| Vocabulary learning is an indispensable part of English learning,and the formation of any basic English skills is closely related to vocabulary.In other words,vocabulary is a stepping stone to English learning.However,the status of English vocabulary teaching in secondary vocational schools needs to be improved urgently.For instance,English courses are limited,the vocabulary teaching form is single,vocabulary teaching contents are sufficient,and the form of after-school consolidation is not attractive,students’ way of after-school vocabulary learning is out of date.All these various problems bring about students’ low efficiency of vocabulary learning.Because of the close combination of technology with teaching,micro-video has been widely used in English teaching.Micro-video is a new teaching resource.It has some outstanding features.For example,it is concise,interesting and convenient.Micro-video has brought new development to the field of education and provides a new channel to promote educational informationization.Therefore,micro-video has been widely used in primary schools,junior high schools and high schools,and exploring the application of micro-video in various subjects has also become the content of researchers’ studies.Through literature review,most of the relevant research focusing on the application of micro-video in the listening,speaking,reading or writing teaching has been found,and the experiments were mainly conducted during class in ordinary junior high schools and high schools.Few studies explored the application of micro-video to assist after-school English vocabulary learning in secondary vocational schools.The aim of the study is to explore the effect of applying micro-video to assist after-school English vocabulary learning in a secondary vocational school.According to the after-school vocabulary learning status and demands of students,the vocabulary micro-video is made and they use it for a period of time.For the problems in the experiment,specific improvement suggestions are put forward.In the study,the experiment is conducted in the author’s internship school—Luzhou Z Secondary Vocational School,and 35 students from Class One,Grade One of the school are the research subjects.The experiment lasts for 12 weeks.It includes two stages: firstly,in the first 6 weeks of teaching,the translation method is used for vocabulary teaching during class,and vocabulary micro-video is not provide for the students after class;secondly,in 6 weeks before the end of the experiment,translation method is also used during class,but vocabulary micro-video is provided for the students to consolidate leaning after class.By using research instruments including questionnaire,test and interview,the following two questions are expected to be figured out: what changes have taken place in the students’ achievements by using the vocabulary micro-video after class? How have students’ attitudes towards vocabulary learning changed after using vocabulary micro-video?After the experiment,SPSS 24.0 is used to analyze the collected test results and questionnaires of the students,and the interviews with the teacher and the students are discussed.This study is based on the audio-visual teaching theory of Dale and the input and output theory of krashen and Swain.At the end of the first stage,the first test(pretest)on the research subjects is conducted,which is to know about their learning situation of the vocabulary in the first stage.According to the Questionnaire A,students’ vocabulary learning status and demands are understood.In order to meet their needs,the author makes vocabulary micro-video for 50 key words which are encountered in the teaching of the second stage by using 4P teaching model.The contents of each vocabulary micro-video include: review an old word,create context,present a new word,do exercises.In the 12 weeks,the vocabulary micro-video is only provided for the students after class in the second stage.The vocabulary micro-video is directly sent to students’ network information group weekly.As a kind of assignment,students are urged to watch it,and the author checks if they have watched in class.At the end of the experiment,the second test(post-test)is conducted,which aims to know about the students’ learning situation of the 50 key words learned in the second stage,and the post-test result is compared with the pretest result.Combined with the questionnaire B and interviews with students and the teacher,the effect of applying micro-video to assist after-school vocabulary learning is expected to be figured out.In order to make readers understand the teaching process in micro-video more clearly,the vocabulary micro-video case of the word “grocery” is presented.By analyzing the data and sorting out the interviews,the research results are as follows:firstly,the feasibility of producing and applying vocabulary micro-video to after-school consolidation is verified.Most students become interested in vocabulary learning during the experiment and their ability of self-study has been improved;secondly,the vocabulary micro-video has a positive impact on students’ vocabulary performance,and most of them have obtained great achievements in the pronunciation,form and the meaning of the new vocabularies;thirdly,the English teacher affirms the positive effect of vocabulary micro-video in after-school learning.She will have a try on producing and applying micro-video to improve the teaching efficiency if teachers of the school can work together.Besides,the study at the some time provides some implications for the vocabulary teaching: it is necessary to effectively balance the relationship between internet and education to make the internet serve education better;teachers try to use new teaching resources to optimize the teaching mode;students take the responsibility of their own study to improve the confidence of learning. |
