An Empirical Study On English Vocabulary Teaching Strategies In High School Under The Key Competencies In English Subject

According to the requirements of the Senior High School English Curriculum Standards(2017 Edition),vocabulary teaching is to nurture students' lexical consciousness in the context,to enlarge vocabulary,and strengthen their competence to use vocabulary through reading and writing.However,on the one hand,English vocabulary teaching models of some senior high schools are still fragmented and isolated.On the other hand,the proposal of the key competencies in English subject requires that students should develop comprehensive vocabulary competence,learning abilities,thinking qualities,and cultural awareness in the process of vocabulary learning.Therefore,how to optimize senior high school English vocabulary teaching strategies under the key competencies in English subject has become a hot research topic.To address this problem,this paper,based on Firth's context theory,employs high school English vocabulary teaching strategies as the research content and takes 86 students and37 English teachers from a senior high school in Sichuan as research subjects.Excel2013 and SPSS 24 are applied to analyze the data.Teachers' questionnaires,students' interview,and pre-test and post-test which have been conducted on the experimentalclass and the control class to study:(1)What vocabulary teaching strategies are frequently used by senior high English teachers in this school?(2)In this school,what are the major problems in vocabulary teaching?(3)In senior high English classroom,how do English teachers implement vocabulary teaching strategies to cultivate the key competencies in English subject? Based on the research data,the following findings were obtained:1.At present,firstly,high school English teachers often use multimedia strategies to create context based on the situational teaching method.Secondly,vocabulary is explained by using lexical chunk and word-formation strategies under the guidance of the lexical chunk method.Thirdly,the emotional strategies is frequently used to guide students to review regularly.Therefore,English teachers encourage students to use vocabulary after class,especially in speaking and writing.2.There are some problems in vocabulary teaching in the No.12 Middle School.Firstly,vocabulary teaching strategies and vocabulary tests are monotonous,which causes some students to lose interest in vocabulary learning.In addition,English teachers lack of the specific guidance and training on students' vocabulary learning strategies,which is bad for the development of the self-learning ability.3.The study has found that the situational or contextual teaching strategies is the main strategies to design brainstorming activities related to the theme,and multimedia resource strategies allow students to learn vocabulary using multiple senses at the stage of pre-vocabulary teaching.In the process of the while-vocabulary teaching,students can optimize their thinking ability and vocabulary competence by using the contextual and cognitive strategies of word guessing.Finally,in after-vocabulary teaching,theclassified and inductive memory strategies and reading-based teaching strategies are employed to ask students to read other resources to cultivate autonomous learning abilities.