On Application Of The Integration Of Explicit And Implicit Instructions To Non-English Major Vocabulary Teaching

Two main college English vocabulary teaching methods are theimplicit vocabulary instruction and the explicit vocabulary instruction.The implicit vocabulary instruction means that in the entire teachingprocess, teachers just give some necessary learning recommendations orlead to the contents of teaching in an obscure way instead of stating thelearning contents explicitly. The teaching will be student-centered andteachers only play a supporting role. The implicit vocabulary instructionincludes studying word meaning and usage by learning the passage,guessing the meaning of the words based on the context and learningwords by setting a situational dialogue.The explicit vocabulary instruction means that teachers will putforward the teaching objectives clearly and guide the students to focus onthe purpose of learning. Teachers play a dominant role in the learningprocess. Teachers will help students understand and memorize vocabulary through a series of initiatives such as giving the multiple meaning,synonyms and antonyms of the target vocabulary, using reasonableimagination or the word roots to memorize words.According to the past teaching research, both implicit vocabularyinstruction and explicit vocabulary instruction have their own drawbacks.The explicit vocabulary instruction tends to be boring and to affect thestudents’ interest of learning; the implicit vocabulary instruction will takea lot of students’ learning time. At present, most college English teacherstake the implicit vocabulary instruction as the main method of teachingvocabulary because of the limited teaching time and the guiding ofdeveloping students’ reading ability. They focus on analyzing the wholepassage and take vocabulary study as a part of the incidental learning.However, the implicit vocabulary instruction can not achieve a bettereffect. Therefore, the author hypothesizes whether the integration of thetwo vocabulary instructions will achieve a better learning effect.Based on the theory of interface position and noticing hypothesis,this research aims to demonstrate the feasibility and effectiveness of the integration of explicit vocabulary and implicit vocabulary instruction.The author does an empirical research by using the popular implicitvocabulary instruction in the controlled class and using the integrativeinstruction in the experimental class. And then by analyzing the statisticaldata, he comes to the conclusion that the integrative vocabularyinstruction is better than the single implicit vocabulary instruction.