A Study Of The Design Of Vocabulary Teaching Activities In New PEP Senior English Textbooks And Teachers’ Use Of Vocabulary Teaching Activities In Classroom Teaching

Vocabulary is very important for language learning.Listening,speaking,reading,writing and reading all depend on vocabulary.The English Curriculum Standards for Senior High Schools(2017 Edition,Revised in 2020)(the Standards for short),advocates the view of English learning activities and puts forward new requirements for vocabulary knowledge,which points out a new direction for English textbook compilation and vocabulary teaching.Teaching activity is the basic form of teaching,and textbook is an important carrier of teaching activity.Therefore,the design of vocabulary teaching activities in textbooks and teachers’ use of vocabulary teaching activities have an important influence on students’ acquisition of vocabulary knowledge and development of language ability.This paper explores the design of vocabulary knowledge in vocabulary teaching activities in New PEP Senior English Textbooks,and how teachers deal with vocabulary knowledge when using the vocabulary teaching activities in the textbooks.The research questions include :(1)How about the design of vocabulary knowledge in vocabulary teaching activities in New PEP Senior English Textbooks?(2)How are vocabulary teaching activities in New PEP Senior English Textbooks used in class?This research consists of two stages.In the first stage,the vocabulary teaching activities in New PEP Senior English Textbooks are classified and counted.Combining the Nation’(2001)vocabulary knowledge framework with the vocabulary knowledge requirements of the Standards,this paper conducts a quantitative and qualitative analysis of the vocabulary knowledge design of vocabulary teaching activities in the textbook.In the second stage,the use of vocabulary teaching activities in textbooks in class is investigated and analyzed through classroom observation and teacher interview.The results show that the vocabulary teaching activities in New PEP Senior English Textbooks cover all nine aspects of vocabulary knowledge in Nation’(2001)framework,which meets the requirements of the Standards to master a variety of vocabulary knowledge,but there are certain differences in the degree of attention to all aspects of vocabulary knowledge.Firstly,the aspects of grammar function and form-meaning connection have received a great deal of attention,and the aspect of spoken form has also received a certain amount of attention,while the other six aspects of knowledge have received less attention.Secondly,the Standards require that pronunciation,form and meaning are no longer the focus of vocabulary teaching in senior high schools,and the aspects of grammar function,constraints on use and concept and reference of vocabulary knowledge should be emphasized.So the vocabulary knowledge design of vocabulary teaching activities in New PEP Senior English Textbooks is reasonable on the whole,but the aspect of form-meaning connection has received too much attention,while the aspects of constraints on use and concept and reference have received less attention.In terms of the use of vocabulary teaching activities in textbooks,firstly,teachers attach importance to the vocabulary teaching activities in textbooks.When using these activities,they pay most attention to the aspects of form-meaning connection and grammar function.Secondly,influenced by teaching time and vocabulary teaching concept,there is still room for improvement in the use of some vocabulary teaching activities.This is mainly reflected in the fact that in some cases,teachers directly teach all vocabulary knowledge without guiding students to learn vocabulary knowledge in the context of activities.Based on the research results,this paper suggests that textbook writers could try to cover different aspects of vocabulary knowledge when designing vocabulary teaching activities,so as to help teachers and students who use textbooks to build a comprehensive understanding of vocabulary knowledge.Specifically,the proportion of form-meaning connection teaching activities in the total number of activities could be appropriately reduced,and the proportion of neglected vocabulary teaching activities should be increased.Teachers should analyze and select vocabulary knowledge involved in vocabulary teaching activities in textbooks and guide students to acquire vocabulary knowledge in the process of completing activities.