An Investigation Of Paraphrase In English Vocabulary Teaching Of Senior High School

As a basic element of language learning,vocabulary plays a crucial role in the output of language and culture.The mastery of vocabulary determines the students' reading speed and expression ability.Secondly,to a certain extent,proper and flexible use of vocabulary also determines the transformation of way of thinking in English.According to the requirements of the new curriculum standards,senior high graduates have the ability to paraphrase.However,how to improve the English vocabulary teaching is still an urgent problem to be solved in our high school.This thesis aims at make an investigation of paraphrase in English vocabulary teaching of senior high school on the basis of metacognitive,comprehensible input and Ausubel's meaningful learning theory.The paraphrase method in English vocabulary teaching is to cultivate metacognitive ability,the effect of language expression ability,which improves students' comprehensive language ability as well as develop their English way of thinking.This study mainly focuses on the following research questions:No.1: What is the current situation of paraphrase in English vocabulary teaching of senior high school?No.2: What are the factors that affect the paraphrase method in English vocabulary teaching?This study takes Zheng Zhou No.47 Middle School as an example,selecting students from 2 classes as well as their teachers in Grade Two as the subjects of study.Three methods are used which includes classroom observation,questionnaire and interview.Based on the analysis of the study,the author discovers that paraphrase method is not widely used in English vocabulary class of senior high school.A handful of teachers collectively use the paraphrase method to explain the language points,including vocabulary,phrases and sentences as well as students enable accept the simple words to replace the new words.Secondly,even some teachers have actively instilled the correct concept of vocabulary learning,the majority of students have not put it into practice;instead they still tend to memorize words by rote.Thirdly,for students,it is more likely for them to obtain the direct answer from the teachers' direct input rather than actively consult the dictionary.The investigation finds that the ability of students from Class One to express and use vocabulary in paraphrase is significantly higher than that of a class with vocabulary list teaching.This proves that it is wise to apply the method of paraphrase to vocabulary teaching.The factors that affect the paraphrase method in English vocabulary teaching include that the teaching arrangement is extremely compact and teachers cannot take full account of all aspects.In order to save time in the class,teachers fail to give the students enough time to organize the language in their mind.Students have a heavy workload and do not have enough energy to preview lexical paraphrase before class.At the meanwhile,they consider that this method is a bit tough for them.Research suggests that conscious metacognitive strategy training and comprehensible input as well as the understanding of the original knowledge level are slightly higher than the current levels of learners in the high school English vocabulary teaching,which can achieve better results and carry on meaningful learning.Using the paraphrase teaching method,the students can improve their reading ability,test ability and independent learning ability on the basis of in-depth understanding of language points.