Application Of “Production-oriented Approach” To English Vocabulary Teaching In Senior High Schools

Vocabulary learning plays an indispensable role in English learning and runs through language teaching.The mastery of vocabulary form,meaning and usage is closely relevant to students’ academic performance.Senior students’ enthusiasm for English learning and high investment but low efficiency are hindered by the abstruse textbook,a large number of new words,monotonous methods and mechanical memory out of context.Therefore,the author tries to apply the Production-oriented Approach(Wen,2014)to solve the problems of “separation of learning and using” and “inefficiency”.The study mainly adopts tests and interviews to investigate the effects of the Production-oriented Approach on the experimental class and the control class in vocabulary teaching in the first grade of Xincheng Middle School of Luoxi in Guangzhou This paper is designed to answer three questions.(1)Does POA facilitate language learners to expand vocabulary size?(2)Does POA help language learners to deepen their vocabulary knowledge? If so,in which aspects?(3)What are different groups of participants’ attitudes towards POA in vocabulary teaching?With the assistance of SPSS 21.0 and interview,this paper attempts to analyses three questions and draw conclusions.First,there is no significant difference in vocabulary size for language learners.Second,there is significant difference in the depth of vocabulary knowledge for language learners as a whole especially in context and collocation while there are no significant differences in polysemy.Last but not least,intermediate and advanced learners prefer this new method of vocabulary teaching,while low-level learners prefer traditional method to remember vocabulary.