The Application Research Of "output-oriented Approach" In Senior High School English Vocabulary Teaching

As a universally-used language,the English language is of great significance.Vocabulary is a vital part of English language learning.The larger one’s vocabulary is,the more likely one is to use vocabulary accurately and have a good command of the language.According to English Curriculum Standards for Senior High School(2017)and the high standard of College Entrance Examinations,senior high students are required to master more words with multiple meanings,the parts of speech and their usage as well as employing such words flexibly.Nevertheless,many students struggle to learn and use English vocabulary,which hinders the development of various skills and results in lower grades.Professor Wen Qiufang’s production-oriented approach(POA)presents a method to learn English,including output-driven and input-enabled hypothesis.Output is the driving force as well as the goal of language learning.Adequate input also plays an important role in the learning process,as it enables students to learn better.Under the guidance of this theory,the researcher conducted a two-month experiment in two classes,one as the experimental group and the other as the control group.In class,students start with an output task,learn target words in different ways and eventually complete the task,reaching the goal of mastering the target words.In the experiment,the researcher used tests,questionnaires and interviews,hoping to solve the following questions:(1)whether the vocabulary teaching based on POA will improve the efficiency of students’ vocabulary learning;(2)whether the vocabulary teaching based on POA will promote students’ use of vocabulary learning strategies;(3)whether the vocabulary teaching based on POA will enable students to become more interested in vocabulary learning.After collecting and analyzing the data,the researcher came to some conclusions.(1)As is shown by their exam scores,students in the experimental group achieved higher grades,showing the vocabulary teaching method allows students to learn vocabulary more efficiently.(2)With results of the two questionnaires compared,students in the experimental group are found to be able to apply vocabulary learning strategies in a better way.(3)In the interviews after the experiment,most students in the experimental group expressed an increased interest in learning vocabulary and described their experience in this period as positive and active.These findings prove that the combination of POA and vocabulary teaching can facilitate vocabulary learning.Given the current lack of vocabulary teaching methods,the research is meaningful.