An Empirical Study On Inquiry Teaching Method Of English Vocabulary In Senior High School

The new curriculum criterion of English for Senior High School reads that “the current situation of English education still can not meet the requirements of economic construction and social development in our country, and the reform should focus on strengthening the practical language ability rather than too many explanations on grammar and vocabulary. And English teaching in senior high schools should encourage students to form typical English learning process and method of their own through active participation, self-inquiry, self-discovery and active practice.” Obviously, the reform of English curriculum puts forward higher requirements on English vocabulary teaching. Therefore, inquiry teaching method might be in keeping with the requirement of the reform.Based on the constructivism theory, inquiry teaching method encourages students to complete the construction of knowledge by independent inquiry learning through reading, observation, thinking and discussion. So far, there are few inquiry teaching studies on vocabulary teaching. It is uncertain whether it can make a difference to vocabulary teaching in senior high schools. Therefore this study applies the method to vocabulary teaching of senior one students in order to answer these questions—“Will inquiry teaching method improve students’ attitude towards vocabulary learning?” “Is the inquiry teaching more effective than traditional one in improving students’ vocabulary test scores?” and “Can inquiry teaching enhance the students’ vocabulary long-term memory effect?”The experiment lasts for three months, adopting contrast groups. Experimental class(EC) receives vocabulary inquiry teaching method and control class(CC) receives vocabulary traditional teaching method. The results of questionnaire analysis shows the students in experimental class have changed their attitude towards vocabulary learning. They show a positive attitude to vocabulary inquiry teaching method, and they are more interested in vocabulary learning. The analysis of mid-test and delayed-test in EC and CC reveals that students in experimental class have a better vocabulary long-term memory than control class. The analysis of post-test in EC and CC proves that the vocabulary inquiry teaching is more effective than traditional one in improving students’ vocabulary test scores. Furthermore, according to the interview, most of the students show an active attitude towards the group vocabulary work and agree that it is more effective to learn and memorize words in context and group discussion. The study is expected to provide some suggestions of vocabulary teaching and learning for both teachers and students.