A Study of Effectiveness of Situational Method in English Vocabulary Teaching in Senior High School
|School||Northeast Normal University|
|Keywords||Vocabulary Teaching Situational teaching High school English Empirical research|
With the deepening of the new curriculum, English teaching also continue to reform. Vocabulary as one of the three basic elements for language teaching, more and more attention. The new curriculum not only greatly increase the students' vocabulary, but also to promote the teachers from the perspective of communicative vocabulary teaching. The ultimate goal of vocabulary teaching is no longer just teach students memorizing meaning, is to teach the students learn how to accurately understand and use vocabulary. The traditional vocabulary teaching methods tend to be more single, brief teachers, students memorizing, teaching out of context, time-consuming and inefficient resulting vocabulary teaching. In view of this situation, each language school from cognitive psychology, second language acquisition theory, cognitive linguistic theory perspective of vocabulary teaching methods, which include vocabulary Situational Approach. Glossary Situational Approach to show their talents in basic education in China since the end of the last century was introduced to China, the majority of experts and scholars agree. However, whether the Lexical Approach for vocabulary teaching high school students? For this reason, the author of a four-month study of the effectiveness of situational teaching high school English vocabulary. Through the analysis of the experimental data and the results of questionnaire interviews, this paper draws the situational teaching vocabulary teaching is effective and feasible. Teachers according to the students' learning experience of life to the creation of a real live situations, so that students master the vocabulary in context, experience language. This will not only enhance the the vocabulary learning atmosphere, but also raise the enthusiasm of the students learning vocabulary, thus effectively to achieve the learning objectives. The thesis is divided into five parts. The first part is the introduction, described the new curriculum in high school English vocabulary teaching situation, clear the background and significance of this study. The second part is a literature review, mainly discusses the theory and the theory of situational teaching of vocabulary teaching. Vocabulary teaching theory, introduced the concept of words and terms defined in the vocabulary teaching high school English vocabulary acquisition, at home and abroad about vocabulary teaching situation and China's new curriculum standards; the situational teaching theory describes the context and situational teaching concept and situational teaching position at home and abroad. The third part of the study design. Including research objectives, research methods and experimental process. The fourth part of the data collection and analysis. The main data collected through questionnaires, interviews, experiments and analysis. The fifth part of the experimental results. Summed up the views and suggestions of the teachers and students on vocabulary teaching methods currently used to verify the effectiveness and feasibility of the vocabulary Situational Approach. The last part is the conclusion. Review of experimental study, reflection vocabulary situational teaching problems in the teaching process, the final summary.