The Application Of Dual Coding Theory To College English Vocabulary Teaching

Vocabulary learning is one of the most fundamental aspects of second language learning. Although most second language learners are aware of the importance of vocabulary, it is still an annoying problem because it is difficult for them to remember so many new words. However, in China the most common way of teaching vocabulary in EFL classrooms is rather simple and mechanical. Usually teachers only focus on the various meanings and usages of a word but ignore the importance of helping students to effectively remember new words.This study aims to testify whether the Dual Coding Theory based teaching model can effectively solve the problem mentioned above. Dual Coding Theory (DCT) which belongs to cognitive psychology has now received more and more attention. The general concept of the theory is that there are two subsystems in the human cognitive process, the verbal system and nonverbal system. The verbal system deals with language code while the other is specialized for nonverbal objects and events, with mental imagery the primary cognitive form of nonverbal representation. It has been applied to first language teaching and achieved some progress. In EFL classrooms, some researches have proved its positive effects on reading comprehension and this thesis is an empirical study to examine if the application of DCT to College English vocabulary teaching is effective or not.The data analysis of the pre-test and the post-test shows that the students in the experimental group have improved their vocabulary proficiency and accumulation. According to the questionnaires, they also become more interested in English learning and would like to be more actively involved in English classes. Therefore, the conclusion can be drawn that the DCT-based teaching method is effective in College English vocabulary teaching. Hopefully, the findings of this research can benefit other English teachers.