An Empirical Study Of The Word-map Teaching Model In College English Vocabulary Teaching

Vocabulary plays a very important role in language learning. The vocabulary learning process can be roughly divided into three parts:language input, intake and language output. So far, numerous researches have been conducted by domestic English teachers to find effective ways to strengthen them. However, since the class hours are limited and most English classes are too big and diversified in terms of individual difference, it is a big challenge for teachers to establish a vocabulary teaching model which can both integrate the three parts of vocabulary learning process and is suitable and convenient for students.Based on Krashen’s input hypothesis and Swine’s output hypothesis as well as an analysis of current situation of domestic vocabulary teaching, the author of this thesis proposes a new vocabulary teaching model-the word-map teaching model—in an attempt to solve the problem. Traditionally, students learn words by memorizing Chinese explanations. However, under the word-map instruction, students are encouraged to learn words by associating them with real things. They are required to provide personal explanations and make a selection and optimization of the situations in which the target words are used. And then they are expected to enrich the situations and recall old words. In this way, the three parts of vocabulary learning are effectively integrated. Moreover, some fixed items and criteria are set in a word-map so that students can do it independently. In order to draw a qualified map, students need to use different learning strategies such as using dictionaries, reading native speakers’article, enriching world knowledge and communicating with classmates.To test the effectiveness of the word-map teaching model, a one-year experiment is made among108sophomores who major in economy at the Northeast University at Qinhuangdao. The subjects are divided into the control group (CG) and the experiment group (EG). Though denied any concept of word-map, the CG students are urged to use different strategies to learn words and this represents the way most students at this university are currently instructed. By contrast, the EG students are instructed under the word-map teaching model. The results of the experiment are subjected to an analysis by SPSS19.0and show that the EG students outperform the CG students in tests and use of vocabulary strategies. Therefore, it is safe to conclude that word-map is an effective way to enhance vocabulary learning and worth further exploration.