An Investigation On Vocabulary Presentation In English Teaching In Senior High School

Vocabulary is the basis of language.Without a certain amount of vocabulary,communication cannot be carried out smoothly.Effective presentation is the key to L2 vocabulary learning.At the same time,in accordance with the requirements of New Standard of English Curriculum(2017 Edition),for vocabulary teaching in senior high school,in addition to guiding students to a deeper understanding and wider use of existing vocabulary,the focus is on cultivating students? vocabulary awareness in the context.And further expand the vocabulary and improve the ability of using vocabulary to understand and express through extensive reading.In the classroom environment,an important stage that determines the success of vocabulary teaching is the “presentation” stage.The vocabulary presentation in the classroom environment is the process of introducing and displaying the target vocabulary to learners in a certain way and means.Under the guidance of constructivism learning theory,Krashen?s input hypothesis and situational cognitive theory,this study conducts a questionnaire survey on 240 students in grade two of a senior high school in Tianjin,interviews 10 students and three teachers,and observes the classroom of three teachers,aiming to investigate the present situation of using different vocabulary presentation modes in senior high school,students? preferences and whether different vocabulary presentation methods have a direct impact on students? vocabulary learning.The results show that: in the process of vocabulary teaching,the most frequently used way for teachers is word list presentation mode,followed by word formation presentation mode,but the frequency of the two is close;while context presentation is seldom used,and visual presentation is the least used.Secondly,the most popular way for students is context presentation mode and word formation presentation mode,followed by visual presentation mode and word list presentation mode.Finally,different ways of vocabulary presentation have a certain impact on students? vocabulary learning.The author analyzes this and puts forward the following suggestions: first of all,for high school students,we can use much more context presentation methods to let student master vocabulary in the context,which can not only expand the vocabulary,but also improve students? reading skills.Second,we can appropriately increase cultural background knowledge to stimulate students? interest and let students master more vocabulary.Finally,the single traditional way of learning is not effective.Different ways of presentation can be adopted for different types of vocabulary to enrich the classroom content.