A Study Of Medical English Vocabulary Teaching In The Nursing Vocational College

This thesis aims at study the medical English vocabulary teaching of the nursing majors in Changsha Health Vocational College. Through the questionnaire survey we make an investigation on the current situation of medical English vocabulary teaching and learning and analyze the reasons of the problems objectively. We find that although the medical students understand the importance of medical English, they always can’t take any interest in learning the medical English vocabulary. It is time-consuming and inefficient for teachers to teach medical English vocabulary. That is because the teacher neither considers medical English vocabulary features nor applies good teaching strategies in an effective student-centered teaching mode. Therefore, under the instruction of Constructivism and Input Hypothesis, Output Hypothesis and some strategies (Word-formation Strategy, Context Strategy, Schema Strategy, Association Strategy, Classification Strategy), we present the CTMN teaching model. In this study, the CTMN teaching model is proved theoretically and tested in the practice. The Conclusion is that the CTMN teaching mode is effective to medical English vocabulary teaching.In the past, few researchers in China took medical majors as vocabulary teaching subjects. The researches on medical English teaching is very little, not to mention the research on medical English vocabulary teaching model. However, medical majors have met with higher and higher requirements of medical English vocabulary capability in recent years; moreover, medical English vocabulary has its own characteristics. Therefore, it is quite necessary and imperative to investigate their vocabulary teaching and develop their capability of medical English vocabulary. CTMN teaching mode refers to the Classroom teaching, Training base teaching and Multimedia Network laboratory teaching, which is trinity teaching mode. Considering the characteristics of medical English vocabulary and what students need to complete the tasks assigned by the teacher, the teacher choose the appropriate teaching environment and resources in the CTMN teaching model to improve the students’ interest in medical English vocabulary learning, to arouse students’ learning initiative, and to promote the teaching effect. Finally students can know how to make autonomous learning.Based on previous researches, the medical vocabulary teaching of the nursing majors in Changsha Health Vocational Institute is studied by means of descriptive analyses, comparative teaching and analyses of the results of pretest and posttest. The findings of this study are as follows.1. On the whole, for nursing majors who are learning medical English, it is the most difficult to study vocabulary; they universally lack in efficient learning strategy. Although the teachers know the class should be "student-center", they don’t know how to realize this teaching idea effectively.2. Despite the desire for new and efficient strategies of learning vocabulary and learning model, most of the medical students lack in confidence and interest in learning vocabulary, which caused their negative studying attitude. It also proves that the teacher don’t use effective teaching mode to stimulate and promote students’ learning.3. Constructivism and Input Hypothesis and Output Hypothesis theories could help the teachers find out effective teaching strategies and teaching model which correspond to the students’cognitive law.4. The CTMN teaching model based on Constructivism, Input Hypothesis, Output Hypothesis and some strategies (Word-formation Strategy, Context Strategy, Schema Strategy, Association Strategy, Classification Strategy) makes the students get improvement in learning, memorizing and applying medical vocabulary, which shows CTMN teaching mode is effective.Generally, medical vocabulary teaching is one of the most difficult parts of medical English teaching. Medical students’weak language capability makes it more difficult for the teachers to teach medical English vocabulary.Medical vocabulary teaching based on Constructivism and Input Hypothesis and Output Hypothesis theory is efficient for medical English teaching. With the guidance of Constructivism and Input Hypothesis and Output Hypothesis theory, teachers apply Context Strategy, Schema Strategy, Association Strategy, Classification Strategy, Word-Formation Strategy, and CTMN teaching model etc., to help the students study and memorize medical English vocabulary better.It is far more a particularly complicated issue because so many different factors are likely to affect it, such as learners’ interest, teaching strategy, learning strategies, the role of the teacher, etc. All factors overlap and influence each other, so more experiment data and case study are needed to perfect medical vocabulary teaching. Qualified teachers ought to be not only creative to search for more efficient teaching strategies but also pragmatic to find out the limitations of new teaching strategies.