A Study On Application Of Flipped Classroom Mode In High School English Vocabulary Teaching

Varieties of analyses on SL vocabulary teaching have been done.Today,with fruitful outcomes,Flipped Classroom may revamp the avenue of exploring the second language vocabulary teaching ways.In order to delve the possible procedures and mode of the Flipped Classroom on second language vocabulary teaching,as numerous and complicated vital theories in the mentioned two study areas,in contrast to the methodologies which bring vocabulary teaching methodologies one by one into practical operation for providing a good deal of insight into the fundamental processes involved in the second language vocabulary teaching,the thesis takes Flipped Classroom as the mode and framework for recombining methodologies to construct its theoretical basis and comparatively reshaping second language vocabulary teaching through practical experiment.Firstly,Theories,possibly related to Flipped Classroom and Second Language Vocabulary Teaching,containing Flipped Class,Micro-class,Learning Pyramid,related work in Psycholinguistics and Cognitive linguistics,4MAT,Connectome(fruit of brain science),Brain Map(fruit of brain science),Group Work,Pair Work and Discussion;Video,related fruit of Metaphor Theories are introduced and analyzed.in the thesis to verify their possible partial associated content adaptability in Flipped Classroom on Vocabulary Teaching.Secondly,vital points in theories proved to be efficacious are compared and analyzed to meet the steps arranged in Flipped Classroom.This process is regarded as theories' collisions which create sparkle points.Consequently,for combination of theories and Flipped Classroom mode,the points turn to be the combination's effectiveness proof and offer the restrictions and thinking dimension of the wanted Flipped Classroom Mode on Vocabulary Teaching.Ultimately,the points are described in a two-dimensional quadrant which offers the theories' relatively scientific application time and usage ways in Flipped Classroom.Thirdly,as the restrictions are established,the steps' concrete proceedings in the mode are found out and organized.In the first step,Microlecture which is the major carrier of teaching content is analyzed and believed to be composed by five main steps containing Words Set,Words Investigation,Assessment,Integration,Paper Document&Video.With a postposition monitor on the effect of Microlecture teaching,First Step's teaching effectiveness can be monitored and evaluated.The second step,Presentation containing Students Work(referring students,preparation),Scale 2(referring postposition monitor on teaching effect of Presentation step)is designed accordingly.Under the instructor's direction,students are able to finish the third step,Complementarities and the final step,Summary.It seems that the last two steps are of simple design and easy to be mastered.However,in the researches,they turn out to be the difficult ones to be monitored forcing the thesis offer a detailed practicable plan to perfect the steps.Through the above theoretical discussion,the first version of Flipped Classroom Mode on Vocabulary Teaching is devised.Fourthly,the first version of the mode is put into experimental teaching classes analyzed through two parallel tests between the experimental class and the control class,a questionnaire,an interview and a subjective observation which can provide relative dependable data.The experiment took a whole semester to be well implemented in No.26 High school in Xi'an.It aims at certifying the effectiveness of the mode and finding out the weakness or unadaptable proceeding which can be revised and improved.Supported by the data analysis of the experimental class with the help of IBM SPSS Statistics 23,the mode is certified to have positive effect on High School vocabulary teaching.Meanwhile,the mode is also revised to be a more convincible one.Through the analyzing process,main research on second language vocabulary teaching under the possible mode of Flipped Classroom,the related strategies of Flipped Classroom and SLV(Second Language Vocabulary)teaching are integrated and formulated into the possible clusters in the mode's different steps,whereupon the mode is theoretically proved to be efficient.In the process mentioned above,series of findings like postposition monitors,rational transitions between steps are brought to surface.Ultimately,through robust experiment's data analysis,the final valid mode in practical level become visible.The fruits from the thesis prove the value of Flipped Classroom application on SLV teaching in High School while it can motivate students' learning enthusiasm and discovers relative new evidence to propel Flipped Classroom studies.