An Analysis On The Problems Of High School English Vocabulary Teaching And Learning From The Perspective Of Key Competence

Vocabulary is the fundamental component of language and the basis of all language-learning activities.The mastery of vocabulary directly affects the improvement of listening,speaking,reading,writing,and viewing.However,there are many problems in high school English vocabulary teaching,and many teachers continue to use the traditional indoctrination vocabulary teaching mode.Vocabulary teaching is a critical way to improve students’ key competence.English vocabulary teaching from the perspective of key competence plays an essential role in students’ English learning and long-term development.Given this,it is significant to investigate the status quo of vocabulary teaching from the perspective of key competence and find the problems.This study mainly focuses on vocabulary teaching and the cultivation of key competence.Firstly,the literature research method is used to review the relevant research on implementing key competence cultivation in vocabulary teaching by domestic and foreign scholars.Then,taking 82 teachers and 304 students as subjects,this study adopts the methods of questionnaire survey,classroom observation and interview to investigate the status quo and existing problems of vocabulary teaching from the perspective of key competence.In addition,one-way ANOVA and independent sample T-test are used to further analyze the differences of vocabulary teaching among different teachers and vocabulary learning among different students.This study attempted to explore three questions:(1)What’s the status quo of English vocabulary teaching in senior high schools from the perspective of key competence?(2)What are the differences in vocabulary teaching among different types of teachers?And what problems do these differences reflect?(3)What are the differences in vocabulary learning among different types of students? And what problems do these differences reflect?Findings from the study revealed that:(1)teachers recognize the importance of cultivating students’ key competence in vocabulary teaching and understand how to do it.Still,it has not been well implemented in the real vocabulary teaching classroom.Many teachers teach vocabulary mechanically,without context,or only use sentences to create a context for vocabulary teaching.Vocabulary drills mainly focus on filling in the blanks and making sentences that lack variety and interest;the production of vocabulary teaching is exam-oriented,lacking interaction and practicality.(2)Teachers with different educational background,professional titles,and teaching ages show significant differences in different dimensions of vocabulary teaching based on key competence cultivation.Regarding educational background differences,postgraduate teachers perform better than undergraduate teachers in cultivating students’ thinking quality and learning ability.Regarding differences in professional titles,senior teachers perform better than second and first level teachers in cultivating students’ language ability.Regarding differences in teaching ages,teachers with higher teaching ages perform better in cultivating students’ language ability,while teachers with lower teaching ages perform better in cultivating students’ cultural awareness.(3)There is no significant difference in overall vocabulary learning among students of different grades;high achievers consistently outperform middle achievers and low achievers when considering student group differences.In view of the problems found in the study,some corresponding suggestions for students,teachers,and schools were identified to put the cultivation of students’ key competence into practice.