An Empirical Study On Task-based Approach In English Vocabulary Teaching In Senior High School

Vocabulary teaching is the theme and difficulty in English teaching.However,in the actual teaching,there exist many problems: teaching methods are single,and teachers put emphasis on quantity rather than quality.These lead to students' less words involvement,mechanical vocabulary memory,and weak vocabulary using ability.This eventually causes students to lose interest and confidence in learning English.This research adopts the Task-based vocabulary teaching methods,in order that the problems existing in the vocabulary teaching and learning can be solved;also to improve students' ability of understanding and mastering the vocabulary.Therefore,the students' leaning interest and confidence can be aroused,and then improve comprehensive English result.Task-based teaching method refers to a method of "learning by doing,doing in learning ".Many experts and scholars at home and abroad have paid attention to it since the 1980 s.They constantly research and apply the task-based teaching model in English oral teaching,reading teaching,grammar teaching,and etc.For instance,,Wang an,who applies the Task-based to reading class.Di hongli,who applies the Task-based to grammar class.The results prove that Task-based teaching method is more effective than traditional method.There are few researches about vocabulary teaching in senior high school.In this paper,the teaching methods are carried out in teaching vocabulary,and to discuss the positive role of task-based approach in English vocabulary learning.Aims to answer: 1.Is the task-based approach more effective in improving vocabulary teaching than the traditional approach? 2.How efficiently can the students improve their English vocabulary learning through the task-based approach?3.What are the students' attitudes towards task-based vocabulary teaching?The focus of this study is applying the task-based teaching method to high school English vocabulary teaching.By analyzing the concept and principles of the task-based teaching,and under the guidance of the second language acquisition theory and constructivism theory,the author carries out practical design and specific teaching steps of task-based vocabulary teaching.Designing different vocabulary learning tasks,the author lets the students understand,memorize and use the words by completing the tasks.In this experiment,the subjects are selected from two classes of Senior 1 students from Hua Yu Senior High School of Anshan in Liaoning province.These two classes are both taught by the author.Class 7 is regarded as the experimental class,while class 6 is regarded as the controlled class.Experiment is finished in the first semester during March 2015 to July2015.The questionnaire is applied in this study.Before the experiment,a pre-test has been taken between the two classes and the results have been scored.Then,the author adopts the task-based vocabulary teaching method in the experimental class.Starting from the specific situation,the author uses the task-based vocabulary teaching methods to enhance students' interest and confidence in learning English through specific analysis and positive guidance.In the meanwhile,the controlled class will continuously take the traditional teaching method.Finally,after a five months' experiment,the two classes are asked to take another comprehensive English test again,the results are analyzed by using software SPSS.Experimental results show that task-based vocabulary teaching method is more effective than the traditional vocabulary teaching methods,students' learning interest and confidence has been stimulated,and furthermore comprehensively improve the students' English scores.