An Experimental Study Of The Vocabulary Strategies Based On The Deep Learning Theory In English Teaching Of Junior High School

Since the advent of the digital era has diversified the type,channel,and layer of information retrieval,there occurs an extra approach available for people to expand their vision on the one hand,but the fragmentation and sensitization of people’s information reception have also become inevitable on the other.The information processing thus undergoes a reduction in depth and tends to approximate the lower order due to the excessive reliance on sensory organs.In the field of education and teaching,teaching and learning,as two important elements of educational activities,also demonstrated a characteristic tendency toward superficiality in the processing of various educational activities,such as knowledge,ability,consciousness,and emotion,which has become a stagnant factor for the implementation of the curriculum which takes the "core literacy" as its educational goal.However,the practical problem lies in how to achieve the predetermined curriculum goals through the English curriculum.According to the learning theory,the development of knowledge always co-occurs with the development of ability,and the basic law for achieving individual growth through curriculum is to achieve the development of ability through the learning of knowledge.Therefore,based on deep learning theory,an experimental study on strategies for each stage of vocabulary teaching is constructed and conducted in this thesis in order to investigate its effects on junior high school English learners.Based on the deep learning theory and the taxonomy of educational objectives,this thesis uses educational experimental method,literature research method,questionnaire method,interview method and47 English learners are chosen as the research objects.Five research tools including the English monthly test,English vocabulary test,the questionnaire of English vocabulary learning consciousness development of junior high school students,semi-structured interview outline,SPSS 25.0 are employed.This study mainly explores three questions: First,from the perspective of learners’ whole language competence,what impact does the application of English vocabulary teaching strategies in junior middle schools based on the deep learning theory have on the subject’s language level? Two sub-questions are included,namely,what impact does the application of the strategies have on the receptive and output language level of learners?Second,from the perspective of instant and delay,what impact does the application of the strategies have on the learners’ English vocabulary learning effect? Four sub-questions are included,namely,what impact does the application of the strategies have on learners’ English vocabulary spelling accuracy,meaning comprehension accuracy,grammar accuracy and appropriateness of application? Third,what is the impact of the strategy on the learners’ awareness of vocabulary learning?The findings are as follows: First,the English vocabulary teaching strategies based on deep learning theory has a positive impact on the language level of the participants.The effects mainly includes: 1.The strategies can improve the overall language level of the subjects,with the mean of-9.177 and the significance of 0.000.2.The strategies play a significant role in improving the receptive language level of learners,with the mean of-8.125 and the significance of 0.000.3.The strategies do not play an obvious role in improving the output language level of learners,with the mean of-1.052 and the significance of0.067.Secondly,the strategies have a certain impact on the vocabulary learning effect of participants.The effects mainly includes: 1.The strategies can improve the overall vocabulary learning effect of participants in the field of short-term and long-term vocabulary retention.The significance among pre-test,immediate and delayed test score is 0.000.And the significance between immediate and delayed test scores is 0.459.2.The strategies have a significant positive impact on the short-term learning effect of spelling accuracy,meaning comprehension accuracy,grammar accuracy and application appropriateness of participants,with the significance of 0.000.3.The strategies have a significant positive impact on the long-term learning effect of spelling accuracy,meaning comprehension accuracy,grammar accuracy and application appropriateness of studied English vocabulary with the significance of 0.074,0.124,0.989 and 0.992 respectively.Finally,the strategies has some influence on the vocabulary learning consciousness of the participants.The vocabulary learning consciousness of the participants has significantly changed at both the cognitive and metacognitive levels with the significance of 0.000.Based on the results presented in this experimental study,the researcher proposes the following three pedagogical implications for teaching English vocabulary in junior high school: First,teachers should have an in-depth observation of the impact of strategies of English vocabulary teaching under the deep learning theory on junior high school learners’ vocabulary learning.Second,teachers should pay attention to the effect of deep vocabulary learning on junior high school learners’ overall language proficiency.Third,teachers should be aware of how teaching strategies targeted at deep vocabulary learning can convert junior high school learners’ awareness of vocabulary learning.This study is expected to provide a reference for English vocabulary teaching in junior high school.