The Experimental Study Of Senior English Majors' Vocabulary Organization Under The Guidance Of Communicative Teaching Method

Vocabulary organization is an important dimension of predicting vocabulary competence.With the increased attention to vocabulary competence,more and more researchers are devoting themselves to English vocabulary organization.However,previous studies always pay attention to the classification of vocabulary organization or the internal factors affecting the vocabulary organization,overlooking the external factors,such as vocabulary teaching.While vocabulary teaching research is also isolated from vocabulary organization,only focusing on expanding vocabulary.So the thesis mainly studies the relationship between Communicative Teaching Method and vocabulary organization.The vocabulary organization belongs to the quality of vocabulary,and it refers to the relation of the words.In categories,It concludes paradigmatic,syntagmatic,encyclopedic and clang.The former three belong to semantic organization,and the latter one belongs to non-semantic organization.The author of the thesis has carried on three months' research to 60 students in English education major of Shanxi Normal University.Class one,grade three is designated as experimental class,and class two,grade three is designated as control class.In experiment,the courses,materials and teachers are identical.The study surrounds the following questions: Are there any significant influence differences in optimizing the vocabulary organization of English majors between communicative teaching and traditional teaching? How do English majors establish vocabulary organization for the nouns,verbs and adjectives as well as high,medium and low frequency words under the influence of communicative vocabulary teaching? The research hypothesis are as follows: 1.There are significant influence differences in optimizing vocabulary organization of two classes after two kinds of teaching.The experimental class can develop better vocabulary organizations.2.In the influence of Communicative Teaching Method,the experimental class can establish better semantic organization to noun,adjectives and high-frequency words,and more non-semantic organization to verbs,low-frequency words.The research instrument is English Vocabulary Level Assessment and Word Association Test.The research procedures are as follows,in the first week of experiment(before the teaching treatment),the two classes were given pretest of English vocabulary level,the scores of which were analyzed to make sure the two classes are in the same level.From the second week to the twelfth week,the experimental class was given the Communicative Teaching Method in order to improve their interests of learning English vocabulary and the ability of using words,and help students building more paradigmatic(synonym,antonym,super-ordinate,hyponym and affix),syntagmatic(phrasal collocation)and encyclopedic(background cultural knowledge).While the control class received the traditional teaching to enlarge students' vocabulary level.In the final week,both of two groups received post-test of English vocabulary level and word association test.The data of test was collected,filtered(thirty samples of reaching 6400+ vocabulary size are selected from each class),classified and analyzed carefully by SPSS 24.0(independent-samples T test,non-parametric test and Chi-square test).The result shows: 1.There are significant influence differences in optimizing vocabulary organization of two classes after two kinds of teaching.The experimental class can develop better paradigmatic,syntagmatic and encyclopedia organizations.2.In the influence of Communicative Language Teaching,the experimental class can establish better paradigmatic organization for mid-frequency words,adjectives and abstract nouns.The above mentioned findings would offer English vocabulary teaching with significant practical meanings,and provide some possible guidance to the vocabulary organization research.