A Study On The Instructional System Design Model Of English Vocabulary From A Dual Perspective Of Lexical Escaping Model And B-learning

Throughout the domestic educational realities of English as a second language,the instructional practice and research of English vocabulary has manifested a phenomenon featured by " concerned about the quality of vocabulary subjectively,but obsessed with the number practically" in the long term,and the overall teaching effect is hard to yield a substantial breakthrough.The reason accounted for this derived from two aspects:on one hand,the act of taking quantity rather than quality as the classical index of learning process has clouded and interfered with the further quest of internal rules of lexical system;on the other hand,all kinds of related researches are generally too isolated both in its theory view and cut-in point,and the study of vocabulary instructional design has not yet formed a mature specialized field,which resulting classical theory and method in of instructional design can not be embedded into the process of vocabulary instruction.Based on dealing with above problems,this paper focuses on the following quests coming with the following composing structure:The first chapter described the background and orientation of this study,the latest domestic and foreign research status,the main research contents and methods,the innovation and the application value of this research.The second chapter is about the introduction and reflection on the three basic theories of this research including Robert Gagne's two theories of classifying learning outcomes and of instructional design based on information processing model,and David Jonassen's constructivist theory of instructional design.In the third chapter,we first investigated and discussed the general phenomena and basic features of the domestic college and university English learners during vocabulary acquisition process,then on the basis of which and the theory of classifying learning outcomes the author is trying to establish a set of theoretical system of lexicon escaping model through the research methods of cognitive linguistics field.Specifically,the theory group is consisted of Lexical Dimensions Theory,Lexical Mastery Level Theory,the Layered-Structure Model of Individual Lexicon,the Escaping and Transferring Theory and the Content Analysis Method of Individual Lexicon,which aim to reveal the intrinsic rules and characteristics of English vocabulary acquiring process.In the fourth chapter,adopting the systematic method as a main clue,this part of study analyzed,summarized and demonstrated the general principles and methods of the instructional design pattern of English vocabulary instruction system from the dual theoretical perspectives of Lexicon Escaping Model and Blended-Learning concept.In the fifth chapter,first,the potential development paths of above instructional system design model were briefly discussed and prospected from a mixed viewpoint of Micro-lecture,E-Learning,M-Learning and U-Learning;then,an application case study based on Moodle Platform and Microsoft Excel was given to further demonstrate the feasibility and effectiveness of above instructional system design model.The sixth chapter summarized the main conclusions of the research and makes a prospect on the future research direction according to the reflecting of the limitations of this study.