An Experimental Study Of The Text-Vocabulary Procedure Of English Teaching Instruction In Senior High Schools

Reading and vocabulary teaching have been widely acknowledged crucial in senior high schools because they are closely related and indispensable.In traditional English teaching,the basic way is to let the students memorize new words in an isolated way according to the word list first,and then teach them to read the text,which is called the Vocabulary-Text Procedure in this paper.In contrast,Text-Vocabulary Procedure is to put the vocabulary teaching and learning in the process of teaching reading,making full use of the context.However,which procedure can be more effective in practical teaching still requires adequate studies,especially empirical studies.Therefore,the author attempted to conduct an experimental study between two parallel classes of Grade one with 45 students in each taught by the author herself in a high school in Haiyang.The study tried to answer the following three research questions:(1)Can the Text-Vocabulary Procedure enhance students' English vocabulary learning effect in terms of immediate and delayed effect?(2)Can the Text-Vocabulary Procedure promote students' reading comprehension in terms of immediate and delayed effect?(3)Can the Text-Vocabulary Procedure stimulate students' English learning motivation and participation? Through data analysis,the main findings are as follows:First,as far as the vocabulary learning effect is concerned,in terms of the immediate effect,the t-test showed that the difference between the two classes was not significant.The average score of the experimental class was only 0.4 points lower than that of the control class in the first test,and 0.36 points higher in the second experiment.The experimental class was a little better in the two tests only in the high-scorer group.In the delayed effect,t-test showed that the experimental class had a rather significant advantage over the control class.The experimental class was better than the control class in both the two delayed tests,with 1.5 points and 1 point higher respectively.The three groups of the experimental class were all better than those of the control class.Second,in terms of reading comprehension,the overall effect of the experimental class was only a little better than that of the control class in both the immediate and delayed tests,but the differences were not quite significant.However,the experimental class had significant advantages in the overall post-test at the end of the semester,and the average score was better than the control class by 5.6 points.Third,in terms of learning motivation and class involvement,from the classroom observation and interview data,the text-vocabulary teaching procedure could greatly reduce the pressure of memorizing new words,increase their interest in learning English words and learning effect,and consequently could better improve students' English learning motivation.Therefore,this study shows that,to a certain degree,Text-Vocabulary Procedure is both feasible and effective in English teaching in senior high schools.