A Study Of The Application On Production-oriented Approach In Senior High Schools Vocabulary Teaching

In recent years,both vocabulary teaching and vocabulary learning face new challenges.First,The English Curriculum Standards for Senior High Schools(2017)puts forward higher requirements for both quality and quantity of vocabulary learning.Second,the English test of college entrance examination gradually improves the vocabulary requirements for high school students.Besides,through an interview,the researcher found that most high school English teachers still use traditional teaching methods to teach vocabulary and lack new teaching concepts.Also,by conducting questionnaires,the researcher found that students lack effective vocabulary learning strategies.In view of the above problems,this study tries to apply the Production-oriented Approach(POA)put forward by Wen Qiufang to English vocabulary teaching in senior high school,aiming to explore the following two questions:(1)How does Production-oriented Approach influence students’ vocabulary learning effect?(2)What changes are made to students’ application of vocabulary strategies by Production-oriented Approach?The researchers selected 116 students from two parallel classes in the first year of high school as the participants,namely the control class and the experimental class.To explore whether POA has a positive effect on improving students’ vocabulary learning effect in senior high school,the researcher adopted vocabulary teaching method based on POA in the experimental class and the traditional vocabulary teaching method in the control class.The experiment lasted for half a year.In this study,interview,questionnaires and test papers were used as research instruments,and SPSS 25.0,data processing software,was used to study and analyze the relevant data collected.The analysis of the data shows that the experimental class students’ post-test results are significantly higher than that of the control class.Especially in vocabulary application,such as translation and making a sentence,the experimental class performed better than the control class.According to the two questionnaires conducted in the experimental class,although the vocabulary teaching method based on POA has no great influence on students’ use of memory strategies,cognitive strategies and compensation strategies,it can improve the students’ application awareness of metacognitive strategies and social strategies.And it also can be seen that most students in EC are in favor of the vocabulary teaching method based on POA from the latter questionnaire.Based on the research conclusion,some suggestions and references for improving high school English vocabulary teaching are put forward in this study.First,vocabulary teaching method based on POA bears a lot of advantages,which deserved to be utilized more often in the real class.Second,it is necessary for teachers to advance the output to the first step of the teaching procedure in the vocabulary teaching lessons.Third,teachers must do a better job of properly incorporating assessment into the process of students’ selective learning and output tasks.Finally,in terms of vocabulary learning strategies,the best way to impart students’ learning strategies is not "teaching",but "using".