An Empirical Study On The Influence Of Corpus-based English Vocabulary Teaching On The Productive Vocabulary Ability Of High School Students

In traditional English teaching,the most common types of lessons are reading,listening,writing,etc.,while vocabulary lesson types are rarely used in English subject.In order to save classroom teaching time and maximize the use of class time,most teachers usually integrate vocabulary teaching into other lesson types and do not set up separate vocabulary courses.At the same time,when teaching other skills,teachers often deliberately weaken vocabulary teaching,putting most of the vocabulary knowledge points in review classes and instilling students in large quantities.This way of teaching vocabulary will make students feel tired with vocabulary learning.Many students learn vocabulary with the thought of passively completing tasks,and problems such as poor vocabulary memory,improper use and singular use of vocabulary occur,which make it difficult for high school students to meet the national curriculum standards.High school students are also difficult to achieve the goal of unifying the understanding and use of vocabulary.Vocabulary,as the basic unit of language,plays a vital role in the process of English learning.Therefore,under the background of curriculum standards and the current situation of high school students learning vocabulary,this research is based on data-driven vocabulary learning theory,grammatical vocabulary theory and output theory,using corpus-based vocabulary teaching methods to study the productive vocabulary ability of high school students.In this paper,100 high school students in two parallel classes in a key middle school are used as subjects.Through a combination of quantitative and qualitative research methods,a four-month teaching research is conducted,aiming to explore three research questions: 1.Can corpus-based English vocabulary teaching improve high school students’ controlled productive vocabulary? 2.Can corpus-based English vocabulary teaching improve the freely productive vocabulary and the quality of the output vocabulary used by high school students in writing? If the quality of use can be improved,which index has the most significant improvement?(Vocabulary density,vocabulary complexity,vocabulary variability).3.After the corpus-based vocabulary teaching is over,what is the attitude of high school students towards this vocabulary teaching method?Input the test data before and after the research into SPSS22.0 software for analysis and verification.The results of the research are as follows: 1.Under the impact of corpusbased vocabulary teaching,the controlled productive vocabulary of the students in the experimental class has been greatly improved.Although the results of the control class before and after the experiment under the traditional vocabulary teaching method have also been significantly improved,the improvement level of the experimental class(preposttest difference 5.62)is significantly higher than that of the control class(pre-posttest difference 0.88).2.After the experiment,the freely produced common vocabulary of the experimental class and the control class has both increased,but the experimental class(2.16)is significantly higher than the control class(0.3),and for the freely produced lowfrequency vocabulary,the experimental class(2.42)has a significant improvement,while the control class(0.08)has no significant change.As for the measurement indicators of the quality of freely productive vocabulary use,in terms of vocabulary density,the experimental class and the control class have no significant changes before and after the experiment;In terms of vocabulary complexity,the experimental class(1.98)has significantly improved after the experiment,while the control class(0.24)has no significant change;In terms of vocabulary variability,both the experimental class and the control class have improved significantly,but the experimental class(4.16)is significantly higher than the control class(0.28).As is can be seen,among the three indicators,vocabulary variability has increased the most 3.Although students suppose that there will be some problems when using corpus for vocabulary teaching,most students hold a positive attitude towards the teaching method and believe that this method can help them improve their learning ability and learning strategies.In summary,the corpus-based vocabulary teaching method can improve the productive vocabulary ability of students more than the traditional vocabulary teaching method,and can be more acceptable by subjects.While verifying the impact on the productive vocabulary ability of high school students,this article also stated the deficiencies of this research and outlook for future research directions,in order to provide some references for the development of high school vocabulary teaching and for high school teachers to further improve the quality of vocabulary teaching.