| Vocabulary teaching,as an important component of foreign language teaching,forms the basis for human communication.It also plays a vital role in fostering all sorts of language skills – listening,speaking,reading,writing etc.Therefore,vocabulary acquisition has always been a hot issue widely noticed by teachers and scholars concerned with English teaching.Different from previous researchers,the American linguist Stephen Krashen stresses the significance of vocabulary in a unique way.He hypothesized that the competence in spelling and vocabulary is effectively attained through comprehensible input.Although,in recent years,a certain number of scholars have studied the principles and strategies of vocabulary teaching,there is very little research in the field of secondary vocational schools.Having discussed some approaches imparting vocabulary through comprehensible input,the research specifically made a comparison between the present vocabulary teaching approaches,designed an English vocabulary teaching approach aiming at secondary vocational schools – TPRS(Teaching Proficiency Through Reading and Storytelling),and carried out a teaching experiment with Santai vocational school as an example for empirical research.New TPRS strategy was mainly used in the experimental class while traditional grammar-translation teaching method was mainly adopted in the control class.After a four-month experiment,students were offered vocabulary level test,questionnaire and interview.Through SPSS.19.0 statistic analysis,the results demonstrate that the average score of vocabulary test of students in the experimental class is significantly higher than that of students in the control class.This can conclude that under the guidance of Krashen’s input hypothesis,proper application of vocabulary teaching approaches can help enhance secondary vocational school students’ methods for vocabulary memorization and improve their vocabulary test scores. |
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