A Study On The Effectiveness Of Junior High School English Vocabulary Teaching Based On English Learning Activity View

Vocabulary teaching is an important part of foreign language teaching and the core of junior high school English teaching.However,traditional vocabulary teaching is divorced from context,and teachers use the “cramming” teaching method to impart vocabulary knowledge to students in isolation,resulting in low efficiency of students’ vocabulary learning,weak vocabulary application ability,and loss of interest in vocabulary learning.The National English Curriculum Standards for Compulsory Education(2022)proposes that teachers should practice English Learning Activity(ELA)View of combining learning with thinking and using creativity to promote the effective formation of students’ core literacy.This concept advocates that language learning and application should be in the context of the theme,which has important guiding significance for vocabulary teaching.However,in current teaching,teachers rarely attempt to use the learning activity concept to guide vocabulary teaching.Based on this,this study takes ELA View as the starting point for vocabulary teaching,aiming to explore the effectiveness of vocabulary teaching based on the Learning Activity View from three aspects: students’ vocabulary learning strategies,vocabulary use ability,and vocabulary learning attitudes.This study answers the following three questions:(1)What is the effect of vocabulary teaching based on English Learning Activity View on junior high school students’ vocabulary learning strategies?(2)What is the effect of vocabulary teaching based on English Learning Activity View on junior high students’ vocabulary use ability?(3)What is the effect of vocabulary teaching based on English Learning Activity View on junior high school students’ vocabulary learning attitudes?In this study,a two-month teaching experiment is conducted with 98 junior high school students in two classes at the author’s internship school.The experimental class carries out vocabulary teaching guided by ELA View,while the control class uses the traditional method of vocabulary teaching.This study adopts a combined quantitative and qualitative method to collect experimental data through the questionnaire,test,and interview.The quantitative data from the questionnaire and test are processed and analyzed using SPSS 25.0.The qualitative analysis of the interview is recorded and transcribed into a written text for analysis.By comparing the results of the two questionnaires,the changes in students’ vocabulary learning strategies are analyzed.By comparing the pre-test and post-test data,the changes in students’ vocabulary application ability are analyzed.With the help of interviews,the changes in students’ vocabulary learning attitudes are analyzed.Finally,the following conclusions are drawn:(1)Vocabulary teaching based on ELA View can improve junior high school students’ vocabulary learning strategy.According to the questionnaire results,after the experiment,the vocabulary learning strategies of the experimental class students have been significantly improved in the three dimensions of cognition,metacognition,and resource management.(2)Vocabulary instruction based on ELA View can effectively improve junior high school students’ vocabulary use ability.The post-test scores of the experimental class improved greatly,indicating that their vocabulary application ability has been enhanced.(3)Vocabulary instruction based on ELA View can positively change junior high school students’ vocabulary learning attitudes.The results of the interview showed that most students in the experimental class had significant changes in their attitudes and generated enthusiasm for vocabulary learning after the experiment.Based on the above findings,this study proposes relevant teaching suggestions to improve the current situation of junior high school English vocabulary teaching,enhance the effectiveness of vocabulary teaching and promote students’ vocabulary learning.