Application Of Explicit Teaching In Presenting Vocabulary

The thesis explores the effectiveness and the feasibility of a scientific model of English vocabulary teaching. Both learners and researchers see vocabulary as being a very important, if not the most important, element in language learning. Many L2 learners have a limited amount of time to learn a body of words, and acquiring vocabulary is likely to be a very slow process. Therefore, a much more efficient way is needed for teachers to teach vocabulary. The researcher probes an ideal teaching style, namely the application of the explicit teaching in presenting vocabulary.The study employs an experiment which lasted four months. Subjects were 2005 freshmen from the two natural classes in Liaoning Police Academy. The experimental group (N=30) and the control group (N=30) were in the same starting point. The former were taught by the researcher with the new method, while the former received the traditional method.Pre-test, post-test and questionnaire were taken to compare and measure the two groups of the students. Multivariate and discriminant analyses of the measures indicated that the experimental group did significantly better (p<0.01) than the control group at the end of the semester.There was strong evidence to infer that the new approach was prior to the traditional one in developing students' English vocabulary acquisition ability. Further significant improvement may be expected. On the other hand, the new teaching approach benefited students' language ability in other aspects as well. Less discrete took place after the new approach was used.In conclusion, the results of the experiment reveal that the new teaching approach is effective and feasible.