An Empirical Study Ofarts College Students’English Vocabulary Teaching

The study of English vocabulary teaching has a long history, but the study of the artscollege students’English vocabulary teaching is still a virgin land. Their English foundation isweak, compared with other students. There are both internal and external causes for thissituation. In internal aspect, the poor English foundation, the lack of vocabulary, the lowEnglish learning motivation and lack of scientific vocabulary learning strategies are the maincauses, which limit their ability to enlarge their English vocabulary and increase the difficultyof the students in learning English. The main external aspects are the teaching style andteaching material. The studies on the arts students’ English vocabulary teaching and theEnglish teaching materials relatively insufficient for a long time. Therefore it is more difficultfor the arts college students to improve their English ability. By analyzing the external andinternal causes, this paper introduces the prototype category theory into the arts collegestudents’ English vocabulary teaching, centering on the target of college English teaching, tryto inspire their interest in learning English, and use the emotional advantage of cognitive andthe image thinking to improve their vocabulary quantity and autonomous learning ability, sothat the students’ English level will get twice the result with half the effort.This thesis is divided into five chapters. It starts from the importance of vocabulary inlanguage learning, analyzing the current situation of art college students’ English vocabularylearning, thus leading to the source of the project. Then this paper discusses the researchstatus of English vocabulary teaching, the arts students’ cognitive features and the feasibilityto apply the prototype category theory in the vocabulary teaching. After a semester using thisteaching method in the teaching experiment research, by spss17.0software for statisticalanalysis, the result shows that, to a certain extent, it can improve the students’ vocabularynumber and cultivate the consciousness of their English vocabulary learning strategies.According to the questionnaire results, this method can improve the arts college students’English vocabulary learning interest compared with the traditional vocabulary learning method. Finally, the shortcomings and deficiencies of this empirical study are stated.