An Empirical Study On Teaching Vocabulary Through Interactive Mode In The Vocational School

English vocabulary is the indispensable component of the whole English teaching.However, a survey shows that the master of vocabulary in language learning is one of the weakest parts for students in China. Moreover, in the present, vocabulary teaching is lack of class interaction and students are in a passive state. All these lead to low-efficiency of vocabulary teaching. In recent years, along with curriculum reform, people gradually realize the importance of vocabulary teaching and began to carry on the exploration and research.The study of interactive teaching began in the western countries in the 1980 s. Although having only about 30 years of history, interactive teaching mode has been widely used in many fields. Based on the studies of former researchers, this paper introduces interactive teaching mode to English vocabulary classroom teaching, and aims to verify that the strategy is the better method for vocabulary teaching in vocational school. In the paper,there are two hypotheses as follows:1. The interactive teaching mode is more effective than the traditional mode in improving the whole vocabulary performance. The interactive vocabulary teaching mode can improve students’ integrative English performance including the spelling, multiple meaning, normal collocation, morphology(word-formation) and application as well.2. Compared with the traditional teaching mode, interactive teaching mode can improve the learning interests, enhance the groups’ cooperation awareness.The research subjects are two classes of 2014 in Business Department from a vocational school in Zhangzhou city. A pre-test was carried out to ensure the chosen students who have the even language proficiency. The experimental class and the control class both have 38 students. Before the experiment, all the subjects were asked to complete a questionnaire on English vocabulary learning. Then, the experiment lasted one term. The experimental class was taught with the interactive vocabulary teaching mode while the control class with the traditional vocabulary teaching method. At the end of semester, a post vocabulary test was given to both classes. Meanwhile, in order to verify the effect of theexperiment, another questionnaire was required to complete in the experimental class.Finally, the experimental data were analyzed by SPSS accordingly.After the experiment, this study obtained the following conclusions:1.From the date results we can conclude that the students in the experimental class performed much better than the students in the control class in the vocabulary integrative performance, specifically in the aspects of meaning, collocation and application. However,the effect is not obvious in spelling and word-formation.2.Compared with the traditional teaching mode, interactive teaching mode can improve the interests in learning vocabulary, increase the communication and interaction,and enhance the groups’ cooperation awareness.According to the analysis of experiment results, there are some suggestions on English vocabulary teaching in vocational schools: English teachers of vocational school should highlight the practical principle in the process of teaching and organize various forms of classroom interaction activities, as much as possible creating opportunities for students to use new vocabulary in language practice. Learners also need to change the traditional subordinate, passive recipients role into the the role of active learners and participants in the new interaction teaching mode, promoting students to take part in interactive activities and cultivating their autonomous learning ability and cooperation consciousness.Though the present research has some limitations, it provides a relative new perspective to explore the vocabulary teaching. This paper uses interactive teaching mode to improve vocabulary teaching in a vocational school, which in a certain extent provides some valuable supports and references to the improvement of students’ vocabulary comprehensive ability and the further study of English vocabulary teaching.