The Effect Of English Picture-Book-Aided Teaching On Rural Primary School Students' Vocabulary Learning

English courses in rural primary schools provide a broad platform for students and improve the overall education in rural areas.However,in the practice of English teaching,rural students' English learning is less than satisfactory,even including the vocabulary learning.Vocabulary learning plays a central role in language learning.Vivid context is provided in English picture books,which is helpful to students' vocabulary learning and can be used as a supplement to English teaching in primary schools.Therefore,it is necessary to make a study on the effect of English picture-book-aided teaching on rural primary school students' vocabulary learning.The primary objective of this study is to explore the effect of English picture-book-aided teaching on vocabulary learning in rural primary English classroom teaching.Based on the language implicit and explicit learning,input hypothesis and cognitive theory,the following two questions will be explored in this study:(1)Will English picture-book-aided teaching facilitate the English vocabulary learning of rural primary school students?(2)How to use English picture books in class teaching in rural primary schools?One hundred and fifty two Grade 6 students from three classes(experimental Class A?experimental Class B and control Class C)of a primary school in the rural area of Putian participated in the four-month teaching experiment.English picture books with relevant vocabulary and topics to the texts were selected.Class A were assigned to read the English picture books after class and to learn the vocabulary in class with the help of the picture books.Class B were only asked to read the picture books given to them after class.No picture books reading was required for Class C.Vocabulary tests were given before,right after,and four months after the picture-book-aided teaching.Participants responded to the questionnaire and interviews on their understanding of picture-book-aided teaching.After the experiment,the average vocabulary score of Class A is much higher than that of Class B and Class C.The vocabulary of Class A increased significantly,and the vocabulary of Class B also increased,but the vocabulary of Class C almost unchanged.The questionnaire and interview showed that the students in Class A had more interest and confidence in learning English vocabulary after the picture-book-aided teaching.Class B also improved their interest and confidence in learning English vocabulary.The results of this teaching experiment show that English picture books are helpful in vocabulary learning in rural primary schools,so this study will provide some reference for picture-book-aided teaching in primary schools in China.