An Empirical Study On The Application Of Iconicity Theory To English Vocabulary Teaching In Senior High School

Language is the bridge of information exchange,and vocabulary,as one of the basic materials of language,plays an important role.But at present,there are many problems in the traditional vocabulary classroom of Chinese middle school,which leads to the unsatisfactory teaching effect and students'poor vocabulary learning effect.In view of the above situations,scholars and teachers are constantly trying various methods to improve the status quo.This study hopes to help students acquire and consolidate the vocabulary they have learned by applying Iconicity Theory to vocabulary teaching by making use of internal and external connections of words,so as to achieve better teaching results.Therefore,the author made use of the opportunity of internship in the senior high school affiliated to Bohai University in Jinzhou,Liaoning Province to do an empirical study.The author randomly selected two classes from Grade Two of senior high school,with a total of 107 students participating in the experiment.In vocabulary teaching,the teacher adopted the teaching method based on Iconicity Theory for 55 students in the experimental class and traditional vocabulary teaching method for 52 students in the control class.The experiment started on 3~rdd September,2019 and ended on 26~thh December,2019.During the experiment,the two classes were taught by the same teacher with the same teaching materials.In view of this research,the author put forward the following three research questions:Question 1:To what extent does the vocabulary teaching method based on Iconicity Theory influence senior high school students'English vocabulary level?Question 2:To what extent does the vocabulary teaching method based on Iconicity Theory influence the vocabulary depth of senior high school students?Question 3:To what extent does the vocabulary teaching method based on Iconicity Theory influence the accuracy of guessing words in context of senior high school students?In this experiment,the main research tools included test and interview.The collected experimental data were analyzed by SPSS 19.0 software.The results showed that when Iconicity Theory was applied to senior high school vocabulary teaching,students had a deeper understanding of vocabulary.Students not only strengthened the memory of words,but also could use words flexibly.In addition,the students were able to accurately infer the meaning of words in context,and their ability to guess words improved.In conclusion,applying Iconicity Theory to vocabulary teaching in senior high school is an effective method.Based on the results of the study,the author further puts forward some suggestions on the application of Iconicity Theory to vocabulary teaching,hoping that the research results can provide reference value for future research.