An Experimental Study On Applying Self-built Corpus To Mprove The English Vocabulary Teaching Effect For Senior Hree Students

Language begins from vocabulary learning. A growing number of researchesindicate that students’ English academic achievements directly relate to theirvocabulary learning and application abilities.Traditional vocabulary teaching emphasizes teachers’ leading position,which can not help students form good vocabulary learning strategies. As a newlyemerging approach for studying language corpus, with its high speed of searching,the function of flexible application, accurate replication, and statistical reliability,is now attracting more and more researchers’ and learners’ attention, and is moreand more likely for teachers to employ. However, some ever-built corpuses cannot completely meet the requirements of either the teachers or students in thesenior high school, and some corpora are too expensive to choose and use.One significant question keeps bothering many teachers of English is: howto help senior three students master vocabulary by using scientific ways ofvocabulary teaching? In the background of the new curriculum reform, theintegration of information technology with high school English courses to realizethe teaching content presentation, students learning, teachers teaching and thenew mode of teacher-student interaction, is an important target in high schoolEnglish teaching reform. This paper analyzes the feasibility of applying self-builtcorpus in English vocabulary teaching to achieve more efficient vocabularyteaching effect.This paper puts forward four hypotheses:Hypothesis1: Students will find it easy to remember those key words andphrases through self-built corpus provided with NMET context.Hypothesis2: Students can compare and use synonyms through self-built corpus provided with NMET context.Hypothesis3: Through the retrieval function of self-built corpus, studentscan discover the regulation of vocabulary spelling and remember its spellingmore easily.Hypothesis4. It is possible for students to focus on the study of keyvocabulary by searching for high frequency words using self-built corpus andimprove their ability to handle college examination.Subjects are two parallel classes from senior three in Wuhai No.10middleschool. The author took the pretest, and confirmed that the two classes had nosignificant difference, and then conducted a questionnaire as well as an interviewinvestigation in the experimental class and the control class. From thequestionnaire, we can find most students use mechanical method to learn Englishwords but rarely use other cognitive strategies. Teacher’s spoon-feedinginstruction makes students accustomed to rote learning. Having spared great pains,students always find their efforts end in frustrating failure. They are eager toadopt efficient vocabulary learning strategies.The researcher uses self-built corpus vocabulary teaching approach in theexperimental class, while in the control class the traditional method of teaching isused.The statistical results of the SPASS analysis showed that the corpusfacilitated English vocabulary teaching is superior to the traditional teaching,which can make students form good learning strategies so as to improve thestudents’ learning efficiency. The teaching mode changed from teacher-centre tostudents-center.Students changed from passive learners to autonomous learners.