An Empirical Study On The Integration Of Task-based And 3P Methods In Senior English Vocabulary Teaching

Vocabulary is one of the three elements of language.Vocabulary teaching,as a significant way for students to learn English,runs through the whole process of English teaching.Whether the vocabulary teaching is successful will influence directly or indirectly the achievement of the general goal of language teaching.Under the influence of examination-oriented education,vocabulary teaching in China is mainly one-way communication and focuses on the mechanical memorization of the words.As a result,students mechanically memorize words and are lack of interests in learning vocabulary,which leads to students’ inappropriate use of words and ineffective communication.Adopting task-based approach in vocabulary teaching is faced with many barriers,such as large-scale class teaching,teaching facilities,teachers’ level,students’ motivation and capacity.In view of this,this thesis discusses the current situation of TBA and PPP vocabulary teaching in senior school and reviews the previous studies on TBA and PPP method.In this study,an eclectic teaching method based on PPP method and Task-based approach for vocabulary teaching is proposed.The author conducted a vocabulary teaching experiment with the eclectic teaching method,endeavoring to test the feasibility of integrating 3P method with task-based approach in vocabulary teaching of high schools.Specifically,the study will address such research hypotheses as:1)The integrated approach is more effective than the traditional PPP method in senior English vocabulary teaching.2)The integrated approach based on TBA and PPP method can arouse students’ vocabulary learning interest and increase vocabulary learning motivation.3)The integrated approach based on TBA and PPP method can improve students’ learning strategies.The author conducted an investigation on vocabulary teaching situation of the Senior 2 in high school for a semester.The subjects of the experiment involve 104 students.They are divided into the experimental class and the controlled class and carried out a semester of experimental study.The experiment adopts questionnaires,tests and interview to collect and analyze research data.Through classroom experiment,the empirical study findings state that integrated approach can stimulate students’ learning motivation and interest,improve students’ learning strategies,thus improving students’ vocabulary proficiency.Meanwhile,it also develops students’ communicative competence and linguistic proficiency.