Application Of Perceptual Learning Style Theory To Junior Middle School EFl Vocabulary Teaching

Vocabulary is the basic unit of language study.Listening,speaking,reading and writing,which are the four major modules in English study while vocabulary learning is the basis of listening exercises,verbal communication,passage reading and English writing.As the basis of second language learning,vocabulary proficiency is a direct result of whether the second language learning succeeds or not.Vocabulary teaching and acquisition of junior middle school students are still a rather weak link in China.The concept--facing all students,focusing on the characteristics of different language learners and paying attention to individual difference is listed into the basic idea of the curriculum(English Curriculum Standard for Compulsory Education,2012).It calls on teachers to fully consider the individual difference of language learners in teaching and the learning style is a very important part in individual difference.Based on the requirements of English Curriculum Standard for Compulsory Education(2011 Edition),the perceptual learning style theory is applied to English vocabulary teaching in junior middle school and an empirical research on the validity and feasibility of it is conducted.This research tries to apply the perceptual learning style theory to English vocabulary teaching,which aims to help junior middle students improve their English vocabulary proficiency and their interest in learning English vocabulary.The questionnaire method,experimental method and interviewing method are adopted in this research and 92 students in two parallel classes in junior Grade 2 of No.2 middle school in Kashi area are taken as the research subjects.First,the questionnaire about English vocabulary learning interest is distributed to the students in the experimental class.Meanwhile,the perceptual learning styles questionnaire is handed out to the students by the author in the experimental class so as to know and investigate the students' perceptual learning styles.The result shows that the students show a great preference for visual learning styles.According to the survey,the twelve weeks experimental study is conducted by the author.The traditional vocabulary teaching is adapted in the Class(10)Grade 8,which is the control class and the English vocabulary teaching according to students' perceptual learning styles is applied to the Class(2)Grade 8,which is the experimental class.During the experiment,different ways to preview new words are provided.Matching teaching strategies with students' perceptual learning styles and organizing a variety of activities.What's more,different homework is assigned to different students after class.Then,the pretest and post-test on students' vocabulary proficiency are made respectively in the experimental class and the control class by the author before and after the experiment in order to verify whether the students' vocabulary proficiency can improve after the experiment.At last,the questionnaire about English vocabulary learning interest is distributed again to the students in the experimental class and the interview is conducted,which aim to testify whether the application of perceptual learning style theory to English vocabulary teaching can increase students' interest in learning English vocabulary.The results of this study indicate that the application of perceptual learning style theory to English vocabulary teaching is superior to the traditional English vocabulary teaching.English vocabulary teaching under the guidance of perceptual learning style theory is not only beneficial to improve students' English vocabulary proficiency but also helpful to motivate students' interest on English vocabulary learning.This research tries to apply the perceptual learning style theory to English vocabulary learning of junior middle students,which can provide relevant suggestions or some reference value for English vocabulary teaching in compulsory education stage.