The Research On The Application Of Cooperative Learning To Vocabulary Teaching In Junior High School

Vocabulary teaching plays a very important role in English teaching in Junior high school.Vocabulary learning qualities of junior high school students have a direct effect on the development of their listening,speaking,reading and writing.Now most teachers explain too much while students practice little on vocabulary,which naturally lead to time-consuming and inefficient vocabulary teaching.Consequently,there is a serious loss of scores in the part concerning vocabulary in the exam papers of Senior High School Entrance Examination every year.It shows that the present vocabulary teaching can't arouse junior high school students' initiative in vocabulary learning.The New English Curriculum Standard advocates that English teaching should focus on students' subjective position in the learning process.Furthermore,students' emotion and life-long learning abilities should be laid stress on in learning.In order to change the current situation of inefficient English vocabulary teaching in junior high school,this paper attempts to integrate cooperative learning and vocabulary teaching in junior high school.Vocabulary teaching on the basis of autonomous learning and cooperative exploration is carried out in order to improve the efficiency and cooperation ability of students' vocabulary learning.This study will focus on the following questions:(1)How does the application of cooperative learning in English vocabulary teaching affect students' correct usage of vocabulary in junior high school?(2)What is the effect of cooperative learning on stimulating students' interest in English vocabulary learning?A quasi experimental method is used in this study.The subjects of the research are 80 students from two parallel classes of Grade 8,No.38 Middle School,Tangshan.Each class has forty students.Cooperative learning is adopted in the experimental class while the vocabulary teaching still follows the original method in the control class.The two classes were taught by the same teacher.The experiment lasts for six months.Before the experiment,the author conducted a pre-test and a questionnaire on English vocabulary learning strategy respectively in two classes.After the experiment,the post-test was carried out in two classes.At the same time,the students in experimental class had a questionnaire survey on English vocabulary learning effects in junior high school and ten students were selected to take an interview.At last,the author made an analysis of the obtained experiment data by SPSS.The results show that the students' English vocabulary scores in the experimental class are significantly higher than those of the control class.Moreover,the students' interest in English vocabulary learning has also been stimulated and promoted to a certain extent.So it is feasible to adopt cooperative learning in English vocabulary teaching among junior high school students.Based on the experimental process and experimental results,the author suggests that teachers can apply cooperative learning to junior high school English vocabulary teaching and design various group activities in class based on the characteristics of different students so as to further improve teaching effectiveness.Finally,the author analyzed the limitations of this study and made the prospect of the future research direction.