A Study On The Influence Of Vocabulary Teaching Based On Flipped Classroom On The Breadth And Depth Of English Vocabulary Of High School Student

Vocabulary is the smallest unit that can be used independently in communication,and the improvement of lexical knowledge is the foundation for the development of linguistic competence and core literacy.Traditional English vocabulary teaching in high school is increasingly criticized for its boredom and low efficiency.It is difficult for students to internalize and apply lexical knowledge by rote memorization,so the overall level of their width and depth of lexical knowledge is relatively low.Meanwhile,researchers mainly study lexical knowledge from the perspective of intentional vocabulary acquisition in different teaching methods and incidental vocabulary acquisition in different language activities.However,few of them study from the perspective of different teaching modes.Nowadays,with the national support for education informatization and National English Curriculum Standards for General High School(2017 edition)attaching importance to the application of information technology in teaching,flipped classroom,a new teaching mode combining online and offline learning,has been attracting great attention.Therefore,in this study,vocabulary teaching is innovated and designed by means of flipped classroom.The subjects are 89 students from two parallel classes of Grade 2in a high school in Jining,Shandong Province.The teaching experiment is conducted and the questionnaire and interview are used to answer three questions:(1)How does the vocabulary teaching based on flipped classroom influence high school students’ English width of lexical knowledge?(2)How does the vocabulary teaching based on flipped classroom influence high school students’ English depth of lexical knowledge?(3)What are high school students’ attitudes towards the vocabulary teaching based on flipped classroom?Before the experiment,it is necessary to ensure that there are certain electronic facilities.The pilot test should be finished to check the reliability and validity of pre-test paper of width and depth of lexical knowledge.And the pre-test of lexical knowledge of two classes should be completed to examine whether their initial lexical levels are similar.During the experiment,the vocabulary teaching mode based on flipped classroom is carried out in the experimental class,while the traditional mode is implemented in the contrast class.After the experiment,the pilot test is completed again to test the reliability and validity of post-test paper.And the post-test of lexical knowledge of two classes should be done to find whether there are changes in their lexical levels.Then,students’ evaluation of the vocabulary teaching based on flipped classroom is understood through questionnaires and interviews in the experimental class.The results show that:(1)The vocabulary teaching based on flipped classroom can significantly improve high school students’ levels of width of lexical knowledge,but there is still a gap from the requirements of curriculum standards.(2)The vocabulary teaching based on flipped classroom can effectively enhance high school students’ levels of depth of lexical knowledge,especially lexical collocation and syntax.Also,their levels of depth of lexical knowledge still need to be further developed.Additionally,this new mode has better effect on the width of lexical knowledge.(3)Students have relatively positive attitudes towards vocabulary teaching based on flipped classroom.Students in the experimental class can finish tasks carefully before,during and after class.They make progress in their lexical knowledge,and flipped classroom mode of vocabulary achieves good results.Thus,the followings are suggested:(1)Teachers should give consideration to students’ improvement of both width and depth of lexical knowledge.They should ensure students’ learning efficiency before,during and after class,and pay attention to developing information technology literacy.(2)Students should not only focus on the width of lexical knowledge,but also center on the depth of lexical knowledge.They should strengthen self-directed learning consciousness,change the exam-oriented views of English learning,and regard the advancement of comprehensive language competence as their goals.Of course,considering certain conditions,there are some insufficiencies and limitations on the sample as well as the research period of this study.Meanwhile,the depth of lexical knowledge cannot be measured overall.However,on the whole,this study has reached its anticipated goals.It can provide reference for the enhancement of students’ width and depth of lexical knowledge,the improvement of high school English vocabulary teaching,and the future exploration in this field.