The Optimization Of Senior English Vocabulary Teaching Based On Task-Based Language Teaching Model

The traditional vocabulary teaching mode emphasizes the role of teachers and neglects the subjectivity of students. Mechanic vocabulary teaching has led to students’ poor grasp of basic meanings and learning methods and failure in stimulating students’ interest in English learning. The deficiency and incompetence in vocabulary teaching has brought causal problems to the students’ listening, speaking, reading and writing.This paper focuses on the following issues:(1) the differences in vocabulary teaching between traditional teaching and task-based teaching;(2) the problems and causes of traditional vocabulary teaching;(3) the improvement measures of vocabulary teaching;(4) the design and implementation of task-based English vocabulary teaching;(5) the enlightenment of vocabulary teaching from task-based vocabulary teaching. Based on the observation of English vocabulary teaching situation and the study of relevant literature, the author reduced existing senior English vocabulary teaching problems to the weak learning motivation, the improper memory methods, the absence of knowledge internalization, the neglect of review and so on. To cope with problems, it analyzes the causes from the two aspects of students’ learning and teachers’ teaching. In accordance with the related theories of task-based vocabulary, the study makes suggestions about the optimization of vocabulary learning and vocabulary teaching, such as cultivating students’ learning motivation and interest, flexible applying various teaching methods, guiding students to use learning strategies, etc. Moreover, the research also takes the READING part of Unit1 in Advance English(4)as examples to make a course design after analyzing the characteristics, design principles and task forms of task-based vocabulary teaching. Finally, a detailed lesson plan and classroom practices was made about the reading article of Unit2 in Advance English(4), which exemplifies that teachers can create a relaxed learning environment, and design a lot of tasks that close to the life for students, and thus makes students to participate in the whole process of vocabulary learning, and stimulates their enthusiasm to learn vocabulary. Under such a teaching mode, students can keep on learning, expanding knowledge and consolidating what they have learned, so as to achieve the effect of vocabulary knowledge internalization.This essay attempts to reshape and reform the traditional teacher-centered teaching mode, keeping the students as the main issue, devices a series of meaningful language learning tasks to make students deepen their understanding and memory about words, to help them expand the vocabulary knowledge in both dimension of breadth and depth, to promote the transformation from intentional learning to incidental vocabulary acquisition, and to improve the ability of using language in the process of completing the tasks.