| English vocabulary is the foundation of language learning, which is one of the three main factors to constitute the English language. English Curriculum Standards(2011 edition) of Compulsory Education makes clear requirements for high school students in learning English language skills and language knowledge,such as namely grasping three thousand three hundred words and accumulating to four hundred to five hundred phrases at the end of the grade three. However, several problems and difficulties in English vocabulary teaching and learning have become a formidable challenge. It has become the realistic circumstance that teaching methods are too old to be bored by students. Therefore, in nowadays, linguists, educators, and education workers are focusing upon the some educational issues about how to solve the effective teaching of English vocabulary and improve students’ vocabulary learning skills.With the advent of computer and the development of corpus, it pays widely attention to a typical example of modern education technology that teachers use corpus as auxiliary equipment in English teaching and research. The corpus teaching mode can effectively eliminate all sorts of drawbacks of traditional vocabulary teaching. Corpus has a large number of real corpora, and the authenticity and practicality of the corpus are good for students to master and use the real context of English vocabulary. Corpus aided teaching of English vocabulary teaching has various differences from traditional vocabulary teaching, such as increasing classroom autonomous learning, cooperative activities and students’ learning interest.Therefore, this article selects corpus used in high school English vocabulary teaching as the research direction and the research objects are two classes from a key senior high school in Harbin. The combination of corpus and curriculum design makes the smooth realization of corpus used in English vocabulary. This paper includes six chapters: The first chapter is the introduction part. Research background, research purpose and meaning, as well as the structural framework of this paper are briefly introduced by the author. Second chapter elaborates in detail the theory of constructivism, humanism theory as the theoretical basis of corpus applied in high school teaching, and also makes a careful inductive combing category for the high school English vocabulary teaching goals, methods, and the definition of the corpus development history. The third chapter is the study of corpus used in the investigation of the high school English vocabulary teaching. Its mainly presents the research question, the research object, the time and the arrangement of the steps, research tools, as well as step design. The fourth chapter is the activity design of corpus teaching. The author illustrates the design idea and principle of this study with the help of the analysis of the syllabus, textbooks, questionnaire, examination and interview research tools respectively. The teaching of experimental classes is different from that in comparative classes and all enforcement is planned to complete contrast experiment. The fifth chapter is analysis and summary of experimental data. Experiments show that there is an obvious different performance of students in using two kinds of teaching methods in class. Compared with that in comparative classes of student achievement, corpus teaching method for experimental classes has significantly improved student scores and performance. The sixth chapter is a reflection on the application of this study and suggestions on related deficiencies. The author makes a conclusion about the experimental data analysis, and in the end provides several advantages, disadvantages, and advice. Above all, the new mode may enhance students’ language skills. It is significant to improve scores and interest, and promote the cultivation of students’ autonomous learning and cooperative learning. It is momentous for teaching reform and innovation of high school English vocabulary. |
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