An Experimental Study Of Junior High School English Vocabulary Teaching Based On Text Topic

Vocabulary is not only a basic part of English teaching,but also one of important criteria measuring English proficiency.However,at present,the majority of Chinese students have been accustomed to memorizing word meaning mechanically,paying no attention to how to put words into practice.It is not uncommon that pronunciation,meaning and fixed collocation of vocabularies are not instructed in specific contexts in class.Researches on the relationship between contextual vocabulary teaching and text topic are far from enough.In view of this deficiency,this present study is designed to probe into the effect of text-topic based vocabulary teaching upon vocabulary teaching in junior high school.On the basis of context theory and schema theory,the present study focuses on the following the research questions:1)Can English vocabulary teaching based on text topic enhance junior high school students' vocabulary retention? Why or why not?2)Can English vocabulary teaching based on text topic help improve junior high school students' lexical competence?In the study,a 16-week experiment is conducted,and the participants were chosen from two classes of Grade One in PanYu xxx Junior High School,whose ages are from 12 to 13 years old.Both EC(15 males and 21 females)and CC(16 males and 20 females)respectively took the pre-test,short-term memory test,long-term memory test and the post-test.The data of the four tests were analyzed and processed by SPSS21.0.The main statistical methods used are independent sample T test and paired sample T test.What's more,in order to further find out the effect of vocabulary teaching based on text topic on middle school students' memory of words,six participants of different levels were involved in an interview,which was implemented after the long-term memory test.Through the empirical data analysis,the study reaches the conclusion as follows:1)Vocabulary teaching based on text topic can enhance junior high school students' vocabulary retention.At the end of the experiment,the students are able to associate sentences of text topic with vocabulary learning,namely,memorizing and understanding words with the help of the text topic..2)Vocabulary teaching can improve middle school students' lexical competence.The study reflects that vocabulary teaching based on text topic has positive effect on junior school English vocabulary teaching to a certain extent.It is suggested that English teachers in junior middle schools collect abundant teaching materials related to the unit topic consciously in their daily teaching so that they may be applied to vocabulary teaching.Moreover,authentic contexts should be established in class to help students improve their lexical competence in the future.