A Study On English Vocabulary Teaching In Senior High School From The Perspective Of Category Theory

Vocabulary is one of the three basic elements(voice,vocabulary and grammar)that make up a language.It is a carrier of phonetics and grammar.Without words,there are no so-called sentences and texts.Therefore,vocabulary learning is the basis of foreign language learning.Many scholars believe that the barriers to reading for second-language readership are not reading strategic issues but vocabulary issues.People can express many things without grammar,but without words,people cannot express anything.The importance of vocabulary acquisition in language teaching is self-evident.Now our high school English teaching is not optimistic,especially vocabulary teaching and learning.English vocabulary teaching is considered tedious and inefficient.Due to high school students have already formed the ability of cognition,category theory as the basis of cognitive linguistics,providing a new angle for vocabulary teaching and learning.Based on the category theory in cognitive linguistics,this thesis conducts an empirical study in senior high school vocabulary teaching.This thesis raises the following questions.The first one is the effect of using Category Theory in English vocabulary teaching.The second one is whether the application of category theory in vocabulary teaching can change students' attitudes toward English vocabulary learning.The research is carried out in the first grade.According to the questionnaires,interview,pre-test and post-test,experimental statistics are made.Through comparison and analysis of pre-test and post-test data,it can be seen that the students in the experimental class have significantly higher scores than students in the control class.According to the students' responses to the questionnaires before and after the experiment as well as the interviews,it can be seen that students' attitudes toward English vocabulary learning have changed.This proves the effectiveness of category theory applied to English vocabulary teaching.Finally,the researcher provides some useful suggestions on the application of category theory in high school English vocabulary teaching.The expectation is to provide some help to future researchers.