Practical Research On The Influence Of Multiple Vocabulary Teaching Approaches To Grade 9 Students With Learning Difficulties Towards English Vocabulary Study

The Basic Education Curriculum Reform Outline clearly pointed out that teachers should respect the student’s personality,pay attention to the students’ individual differences,meet their different needs,and create an educational environment which can guide the students to participate the class activities actively.It also asks the teachers to stimulate the students’ enthusiasm for learning,to help the students have the positive attitude towards English study and an ability of grasping and using the language so that each student can be fully developed.Therefore,we teachers should concern the students with learning difficulties.The Basic Education Curriculum Reform Outline clearly pointed out that teachers should respect the student’s personality,pay attention to the students’ individual differences,meet their different needs,and create an educational environment which can guide the students to participate the class activities actively.It also asks the teachers to stimulate the students’ enthusiasm for learning,to help the students have the positive attitude towards English study and an ability of grasping and using the language so that each student can be fully developed.Therefore,we teachers should concern the students with learning difficulties.It is the unshirkable duties for English teachers to help students with learning difficulties make progress in their English learning performance and find the confidence of accomplishment in English learning.Vocabulary learning is the foundation of English learning.Due to the disadvantages of traditional English teaching,teachers ignore vocabulary teaching and neglect to provide students with scientific and systematic vocabulary teaching approaches,which leads to students,especially those in grade ninth,hate memorizing words and learing English,and their vocabulary learning motivation and test scores have also fallen sharply,which directly affects their studies and futures.Therefore,this research is committed to implementing multiple vocabulary teaching approaches to change the vocabulary learning performance of the ninth grade students with learning difficulties and try to improve the motivation of English vocabulary learning.This article takes two classes of students with learning difficulties in grade 9 of Zhengzhou High-tech Zone Experimental Middle School as the research object,and develops the design and implementation of the " multiple vocabulary teaching approaches" to explore the influence of this teaching model on students’ vocabulary learning performance and vocabulary learning motivation.The research focuses on the following three questions: 1)Can the implementation of multiple vocabulary teaching strategies improve the vocabulary learning motivation of the ninth grade students? 2)Can the implementation of multiple vocabulary teaching strategies improve the vocabulary learning performance of students with learning difficulties? 3)How do junior high school English teachers design and implement multiple vocabulary teaching approaches?The study uses the vocabulary achievement motivation questionnaire test to know the ninth grade students’ vocabulary motivation.The interview analyzes the teacher’s vocabulary teaching approaches and the students’ vocabulary learning methods.The students in two classes with similar English performance are taken as the students with learning difficulties.The experimental class adopts the "multi-channel vocabulary teaching approaches" into class and improves vocabulary teaching evaluationbased on careful design of vocabulary teaching activities;The teacher guides students with learning difficulties to master effective methods of vocabulary learning,and encourages students with learning difficulties to listen in class carefully and try to understand the teacher’s teaching content and actively participate in and complete learning tasks,stimulate learning enthusiasm and learning motivation.The control group adopted the traditional input-based teaching method.After two months of teaching practice,the data of the vocabulary scores before and after the test were finally analyzed by SPSS 22.0.The results showed that compared with the control class,the average English vocabulary score of the students in the experimental class has been significantly improved,while in the control class,The average score of English vocabulary scoresimproved slightly.It can be seen that the implementation of multiple vocabulary teaching approaches has produced preliminary results,which can have a positive impact on students’ English vocabulary learning and help improve students’ English vocabulary performance.In addition,according to the data analysis before and after the research,the vocabulary learning motivation has changed significantly,which to some extent shows that this multiple vocabulary teaching approaches can promote the vocabulary learning motivation of the ninth grade students.