The Application Of Length Approach To English Vocabulary Teaching In Senior High School

With the deepening of New Curriculum Reform,English teaching has been enriched constantly.Vocabulary,as one of the three basic elements of language,has got more and more attention.However,in traditional vocabulary teaching,English teachers just try to explain the vocabulary simply and students endeavor to memorize the meaning without knowing how to use it.As a result,the English vocabulary teaching is also always bewildered by time-consumption and low effectiveness.According to the English learning environment in China,the Length Approach is initiated by Wang Churning from Guangdong University of Foreign Studies,aiming at writing to learn.Students are required to write long compositions to improve their English.The longer the compositions are,the better outcome will be.Nowadays,the Length Approach has already received extensive resaserches with obvious success.On the basis of further studies,the present study tries to summarize the overall application in the senior school of the Length Approach,hoping to change the current situation of English vocabulary teaching in senior school at present.The experimental study lasted fourteen weeks with the main experimental stages from September 2016 to December 2016 and implemented in a senior school in Fuzhou.Two similar classes were selected and divided into an experimental class and a control class.Pre-test and post-test were conducted during the experiment.The Length Approach was only used in the experimental class and traditional writing was used in the control class.The effects were to be reflected through contrast of experimental results on this study.The study shows that the Length Approach contributes to English vocabulary teaching in senior school,effectively enhancing students' lexical competence,especially their vocabulary productive competence as well as vocabulary retention.Meanwhile,it will arouse their enthusiasm of vocabulary learning.