| To master a language is inseparable from vocabulary learning. For junior middle school English learners, vocabulary is the restricting factor to learning. However,vocabulary teaching has not been given adequate attention all the time. At the same time,the request of the new class standard upon vocabulary increases significantly. For this reason, the author takes the dual coding theory as the focal point which aims to apply it into practical vocabulary teaching of junior middle school.This experiment studies two ordinary classes in Zaoyuan junior middle school with the guidance of dual coding theory. One is the experimental class and the other is the control class. During the 3 months’ experiment, the dual coding theory is consciously used in the experimental class while the ordinary teaching method in the control class.Through the questionnaire of students before and after the program in experimental class,this paper aims to compare the attitude change toward the teaching method of dual coding theory. Meanwhile, the vocabulary test is also conducted before and after the experiment. Through the SPSS17.0, this paper has an analysis of the results achieved from the tests to inspect effect.Through the experiment, this paper draws the following conclusion: First of all, the attitudes of students toward vocabulary learning changes and tends to be more proactive,then followed by the learning style. At the same time, through the overall comparison of two classes’ vocabulary scores and total score, it finds that the dual coding theory is conductive to improve students’ English vocabulary level. In addition, based on the the questionnaire result analysis and the application of dual coding theory in the actual classroom in junior middle school, the author puts forward the enlightenment to theEnglish vocabulary teaching in junior middle school which provides a certain reference to English vocabulary teaching in junior middle school. |
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