An Empirical Study Of Visual Teaching Of English Particles In Grade One, Senior High Schools

Vocabulary is the basis of language learning. Without a certain amount of vocabulary,English learning will be empty talk. Particles, a part of vocabulary, play an important role inEnglish learning. However, in the actual English learning process, most of students considerthat it is hard for them to master particles. From the questionnaires and tests, the author foundthat students cannot grasp particles. Problems are mainly embodied in collocation errorsbetween verbs and particles. Although teachers have been looking for effective teachingmethods and tying to help their students master particles better, the effect is not obvious.Therefore, particles are the difficulties both in learning and teaching. The article, based onsuch relevant theories as image schema, orientational metaphor, employs visual teachingmethods to teach particles. In order to verify whether visual teaching methods can promotesenior high school students’ learning effect, the author makes a teaching experiment in ClassOne and Class Two, Senior One of No.1Middle School, in Zhangzhou for one term. Theexperimental results verify the hypothesis that visual teaching methods of particles canpromote particles learning. On the basis of conclusion, the author comes up with someteaching suggestions which can improve the present situation of particles learning.