A Study On The Application Of The Eco-classroom Teaching To The English Vocabulary Teaching In Senior High Schools

Vocabulary teaching plays a very important part in English,but teachers today generally take traditional teaching methods in it in senior high schools.Thus,students lack of the ability to use them,which disobeys the requirements of the standard curriculum and weakens learners' interest.Designed for all the students' development,the Eco-classroom teaching helps to reset students' status,inspire their interests in English,and improve their learning methods,so as to improve the students' ability to use the vocabulary correctly and their self-learning ability.Recently,some scholars have researched on the Eco-classroom teaching and vocabulary teaching and achieved a lot,but most of them focus on the theory study and the ecological vocabulary teaching in primary schools.There are few studies on the Eco-classroom vocabulary teaching in senior high schools.Thus,the author applies the ecological teaching theory to the English vocabulary teaching in a senior high school.Based on the education ecological theory and the SLA hypotheses,the author applies ecological principles to the English vocabulary teaching in a senior high school,trying toanswer these questions:(1)Can the Eco-classroom approach actively and effectively improve the students' interest?(2)Is the Eco-classroom teaching experiment helpful to improve the students' vocabulary level and ability?(3)How does the Eco-classroom teaching influence the students' sustainable development in English learning?To answer these three questions,the author carries out a test on the students from two classes which are very similar in Grade One at Junshan No.1 Middle School in Yueyang.Then a questionnaire survey was conducted on the students' interest and learning obstacles and other factors in learning English vocabulary.Then,the author carried out the Eco-classroom teaching in one class for 11 weeks.Meanwhile,the traditional vocabulary teaching was used in the other class.After the experiment,another test on vocabulary level was taken and another questionnaire survey was conducted.The author used the statistical software SPSS20.0 to analyze the data.The results show: first,the Eco-classroom teaching can effectively promote the students' interest;second,the Eco-classroom teaching can improve the students' vocabulary level and self-learning ability;third,the Eco-classroomhelps the learners achieve sustainable development in English learning.Because of the limitations of the subjects and time in the experiment,there are several things which need further exploring,especially about how to create the real situations and how to adjust the students' place in class,thus to assist every student with vocabulary learning.