A Study Of College English Vocabulary Teaching From The Perspective Of Constructivism

Promoting English learning has been a hot research and focus on topics ineducation sector. Cultivating students’ English vocabulary learning ability is thelong-term goal of language education. In particular, students who don’t major inEnglish get more and more attention.College English vocabulary is the cornerstone of university students in learningEnglish. In the process of teaching college English, usually there are two learningmethods of teaching words: one method is that teachers will not spend a lot of time onvocabulary training with the limitation hours; another way is with the help ofconstructivist teaching, designing learning activities in the classroom, guidingstudents to participate in learning through interaction between teachers and students tocomplete the task of learning vocabulary. Finally, teachers check the learning effect.This learning vocabulary is to enhance the overall ability of students, to establish theconcept of continuous learning for students.In this paper, under the guidance of constructivism, in the form of questionnairesand individual interviews for the study,86freshmen and sophomores from XinminNormal College of Shenyang University, using quantitative and qualitative researchmethods. In this study, the main system is SPSS17.0to deal with the quantitative data.Through the survey of data in order to find: Constructivist teaching outlook in collegeEnglish teaching application status; In what areas we can use constructivist; howmany students recognize the teaching mode of constructivist; whether constructivistteaching plays a positive role or not; Constructivist in the actual teaching activitiesencountered problems and how to solve the problem.Through statistical analysis of the survey data, the author find: in theinvestigation of the86universities, about34.3percent of college English teachers inEnglish teaching using constructivist. In English class, teachers use constructivist teaching concept is mainly reflected in the interaction between the convergence of thedesign of the scenario import, classroom activities, learning tasks and course content,the interaction between teachers and students as well as students. Constructivist-basedteaching methods and the students’ interest in learning, learning enthusiasm there is acertain relationship. The survey found constructivist percentage of English teachersand the percentage of the number of students interested in English closer toconstructivist teaching help to improve the students’ interest in learning English, tosome extent. At the same time, constructivist has been recognized by the students, andcertain positive significance for English learning. Fourth, the survey found, there aresome problems in the application of constructivist, subjective aspects: poor students’self-learning ability, constructivist theory and teaching mode. The number of Englishclasses more pressure from students passing rate limiting teachers’ innovativeteaching methods. This article takes the empirical method of investigationconstructivist teaching model in college English teaching. Through the analysis of thesurvey data to understand the current situation, to reveal the effects and the roleplayed by the constructivist teaching model in college English teaching, identifyproblems and propose a solution, and the revelation of college English teaching.