Teaching English Vocabulary In Senior High School:a Schema-oriented Lexical Approach

Without words,language cannot be expressed.Words are seen as essential components of language.Having a rich vocabulary and vocabulary application ability plays an important role in improving the comprehensive English ability of senior high school students.In high school English teaching,an effective vocabulary teaching approach can not only improve students’ word memory efficiency,and prolong the memory time,but also effectively improve students’comprehensive English ability,especially for students whose grades are not ideal.With the deepening of educational reform,the new high school English curriculum standards pose new challenges to teachers’ teaching and students’ learning.At the same time,the implementation of the new teaching materials also urgently requires teachers to update their teaching methods to adapt to the requirements of the new era,cultivate students’ English core competences,and promote students’ language ability.Although the research on vocabulary teaching has always been a hot topic for many linguists and front-line teachers,there is little research based on the new teaching materials,the new curriculum standards and the new college entrance examination evaluation system.Therefore,based on the understanding of schema theory and lexical approach,the author of this paper began to carry out teaching experiment in daily teaching activities.On the one hand,it is hoped to respond to the requirements of the new curriculum and the new teaching materials,at the same time to improve her own teaching ability and to create a more effective classroom.On the other hand,it is expected to help high school students to enhance their interest in learning,improve learning methods and enhance learning efficiency.In this paper,the author applies the schema-oriented lexical approach to high school English classroom teaching,to explore whether the new teaching methods have a positive effect on students’ vocabulary learning strategies,interest in English learning and comprehensive English ability.This paper takes the high school students as the participants,applies the new method to the high school vocabulary teaching for empirical experiments,and expects to answer the following three questions:1.What is the effect of the schema-oriented lexical approach on students’ vocabulary learning initiative and strategies?2.What is the impact of the schema-oriented lexical approach on students’ retention and comprehensive language ability?3.What is the influence of the schema-oriented lexical approach on students at different levels?The participants were 98 students from two parallel classes.The experimental class adopts the schema-oriented lexical approach,while the control class adopts the traditional vocabulary teaching method.The experiment lasted for four months.The computer software SPSS 22.0 is used to analyze data from the pretest,post-test,vocabulary test and questionnaire.The statistical results show that after the experiment,the experimental class is not only significantly different from the control class in the vocabulary test but also better than the control class in the post-test.After analyzing the questionnaire,survey and interview,the results of this experiment are as follows:1.The schema-oriented lexical approach can effectively improve students’ vocabulary learning initiative and optimize their vocabulary learning strategies.Through the comparison and analysis of the two questionnaires,the students’ learning initiative was significantly improved after the experiment,and the use of learning strategies was more diversified.2.The schema-oriented lexical approach can improve students’ vocabulary retention and comprehensive language usability.As can be seen from the comparison and analysis of the post-test between the experimental and control classes,The performance of the experimental class students is better than that of the control class students.3.The schema-oriented lexical approach has a positive influence on students at different levels.From the interview feedback,it is obvious that the new method can improve their learning initiative and expand their vocabulary.In conclusion,the results validate the effectiveness of the schema-oriented lexical approach to vocabulary teaching.It not only provides a new way for teachers to teach vocabulary,but also provides a new strategy for high school students to learn English.