A Study On Blended Teaching Of English Vocabulary In Senior High School Based On Production Oriented Approach

Vocabulary plays a crucial role in English teaching,and mastering the amount of vocabulary has a great impact on the improvement of students’ listening,speaking,reading,and writing abilities.In particular,the reform of the new college entrance examination has put forward greater challenges to the English vocabulary teaching in high school.However,the English vocabulary used by students is mostly passive and lacks a practical communication environment,so the effectiveness of vocabulary teaching is also not satisfactory.Therefore,in order to enhance the efficiency of vocabulary teaching and improve the current vocabulary teaching methods in high school,the author tries to apply the Production-Oriented Approach to the English vocabulary teaching in high school,and tries to use the blended vocabulary teaching.Blended teaching is a teaching mode that combines traditional classroom teaching with online teaching,and combines task-based teaching with autonomous learning.In this way,students can participate in the process of vocabulary learning actively,so as to improve the English vocabulary learning ability and efficiency.This thesis attempts to integrate the Production-Oriented Approach with blended teaching in high school.The study selects 52 students who from a same class in grade two of a high school in Daqing City,Heilongjiang Province as the research object.With the input hypothesis,output hypothesis,and the constructivism learning theory as theoretical basis,using vocabulary tests,questionnaires,interviews,and other research methods,with the employment of the“drive-promote-evaluate” teaching model,this study intends to explores whether the blended teaching based on the Production-Oriented Approach,which compared with traditional vocabulary teaching methods,could effectively improve students’ vocabulary learning ability.This study mainly includes the following two questions:(1)Could blended teaching based on the Production-Oriented Approach improve high school students’ attitude towards English vocabulary learning?(2)Could blended teaching based on the Production-Oriented Approach effectively improve the English vocabulary achievement of senior high school students?The author adopted the research method combining quantitative and qualitative analysis and carried out a four-month teaching experiment.In order to grasp the students’ attitude towards English vocabulary learning and their current ability of vocabulary,a questionnaire was administered to 52 research participants,a vocabulary test was completed,and 4 subjects with excellent,good,qualified and poor English performance were interviewed respectively before the experiment.In the experiment,a blended vocabulary teaching based on the Production-Oriented Approach was implemented for a total of 16 weeks.After the experiment,the author conducted a questionnaire survey and a vocabulary test on 52 students,and an interview on the same four students previously selected.Finally,the pre-and post-experimental questionnaires,test scores and interview texts were collated into a data form,and the data were statistically analyzed using the computer processing software SPSS 24.0.The results showed that the blended teaching based on the Production-Oriented Approach had a significant effect on students’ learning attitude and achievement in learning English vocabulary in high school.Teachers can apply diverse technology methods such as micro classes and multimedia to teaching programs,using the Production-Oriented Approach to implement teaching,thereby fully expanding the learning field of students,and effectively improving the overall teaching effect.Therefore,the experiment shows that the blended teaching based on the Production-Oriented Approach is effective when applied to high school vocabulary teaching.