An Empirical Study On The Application Of Perceptual Learning Style Theory In Vocabulary Teaching In Senior High School

The English Curriculum Standards for Senior High Schools(2017)emphasizes that teachers should respect students’ individual differences in teaching.The teaching form suitable for students’ learning style can create a comfortable learning environment and improve the learning effect better.According to the nature and manifestation of learning styles,learning styles can be divided into three types:Perceptual learning style,Cognitive learning style and Individual or Affective learning style.Perceptual learning style is a theory that expounds learners’ learning differences,and refers to the perceptual channels through which one or more senses are used to understand,organize and remember learning experiences(Reid,1987).Vocabulary is the most basic element of the language.The development of listening,speaking,reading and writing skills cannot be separated from the mastery of vocabulary.Vocabulary teaching aims to help students master vocabulary in the most effective way.In recent years,the traditional vocabulary teaching model ignores the students’ subjective initiative and individual differences to some extent,which leads to a series of problems such as unsatisfactory vocabulary teaching effect and students’ weak vocabulary mastery.In order to help high school students to improve their English vocabulary learning and improve the efficiency of vocabulary learning,the author tries to apply the perceptual learning style theory to English vocabulary teaching in senior high school,and conducts an experiment on the English classroom of 83 students of two classes in grade two in Jilin No.2 Senior High School,mainly studying two problems:1.What is the main tendency of senior high school students’ perceptual learning style in English vocabulary teaching?2.What is the influence of applying the perceptual learning style theory to English vocabulary teaching in senior high schools on students’ vocabulary learning attitude,learning interest and independent vocabulary learning?This study mainly includes questionnaire,pre-test,teaching practice,post-test and student interview.First of all,a questionnaire was conducted on students’ perceptual learning style.Students were divided into three groups according to their selected scores: Visual learning group,Auditory learning group and Kinesthetic learning group.The survey results showed that the class was more inclined to auditory preference.Then vocabulary teaching will be carried out in the experimental class and the control class.During the teaching experiment,the teaching of the experimental class is mainly to explain the corresponding vocabulary learning strategies to students,and design some teaching activities that match the students’ perceptual learning style,encourage students to participate,set up corresponding homework after class and arrange different interesting extracurricular activities to stimulate students’ interest in English vocabulary learning according to different groups of students.The teaching of comparison class mainly consists of vocabulary display,explanation and practice.Before and after the experiment,the students were pretested and post tested respectively.These two tests were of the same type and difficulty level,so as to test the students’ learning and mastery of vocabulary.At the end of the experiment,the students were given interviewed and a second questionnaire feedback,mainly to test the students’ views on the experiment and their attitudes towards future vocabulary teaching.According to the comparison of the results of the pre-test and post-test and the feedback of the interview,we can find that the students in the experimental class have slightly improved their vocabulary proficiency and the average scores of the vocabulary test.Under the guidance of perceptual learning style theory,students can interact and communicate more with teachers in the process of vocabulary learning,so as to enhance students’ interest in high school English vocabulary learning and improve their vocabulary learning level accordingly.In the process of vocabulary teaching,teachers should try to design classroom interaction activities according to different perceptual learning styles in order to achieve the ideal classroom teaching effect.