A Study On The Effectiveness Of Guided Study Plans Based On Immersion Theory In High School English Vocabulary Teaching

Words are an important part of linguistic knowledge,and vocabulary teaching is an important part of language teaching.Recently,teachers attempt to improve their vocabulary teaching by using guided learning plan.However,the design of guided learning plan is too simple and less attention has been paid to students' cognitive states.Meanwhile,in previous studies of the application of guided learning plan,the design principles are general so the operability is limited,and the application in vocabulary teaching has not been fully discussed.In this regard,this research attempts to design a guided learning plan based on flow theory,and then conducts teaching experiments to explore the following research questions:(1)How does the application of the guided learning plan based on flow theory influence high school students' receptive vocabulary knowledge?(2)How does the application of the guided learning plan based on flow theory influence high school students' productive vocabulary knowledge?(3)How does the high school students evaluate the application of the guided learning plan based on flow theory in English vocabulary teaching?In this study,teaching experiments are conducted on two parallel classes of the first grade students in Qufu City,Shandong Province.After teaching experiments,questionnaires and semi-structured interviews are used to investigate students' evaluation on the application of guided learning plan based on flow theory in English vocabulary teaching.The results show that:(1)The guided learning plan based on flow theory can effectively improve students' receptive vocabulary knowledge,especially the understanding of vocabulary's meanings.(2)The guided learning plan based on flow theory can also more effectively improve students' productive vocabulary knowledge,especially vocabulary's contextual knowledge.Meanwhile,it has better effect on the improvement of receptive vocabulary knowledge.(3)Students have relatively positive evaluation to the flow-theory-based guided learning plan.They have generally said that it can provide more help for learning receptive vocabulary knowledge,evoke their English learning interest,improve their cognitive states of learning,and satisfy their learning demands.The results of this study have the following implications: Teachers should pay attention to the cognitive states of students' English learning,and give more considerations to the receptive knowledge and productive knowledge of vocabulary in teaching,so as to improve students' basic understanding and attention to vocabulary and English learning.