| It can't be denied that English vocabulary plays an essential role in English.The national English curriculum standard for senior high has been raised and elaborated.It's time we should improve the teaching of English vocabulary.To learn the current situation of English Vocabulary Teaching in high school,a survey to 300 students and an interview with 6 teachers have been conducted from senior 1 to 3.Through descriptive statistics analysis,we have studied the dimensions including the students' attitudes and goals,the factors of words,meanings,vocabulary teaching and use,learning methods and habits,and teaching feedback.The survey and the interview show the following problems—little attention is paid to students' motivation;the teaching result of word factors is unsatisfactory;the vocabulary is taught without being classified;the input and the output are imbalanced;the input and output approaches lack diversity;relative learning strategies are ignored.To solve the problems,based on 3 teaching samples,the author builds a model where vocabulary is taught while reading,listening and speaking,and writing.Having applied the model to an Experiment Class of 30 students in Senior 2 of Z school for 4 months,with a Control Class in contrast,and having designed vocabulary tests based on Vocabulary Size Test(VST)and Controlled Productive Knowledge Test(CPKT),EC and CC are tested both before and after the experiment teaching.The T-test done before and after the experiment shows that an equal start is ensured at the beginning of the experiment;the teaching model benefits both students' receptive and productive vocabulary size;it's more effective in teaching productive vocabulary size.Finally,suggestions are put forward on how to improve English vocabulary teaching in senior high schools—motivate students to learn vocabulary;emphasize teaching word factors;adjust the ratio of the input and output and diversify the forms;teach vocabulary with it classified;emphasize vocabulary learning strategies. |
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