A Survey And Analysis On The Teaching Strategies Of English Vocabulary In Senior Hig School

Vocabulary teaching is an important part of English teaching in senior high school.The English Curriculum Standards for Senior High School(2017 edition)states that “English vocabulary teaching is no longer the process of imparting knowledge or mastery of a specified number of words,but aims to enable students to master and use appropriate strategies for effective learning in the process of vocabulary learning.Teachers are not only required to cultivate students’ ability of listening,speaking,reading,writing,but also to cultivate students’ learning attitude and cross-cultural awareness.”(Ministry of Education,2018: 15)In classroom teaching,vocabulary teaching strategies directly influence students’ vocabulary learning.Therefore,it is of great significance for the English teaching in senior high school to survey the English vocabulary teaching strategies in senior high school and understand its current use and influencing factors.In this study,all the 36 English teachers in Luoyang No.1 Senior High School are surveyed by questionnaire,while six of them are studied by classroom observation and interview.The research mainly answers two questions:(1)What strategies are frequently used by teachers in teaching of English vocabulary in Senior High School?(2)What are the main factors that influence teachers on applying these strategies to English vocabulary teaching?The present study generates the following findings:(1)Among all the vocabulary teaching strategies,word formation strategy and phonetic strategy are used in a high frequency by the English teachers in Senior High School.And semantic relationship strategy,context strategy and grouping strategy are used in a low frequency.(2)According to the investigation,the influencing factors of the application of vocabulary teaching strategies are presented as followings: For teachers themselves,teaching age is an influencing factor,the older teachers prefer the phonic strategy.What’s more,teachers lack the understanding of the students’ interest,motivation and need towards English learning.In addition,teachers in Grade One use the phonics strategy in the highest frequency.Teachers in Grade Two often use phonics strategy,word formation strategy.Teachers in Grade Three like context strategy best,which accounts for the largest percentage.