An Empirical Study On English Vocabulary Teaching In Junior Middle School From The Perspective Of Unit Integrity Instruction

Vocabulary is the fundamental element of language and is the basis of all language activities.Vocabulary teaching is one of the problematic points in the current reform of English teaching in elementary education.Vocabulary teaching from the perspective of Unit Integrity Instruction aims to provide a vocabulary foundation for the unit theme.The teaching process emphasises the deep semantic processing of vocabulary,establishing a semantic field of vocabulary and its transfer in multiple related thematic contexts.It is both a response to theoretical and practical demands for teaching.Therefore,based on the Holistic Language Teaching Approach and Semantic Field Theory,this thesis applies Unit Integrity Instruction in English vocabulary teaching among junior high school students to investigate the impact of Unit Integrity Instruction on junior high school student’s English vocabulary level and vocabulary deep learning.The research questions of this thesis are as follows.The second question is a further exploration of the first.(1)What is the effect of Unit Integrity Instruction on the English vocabulary level of junior middle school students?(2)How does Unit Integrity Instruction impact vocabulary deep learning among junior middle school students?A one-semester English vocabulary teaching experiment was conducted in the second year of a secondary school in Panyu District,Guangzhou.EC was taught with vocabulary teaching based on Unit Integrity Instruction,while CC was taught with the conventional PPP vocabulary teaching method.The results show that EC shows a significant difference in the English vocabulary level test.In addition,in English Vocabulary Deep Learning Effect Questionnaire,there are significant differences in multiple sub-dimensions in EC.The interview data also support and explain the above results.Based on the analysis results of the tests,questionnaires and interviews,the main findings are as follows.First,compared with before the experiment,students in EC have significantly improved in English vocabulary level after the teaching experiment.Secondly,regarding the conditional dimension of vocabulary deep learning,EC students’ knowledge construction and higher-order thinking have been developed by implementing Unit Integrity Instruction.Regarding the competence dimensions of deep vocabulary learning,EC students’ meta-lexical knowledge,receptive-productive skills and semantic autonomy have been improved by implementing Unit Integrity Instruction.Accordingly,this thesis has certain enlightenment for vocabulary teaching in middle schools: teachers should develop an awareness of vocabulary teaching under Unit Integrity,guide students to build vocabulary networks,promote the deep processing of vocabulary and create contexts to use vocabulary.