An Empirical Study Of Micro-Video-Supported Vocabulary Teaching At Junior High School

As a fundamental part of English learning,vocabulary is the basis of the cultivation of students' English language proficiency including listening,speaking,reading,writing or translating.To some extent,vocabulary teaching can be considered as the basis of English teaching.However,the current situation of vocabulary teaching in junior high school is far from effective.The monotonous teaching method,fragmental teaching contents,unauthentic pronunciation of teachers and so on have seriously hindered the cultivation of students' English ability.With the development of educational technology,multimodal vocabulary teaching method is getting more and more commonly used in junior high school,especially in suburb areas.Micro-video-supported vocabulary teaching,as a new form of multimodal vocabulary teaching,has attracted some researchers' attention.According to the author's findings,most of the researches focus on the combination of micro-video and oral English.Usually,micro-video is used as a lead-in material whose knowledge content is neither sufficient nor sticky to the language point.And the grades of students in exam,which cannot be equaled to language ability,are usually chosen as the evaluation on teaching effect in the former researches.Therefore,the author is going to conduct an empirical study which focuses on the evaluations from both teachers and students.In this research,35 students of class 802 in Fengshun Experimental Middle School are taken as subjects.During the teaching practice,the micro-video-supported vocabulary teaching is used.The survey focuses on the following three questions:1.What attitudes do teachers and students take toward micro-video-supportedvocabulary teaching?2.How can teachers combine micro-video with vocabulary teaching effectively?3.How does micro-video support students in learning English vocabularies?By releasing the questionnaires to students and conducting interviews with teachers,the reflection of study effect and teaching effect is collected and analyzed by SPSS 24.The theoretical analysis framework of the research is developed on the basis of Multimodal Teaching Theory of Gu Yueguo and supported by Input Hypothesis and Affective Filter Hypothesis of Krashen.At the beginning of experiment,a questionnaire is released in order to know about students' learning interest,learning method,learning ability,learning requirement and awareness of micro-video,and an interview is conducted aimed to get familiar with the current situation of vocabulary teaching.Based on the PPP methodology,the teaching process is designed as: vocabulary background story,English-English explanation,human-video interaction,summary and feedback.Unit 4 What's the Best Movie Theater in Go for It(PEP edition)is also designed as a demo-class in the research.Last but not least,the feedback of teachers and students are collected by questionnaire and interview.With the help of SPSS 24.0,all the data are classified and analyzed.The conclusions drawn from the research can be summarized into three points: Firstly,micro-video can arouse students' interest effectively by relaxing the classroom anxiety and lowering down the affective filter.Secondly,since it is hard for teachers to find a suitable micro-video resource,a video bank is necessary to be set up.Thirdly,as an organic part of a class,micro-video should be used not only in lead-in part,but also in vocabulary introduction and even in exercises.Only in this way,micro-video supported vocabulary teaching can be conducted as an integral part of English teaching.