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

The significant role of vocabulary in English learning and teaching has received universal acknowledgement and consistent understanding.However,the current situation of English vocabulary teaching in junior high school is far from satisfactory,and students’lexical knowledge and competence is in urgent need of improvement.As an innovation of traditional teaching mode,the flipped classroom mode refers to the reconstruction of the learning process under the information environment.Since its origin,the flipped classroom mode has sparked studies across the globe.Although there have been previous studies on the application of this mode to English teaching,few focus on the vocabulary teaching in junior high schools.In light of the above-mentioned circumstances,in the context of the new curriculum reform,based on the constructivism and mastery learning theory,this thesis aims to apply the flipped classroom teaching model to English vocabulary teaching in junior high schools,and verify its effects in English vocabulary teaching in junior high school and arrives at the pedagogical suggestions on the application and adaptation of the teaching mode in English vocabulary teaching in junior high school.The following two questions are explored in this thesis:1.What effects does the flipped classroom mode have on students’ learning interest in English vocabulary in junior high school?2.What effects does the flipped classroom mode have on students’lexical application competence in junior high school?In this empirical research,two classes in Grade 8 in Tieyu Middle School in Hanzhong City,Shaanxi Province are chosen to be the subjects of the 14-week teaching experiment,with Class 1 as experimental class,and Class 2 as control class.The research instruments include interviews,tests,as well as classroom observation.Prior to the experiment,a semi-structured interview is employed to probe into the current situation of English vocabulary teaching in junior high schools,and to demonstrate the feasibility of the flipped classroom mode in that context,meanwhile a pre-test is conducted to get a clear picture of students’ current lexical competence.As the teaching experiment carries out,the effectiveness of the flipped classroom mode is verified by means of classroom observations.After the experiment,Another semi-structured interview to students in the experimental class is conducted in order to understand whether students interested in vocabulary learning in the flipped classroom mode,and a post-test is conducted to indicate whether students’ vocabulary learning ability has been improved.And the results of the research show that the flipped classroom mode is effective both in arousing students’ interest in vocabulary learning and in promoting students’vocabulary and writing lexical application competence.Theoretically,this thesis verifies the effectiveness and extends the application range of the flipped classroom mode by means of empirical research.Practically,this research exerts positive influence on English vocabulary teaching in junior high school,meanwhile provides teachers with meaningful reference in both pedagogical practice and empirical research.