A Study On The Effectiveness Of The Guidance Plan Used In High School English Vocabulary Teaching

Vocabulary is the basis of language learning,the prerequisite of realizing the communicative function of language and also an important part of English teaching in senior high school.Therefore,high school English teachers have always been concerned about the effectiveness and efficiency of vocabulary teaching.The choice of teaching materials and teaching methods has an important effect on teaching efficiency.However,the traditional methods of vocabulary teaching based on word lists and learning materials have displayed many disadvantages: the teaching materials have not been further refined;teachers have neglected students' subject status;students are passive learners and hold negative attitudes to vocabulary learning.With the advance of new curriculum reform and the increasing emphasis on the core literacy,the Guided Learning Plan(GLP)model enjoys more and more popularity,gradually replacing the traditional teaching methods.However,there are few studies on the effectiveness of GLP model in vocabulary teaching.Therefore,the researcher applied the GLP model to a vocabulary teaching experiment,aiming to solve the following three problems:(1)What influence does the GLP model have on students' ability to use vocabulary?(2)What influence does the GLP model have on students' autonomous learning ability in English vocabulary?(3)What influence does the GLP model have on students' attitudes towards vocabulary learning?This study lasted for four months(2019.09–2020.01).The research subjects were 100 students from two parallel classes in a high school in Zhucheng,Shandong Province.During the experiment,the traditional vocabulary teaching method was applied in the control class while the GLP model was applied in the experimental class.After the experiment,the SPSS statistical software was used for data analysis.Through the comparison of the pre-test and post-test data,the researcher analyzed the changes in students' ability to use vocabulary.Through the comparison of the results of two questionnaires,the researcher analyzed the changes in students' autonomous learning ability.Through the interviews,the researcher analyzed the changes in students' learning attitudes.The main conclusions are as follows:(1)The GLP model can improve students' ability to use vocabulary.The students in the experimental class made great progress in the post-test,which indicates that the ability to use vocabulary was improved.The corresponding ability of the students in the control class almost remained unchanged.(2)The GLP model can improve students' autonomous learning ability in Englishvocabulary.By analyzing the results of two questionnaires,the researcher found that the autonomous learning ability of the students in experimental class improved significantly while the control class showed little improvement.(3)The GLP model can change students' attitudes towards English vocabulary learning.The interview results showed that most students in the experimental class demonstrated a more positive attitude to vocabulary learning after the experiment,while students in the control class still assumed a passive attitude.This study explores the effectiveness of the GLP model on vocabulary teaching from three aspects.Relevant implications could be drawn to the improvement of the high school English vocabulary teaching and further in-depth study in this field.Through this empirical study,the researcher realized that optimizing teaching models in vocabulary teaching would improve teaching efficiency.Therefore,teachers should strengthen their professional capacities,keep pace with times,and explore more effective ways to promote the reform of vocabulary teaching.