Research On The Effectiveness Of Tblt In Vocabulary Teaching For Students With Learning Difficulties Of Senior High School

With the development of a new round of basic education curriculum reform,the student-centered educational concept has been highly concerned.However,the difference of regional educational resources still restricts the balance of educational development,especially the education training research of students with learning difficulties has not been paid enough attention to.As an English teacher in an ordinary high school,the students are the last 1000 high school students in the city(Qi Taihe),and the English foundation is generally weak.As a key element in learning,vocabulary mastery and accumulation is the first step for students with learning difficulties to improve their language ability,but the effect of using traditional vocabulary teaching methods is unsatisfactory.The New Curriculum Standard for English in Senior High School(2017 Edition)requires changing the bad,inefficient,mechanical and indoctrinated teaching mode,optimizing the current learning style,and advocating the concept of English learning activities which is student-centered,student-oriented,learning-use combination,learning-to-use,knowledge-and-doing integration and active construction.The characteristics of task-based teaching method are in line with the basic idea of the new curriculum standard.Therefore,the purpose of this study is to explore the effectiveness of task-based teaching in vocabulary teaching for students with English learning difficulties in senior high schools.The purpose of the study is to answer three questions:(1)What is the current situation of vocabulary learning for students with English learning difficulties in senior high school?(2)How to use a task-based teaching method suitable for students with learning difficulties in vocabulary teaching?(3)Is the implementation of the task-based approach effective?The author follows the Prabhu task classification principle,based on the Willis task construction model,combined with the actual situation of the experimental class,the construction of a new task vocabulary teaching model is analyzed.Using the method of quantitative analysis and qualitative analysis,two parallel classes(52 students each,taught by the same English teacher)were selected in the first year of senior high school.Using traditional teaching method,vocabulary teaching practice for 3 months in two classes.Through the use of before and after questionnaire,before and after interview,before and after vocabulary test paper and other tools to collect data and analyse,the author tries to investigate the effectiveness of task-based teaching method for high school English students with difficulties in vocabulary teaching.The research shows that the task-based vocabulary teaching model adopted in this study helps to improve the vocabulary learning interest and attitude of students with learning difficulties,broaden vocabulary learning methods and improve vocabulary learning performance.It is found that task-based vocabulary teaching method is effective for English vocabulary teaching of students with learning difficulties.Among them,information-gap tasks and reasoning-gap tasks are more beneficial to the understanding and absorption of vocabulary learning of students with learning difficulties.At the same time,this teaching experiment also promotes the change of teacher’s educational idea,and let teachers pay more attention to the group of students with learning difficulties.There are some limitations in this study,such as less experimental samples,shorter experimental period and so on.It is hoped that this study has some reference value for the effectiveness of task-based teaching method in vocabulary teaching for students with high learning English learning difficulties.