An Empirical Study On Indirect Vocabulary Learning Strategy In College English Audio-Visual Context

Vocabulary learning plays an important role in language learning and is the basis of developing various language skills.However,at present,vocabulary teaching has been in a passive situation at college English class in audio-visual context in China.On the one hand,teachers believe that vocabulary learning should not be emphasized in the classroom,and that should be students’ own business.On the other hand,students also believe that vocabulary can only be mastered by reading more and reciting more after class.As a result,phonetic knowledge and vocabulary knowledge are disjointed,students’ vocabulary ability cannot improve,and corresponding English listening and speaking skills and comprehensive competence are also stagnated.Not to mention being able to freely understand and express in English at both the literal and phonetic levels.In this context,based on Krashen’s Input Hypothesis and Swain’s Output Hypothesis,referring to Bialystok’s second language learning strategy model and Ren Yang and He Gaoda’s research results,this study constructs an indirect vocabulary learning strategy model in college English audio-visual context.Through one semester of experimental teaching,the aim is to answer the following three questions:(1)What the effect does the combination of phonics and International Phonetic Alphabet have on college students’ vocabulary learning?(2)What the effect does indirect vocabulary learning strategy model in college English audio-visual context have on college students’ vocabulary ability?(3)What are students’ attitudes towards indirect vocabulary learning strategy model in college English audio-visual context?The subjects of this study are two freshman classes of 83 non-English major students in Shenyang Normal University.The students are classified according to their entrance grades,and their English proficiency is comparatively consistent,which is also confirmed by the analysis of the pre-test data.One of the two classes is randomly selected as the experimental class and the other as the control class.The two classes use the same textbook and are taught by the same teacher.The experimental class accepted the teaching of indirect vocabulary learning strategy model,while the control class continued to learn in traditional vocabulary teaching model.The experiment lasts for 12 weeks.After the experiment,the collected data are collated and analyzed by Statistical Package for Social Sciences 21.0.Based on the analysis of the collected data,this study draws the following conclusions:(1)The combination teaching of phonics and International Phonetic Alphabet plays a positive role in promoting students’ vocabulary learning.(2)Indirect vocabulary learning strategy model can effectively improve college students’ vocabulary learning ability.(3)Students have a positive attitude towards the use of indirect vocabulary learning strategy model in English teaching.They believe that phonetic knowledge and indirect vocabulary learning strategies taught in class consolidates their foundation for vocabulary and English learning,and solves their previous doubts about English vocabulary learning.At the same time,the model improves their interest in vocabulary learning and alleviates their fear of English learning.Therefore,college English phonetics teaching should be emphasized in the future college English teaching.English phonetic knowledge such as phonics and IPA can correct students’ bad phonetic habits formed in elementary education stage,and improve their vocabulary learning and comprehensive English competence from the basic level.In addition,teachers should make full use of the existing college English classroom with audio-visual context,guide students to apply a variety of indirect vocabulary learning strategies in English learning,which can improve their learning efficiency,expand different English skills.