese secondary school curriculum standards, and reading instruction plays an important role in French language teaching. Traditional teaching methods are relatively mechanical, which may lead to students losing interest in French reading. Therefore, researchers have introduced a multimodal reading teaching module at Renmin University Affiliated High School, aiming to explore its impact on high school students' French reading motivation. The experimental subjects are 35 French high school students aged 15 to 17 with zero starting points. There are a total of 14 French classes in one semester, which are divided into guidance and preparation stages, as well as multimodal teaching experimental stages. Using 'The Little Prince' as the reading material, an online reading course was conducted in three stages: pre reading, reading, and post reading. Multiple multimodal teaching materials and activities were used, such as brainstorming, songs, vocabulary and grammar explanations, musical selection, electronic dictionaries, etc., to stimulate students' interest in reading and improve their reading comprehension ability.

3、 Results and Analysis

The Reading Motivation Scale was used to evaluate the reading motivation of 35 high school students before and after multimodal French reading teaching. The experimental results show that students' overall reading motivation has improved after teaching, especially with a significant increase in self-efficacy. Students generally hold a positive attitude towards multimodal teaching methods, believing that their rich and diverse teaching materials and activities have increased their interest and participation in learning, and enhanced their confidence in French reading. However, some students have pointed out the shortcomings of online teaching, such as scattered attention and lack of effective communication, and the teaching content may lack systematicity due to the emphasis on fun.

conclusion

Multimodal teaching method enhances students' learning and understanding of paragraphs through various senses and digital media, enhancing learning vividness, diversity, and interactivity. Introducing this method in French elective courses effectively enhances high school students' reading motivation. The research aims to provide new ideas for foreign language teaching, but the experimental time is relatively short and the scale is small, requiring further optimization of teaching strategies and systematic analysis.