Effects Of The Incremental English Vocabulary Approach Based On Thematic And Semantic Clustering On Procedural Vocabulary Knowledge Among Junior High School Learners

Under the general trend of building a global community with a shared future for mankind,international communication ability has become a compulsory course,which is also one of the basic abilities of international talents to be cultivated in domestic secondary school English courses.The English Curriculum Standards for Compulsory Education stipulate that students’ core competencies include language ability,cultural awareness,thinking quality and learning ability,and vocabulary knowledge is one of the elements of language ability – a key component of language knowledge.Whether it is oral communication or written communication,vocabulary plays an extremely important basic role,and effective vocabulary teaching is a strong guarantee for learners to acquire vocabulary knowledge.Vocabulary research results at home and abroad continue to appear,and different vocabulary teaching modes and strategies are also adopted by front-line teachers.However,the lack of systematic teaching activities and continuous teaching steps greatly reduces the effectiveness of vocabulary teaching.Therefore,this study takes semantic field theory and elaboration theory as the theoretical basis and takes the first-year students at a junior high school in C city as the research object and constructs an incremental vocabulary teaching mode of topic clustering and semantic clustering,aiming to explore an active and effective teaching mode for junior high school English learners to learn multi-dimensional vocabulary knowledge.Based on semantic field theory and elaboration theory,this study constructs an incremental vocabulary teaching model of topic clustering and semantic clustering,aiming to explore an active and effective teaching mode for junior high school English learners to learn multi-dimensional vocabulary knowledge.After the 1000-level VLT(Vocabulary Level Test)as the pre-test,two classes with the same vocabulary level were screened out in the first grade,and a multi-dimensional vocabulary knowledge test was implemented after different vocabulary teaching modes.The results show that,firstly,the experimental class adopting the incremental vocabulary teaching mode performs better than the control class that directly explains the vocabulary teaching mode in the receptive and productive vocabulary writing knowledge,receptive and productive vocabulary form and meaning knowledge,receptive syntactic matching knowledge,and productive vocabulary semantic association knowledge.In particular,the thematic clustering course has a positive impact on the initial learning of receptive vocabulary writing knowledge,while the semantic clustering course has a significant consolidation effect on receptive and productive vocabulary writing knowledge,receptive and productive vocabulary form and meaning knowledge,as well as a positive impact on the initial learning of receptive syntactic collocation knowledge and productive semantic association knowledge.Second,the low-level group was more influenced by the teaching mode in receptive and productive vocabulary writing knowledge,receptive vocabulary form and meaning knowledge,and receptive vocabulary syntactic matching knowledge,while the high-level group was more affected by the teaching mode in productive vocabulary form and meaning knowledge.There are two reasons for the difference in the degree of influence.First,in the incremental vocabulary teaching mode,a variety of vocabulary knowledge is presented sequentially and progressively in the thematic clustering and semantic clustering lessons,and low-level students,after adapting to the mode,have a clearer idea of the vocabulary knowledge they need to master in each vocabulary lesson and have stronger goals and self-confidence than low-level students in the direct lecture vocabulary teaching mode.Second,high-level students have a good vocabulary foundation,and there is no significant difference in vocabulary written knowledge even under different vocabulary teaching modes,but the increased learning motivation of high-level students under the incremental vocabulary teaching mode can promote the efficiency of their acquisition of vocabulary form and meaning knowledge,etc.Based on the acquisition effect of junior high school English learners in the incremental vocabulary teaching mode and the differences in the acquisition of students at different levels,this study brings inspirations for junior high school English vocabulary teaching: first,in the process of vocabulary teaching,pay more attention to the acquisition of low-level students,and give diversified evaluation and feedback;second,explain vocabulary knowledge step by step;third,make students clear about goals and requirements for vocabulary learning before vocabulary teaching.However,the efficiency of high-level students in acquiring other vocabulary knowledge was significantly higher under the incremental vocabulary instruction model.