The Influence Of Task-based Vocabulary Teaching Method On Junior High School Students' English Vocabulary Acquisition

This study is based on the second language acquisition theory and constructivism.Through the analysis of task-based teaching concepts and principles,this teaching method is applied to junior high school vocabulary teaching to explore the influence of task-based vocabulary teaching for junior high school students' vocabulary acquisition.This study attempts to answer the following questions:(1)How does task-based vocabulary teaching affect junior high school students' vocabulary acquisition?(2)How does task-based vocabulary approach affect the students' interest,attitude,learning time and methods of learning English vocabulary?(3)What are the strategies and suggestions for vocabulary teaching of junior high school students?The author selected two classes in the ninth grade of a junior high school in Zhenjiang City as the research object,a total of 116 people participated in the experiment.The class of 56 was selected as the experimental group,and the other 60 were in the control group.In the first semester of the grade nine,the Oxford version of the textbook was adopted.The experimental group received a task-based vocabulary instruction for 14 weeks,while the traditional teaching method continued to be used in the control group.First of all,in order to ensure that these two selected classes are parallel classes,the author did a pre-test before the experiment and analyzed the results of the previous test.The results showed that the two classes sig = 0.56> 0.05,and there was no significant difference in performance.It is possible to ensure the difference between the experimental variables and the experimental results.At the end of the experiment,the test group was given a vocabulary test,the results were entered into the computer,and analyzed by SPSS software.In addition,in order to understand whether there were changes in vocabulary attitudes,interests,etc.the experimental group also conducted a questionnaire survey on vocabulary teaching before and after receiving task-based vocabulary teaching.After the specific qualitative and quantitative analysis,the following results are obtained:1.Task-based vocabulary teaching can improve students ' vocabulary abilitybetter than traditional vocabulary teaching;2.Significant differences are found in vocabulary post-test scores between experimental and control groups.Moreover,the scores of post-testing in the experimental group are higher than that of the pre-test scores.3.The task-based vocabulary teaching has a greater impact on the high-achieving group of the experimental group.4.Compared with the traditional vocabulary teaching method,task-based vocabulary teaching method is more suitable for junior high school students.At the same time,the study aims at the problems that emerged during the experiment and the development of future task-based vocabulary teaching.From the perspectives of learners and teachers,we propose corresponding strategies and suggestions.First,task-based vocabulary teaching is student-centered,learning,students should be responsible for their learning.Secondly,the teacher must design tasks that are suitable for the learner and pay more attention to the students with low level.Third,after the learner completes the task,the teacher should give timely feedback.Lastly,any teaching method is not a single use,it should be combine with other methods.