An Interactive Approach To College English Vocabulary Teaching: An Experimental Research

As we all know, vocabulary teaching is very important to a language learner. However, the role of vocabulary teaching in second language acquisition has been underestimated. SLA researchers have regarded the syntax, phonology, as the object of priority, which are thought to play a greater role than vocabulary teaching. Until 1980s, in the field of Second Language Acquisition, vocabulary teaching has gained an important position. Carter & McCarthy thought "Without grammar, a little can convey; without vocabulary, nothing can convey." But Vocabulary learning efficiency is directly related to a language learner's to improvement of language skills。In order to solve the dilemma of teaching vocabulary, prevailing current "Interactive Principles" and second language acquisition theory "Input Hypothesis" and "Output Hypothesis" gives a solution. Student-centered, the emphasis is "learning"; teacher-centered, the emphasis is "teaching". The traditional "teacher-centered" teaching model no longer meets requirements of English proficiency of college graduates. And it cannot meet students'requirement that they want to increase communicative ability. So, new teaching idea --- "student-centered" interactive teaching model come into being. This is what the English vocabulary needs, that is, interactive vocabulary teaching model.This paper studies the relationship between English interactive teaching mode and vocabulary teaching. Based on interactive teaching approaches, Krashen's Input hypothesis and Swain's Output hypothesis in the theories of Second Language Acquisition, this paper verifies the influence of interactive instruction on vocabulary acquisition efficiency by empirical methods. This paper selects two classes as subjects. One is an experimental class, the other is control class. For one semester, interactive teaching mode is used vocabulary classroom of the experimental class; however, traditional teaching is still used in the control class. This paper compares the experimental results by the questionnaire and two tests before and after the experiment. By comparing, the vocabulary acquisition efficiency of the students in the experimental class is obviously better than that of the students in control class. The results show interactive teaching approaches can fully mobilize the interest and initiative of learners, create an active class atmosphere, and in a large part improve the effect of vocabulary acquisition.The current vocabulary teaching mode is too teacher-centered, lack of classroom interaction. Interactive classroom teaching mode can play a role in promoting China's current college English vocabulary teaching.