Whole Language Approach And English Vocabulary Teaching And Learning

English vocabulary teaching and learning possesses a very important position in the English language, while most of English teachings are teacher-centered. Such phenomena exist widely in English teaching, which exerts a harmful influence on improving learners' language proficiency. Another reason for strengthening English vocabulary teaching lays in the low efficiency of most vocabulary learners. Therefore, the thesis deals with the problems that exist in English vocabulary teaching and learning by the implement and application of the Whole Language Approach.The thesis comments on definition, theoretical bases and characteristics of the Whole Language Approach. And the thesis states some methods of English vocabulary teaching and learning in traditional ways and their disadvantages. On the basis of the above statements, the author constructs some models for English vocabulary under the guidance of the approach. The thesis mainly studies the English vocabulary teaching and learning in the whole language classroom by an experimental study that was carried out continually. During the experiment, a questionnaire and two vocabulary tests were give to the learner by the researcher. In the end, the result of data shows that the scores of the experimental class in which vocabularies are taught through the whole language approach are much better than before. The thesis is suggested that Whole Language Approach can improve English vocabulary teaching and learning, and develop learners' interest and language competence. On the basis of experiment and theory, the author could put forward some feasible recommendations.