An Empirical Study Of The Length Approach In Senior English Vocabulary Teaching

Vocabulary learning has always been the core in the field of second language acquisition.In China,with the increasing frequency of international exchanges and the social desire for talents with good English language skills,high school English teaching has been attracting much more attention.However,one of the biggest problems most English learners are facing is vocabulary learning.This paper mainly discusses whether the Length Approach can effectively promote vocabulary acquisition of English learners in senior high schools in China,including the following aspects: Firstly,compared with the traditional vocabulary teaching,whether the Length Approach can promote students' vocabulary production ability;Secondly,whether the Length Approach can effectively improve students' confidence in English vocabulary learning.Two research tools were used to collect data: vocabulary tests and questionnaires are used before and after the study.The subjects of the research were junior high school students from Harbin No.1 Middle School.Data collection lasted fifteen weeks.Before the study,the students were required to complete a test paper focusing on vocabulary.The students were to finish the paper in time and the scores were regarded as their English vocabulary level before the study.The experimental group and the control group learned articles respectively.The teacher explained the new words and their usage in the article,and strengthened the new words and phrases.After learning,assignments were arranged separately.The subjects in the experimental group were asked to write long compositions according to the topic discussed by teachers and students.It is better to use more new words and expressions they learned in the articles.The students in the control group were asked to memorize the words and their usage by themselves after class without any special requirements.After a semester of the Length Approach intervention,the same test papers were used to test the vocabulary level of the students in the experimental group and the control group respectively.The average scores of the two groups and the level and number of the words in their compositions were compared to explore whether the Length Approach can promote students' vocabulary production ability compared with traditional vocabulary teaching.Questionnaires with the same content were conducted twice before and after the study.They are mainly used to explore the changesof participants' views on the Length Approach and vocabulary learning.The main findings of this study are as follows: In the process of English vocabulary teaching in senior high schools,the Length Approach can promote students' vocabulary production ability.It means that the Length Approach can improve the variety and accuracy of English vocabulary use;most students hold a positive attitude towards the approach,which can indeed enhance their confidence and the sense of achievement,and trigger their learning interests in English vocabulary learning.The study has affirmed the positive function of the Length Approach in second language vocabulary acquisition,and provided useful enlightenment for senior high school English vocabulary learning in China.