An Applied Research On The Teaching Of Word Motivation In High School Students’ English Vocabulary Learning

Vocabulary,as one of the three elements of language learning,plays an important role in English learning.The New English Curriculum Standards for Full-time Senior High Schools issued in 2017 points out that vocabulary learning is not a simple process of word memorization,nor an independent word practice,but a comprehensive language practice carried out in a specific context in combination with specific themes.Students perceive and understand the meaning of related topics by listening,speaking,reading,seeing and writing,and use words to express the information and meaning of related topics.At the same time,in these series of behaviors,according to the part of speech,the customary collocation of words and the theme content,students can construct different lexical semantic networks,accumulate the word blocks,expand the vocabulary,strengthen the sense of language,transfer the ability to use words,and finally achieve the internalization of words in a large number of language learning activities.As can be seen from this,the requirements for quantity and quality of vocabulary have been improved continuously by the new curriculum standard.In specific teaching,teachers should guide students to use the structure of words and the context of the text to understand the meaning of words,learn the usage of words with the help of dictionaries and other resources,and use new words to express their own meaning.This paper introduces Schmidt’s attention hypothesis theory,levels of processing theory and the motivation of words,summarizes domestic and foreign research on this topic,and discusses the following research questions:1.How does the motivation of English words affect the effect of students’ memorizing vocabulary?2.How does the motivation of English words affect the result of students’ semantic deduction of words?The participants of this study are from Saihan District National Middle School in Huhhot,a total of 110 students in the experiment.The pretest used an independent samples t test of two classes,and the result shows that there is no significant difference between two classes,so that these two class can be used as an experimental class and control class.The author used motivational theory of words to guide vocabulary teaching in the experimental class and observed traditional teaching methods in the control class.The experiment lasted for two months.After the experimental teaching,the two classes were tested,and the test results were analysized by independent sample t test with SPSS software.The research shows that the average score of the experimental class is higher than that of the control class in the post-test.The results of the independent sample t test also show that the experimental class has improved the effect of memorizing words and the result of words deduction significantly.The implication of this study is as follows:firstly,in the process of learning English words,students can effectively improve the efficiency of vocabulary learning and the effect of memorizing vocabulary with the help of word motivation.Secondly,it is helpful for students to deduce the meanings of other words with the help of the motivaton of words,thus enlarging their vocabulary and improving their English vocabulary skills.Thirdly,this vocabulary teaching method provides some reference and methods for English vocabulary learning,better guides the practice of English vocabulary teaching in middle schools,changes the traditional vocabulary teaching concepts,and scientifically chooses the vocabulary teaching methods,thus improving the teaching effect of English vocabulary for the majority of middle school teachers.