An Empirical Study On Game-playing Teaching Method In Junior Middle School Vocabulary Teaching

Vocabulary,phonetics and grammar are the three essential components that compose language knowledge,and vocabulary can be called as the basic building material of languages.However,in our country,vocabulary teaching has not been emphasized duly in junior middle school.On the contrary,grammar teaching is the focus of language teaching and learning for a long time.With the requirement of the increased vocabulary size based on the New Junior English Curriculum Criterion(2011),vocabulary learning becomes an urgent problem to be solved.But in the present,in junior middle school,there are also many problems,for example,the teaching form and content are too monotonous and the form weighs over content.In the junior school curriculum standard implementation process,How to explore new ways of learning English,improve students' interest in English learning and improve the effectiveness of English teaching and learning,they have become a research topic of great practical significance.It also becomes the key problem that must be paid attention to in the process of talents training in our country.Therefore,this thesis has an important significance for the study of the "effective classroom" of English Vocabulary Teaching in junior high school.1)What is the effect of Game-playing Teaching Method on the pupils' interests in English vocabulary learning?1)What is the effect of Game-playing Teaching Method on the pupils' ability of English vocabulary?On the basis of a great amount of related literatures,based on Herbart's concept of interest,the Game Theory of Psychonalysis and the theory of MultipleIntelligences by Howard Gardner,according to the motivation theory,constructivist learning theory and the psychological characteristics of junior middle school students.The author will take the Game-Based vocabulary teaching in two classes of YiMing junior middle school,CiLi,The experimental class adopted the Game-Based vocabulary teaching,while the control class adopted traditional teaching of vocabulary.Before and after the experiment,the changes of the two English vocabulary test scores were compared,and the results were analyzed by using Independent Sample T-Test and Paired Sample T-Test for the two vocabulary test scores and questionnaire survey results.The results showed that the experimental group has made more progress than the control group.We could also come to the conclusion that adopting positive methods or techniques that are suitable for English vocabulary teaching can bring the learners' initiative into full play,and enhance the students' confidence in learning English.At last,based on the affirmation of the active effects of the Game-based Vocabulary Teaching Method,according to our English teaching nowadays,the thesis offers some valuable suggestions on how to deal well with the games and knowledge,how to control games well in class,and how to prepare well before class.Through this study,the thesis aims to provide real and effective experimental results in hope of helping improve the quality of English Teaching in junior middle school in our country and give some advice on how to make our English education develops healthily.