Abstract: Multimodal discourse analysis is a tendency of analyzing oral language data internationally, which makes it possible to investigate non-verbal communication in an all-round way. From the view point of Multimodal Discourse Analysis, this paper discusses the changes of students’ abilities of using PPTs and independent learning when the second-year students of non-English major make and show PPTs in oral English class. The study is divided into two phases. The result of this study shows that multimodal PPT design can improve student’s awareness of PPT and students’ ability of learning effectively, it also shows that PPT as an auxiliary teaching method can improve the quality of oral English teaching.
Key words: multimodal; PPT; college oral English

摘  要：多模态话语分析在当代已成为一种话语分析的流行趋势，它使得非语言交流得到广泛研究。本文从多模态话语分析的角度出发，探讨了非英语专业二年级本科生在英语口语课堂自制和演示PPT的情况下运用PPT和自主学习能力的变化情况。该研究分为两个阶段进行。研究表明，多模态PPT设计能够有效提高学生对PPT这一工具的认知以及学生学习的能力的提高。同时也说明PPT作为辅助教学手段能够有效提高英语口语教学的质量。
关键词：多模态；PPT；大学英语口语

As a non-language tools, PPT has become a characteristic teaching mode after it applied in Modern teaching. Because of this, it has received favor of an increasing number of students and teachers. This article will make a relevant research of multimodal PPT which be used in college spoken English class.
With the diversification of education environment, Chinese education department has carried out a lot of exploration in improving students’ comprehensive ability and quality. In spite of many significant achievements, lots of college students has great deficiency in promoting the capability of language organization and expression (including written and spoken English language), independent study, independent thinking, logical thinking and so on. It mainly includes following: Firstly, students have less ability in terms of language expression and writing. Secondly, students are over-burdened, narrow scope of knowledge, lack of creativeness and simplified knowledge. Thirdly, student’s learning method is too old, even some students lack of motivation. Students treat teachers as dominators and subject of earning activities. However, as a passive recipient and participant of learning activities, students’ autonomy and positivity is weak.