Study on the Effectiveness of Vocabulary Teaching in Senior High School

Learning English needs a huge amount of vocabulary recalls as well as multiple grammatical structures and practices. With the development and improvement of the humanization and quality of English teaching, the multidimensional teaching of English has formed a powerful learning model and teaching method. The teaching of dual-coding theory assisted by computer teaching software mainly focuses on the dual activation representation of language combined with nonverbal graphic recognition to complete the recognition of information. According to the dual-coding hypothesis, in Gilford’s intelligence theory, the capacity of spatial and information recognition and reading is highly significant. With the large amount of visual recognition and information acquisition, images involve spatial domain information reading, which is a learning method based on the principle of information feature recognition. Based on the principle of dual-coding theory, it is a very effective way to present information and recall specific information in the form of vision and language. In this study, the application research for the purpose of English vocabulary teaching is adopted that has strong innovative and practical characteristics. According to the steps and contents of English vocabulary learning, the study is carried out step by step from the context in detail, so it continuously improves the learning quality and efficiency of English vocabulary teaching. Vocabulary teaching can help the students better improve their cognitive level of vocabulary and meet the vocabulary test requirements of the new institution entrance examination. Further, how to improve the effect of senior high school English vocabulary teaching is a major topic in the field of senior high school English teaching. In order to sort out this issue, I proposed a computer-aided dual-coding theory to help quickly understand vocabulary usage in order to increase learning efficiency. The Paivio–Desrochers model is used in this study. In addition, this study also attempts to explore the application of dual-coding theory in senior high school English vocabulary teaching.

The new curriculum standards (2017) have higher requirements for the comprehensive English ability of senior high school students. And English vocabulary teaching is still an important and difficult task in English teaching. In order to improve the problem that the high school English vocabulary is too large, the difficulty of memorizing words, so the situational teaching method gets into the classroom. Starting from the existing problems in senior high school English vocabulary teaching, this paper analyzes the development of situational teaching methods in vocabulary teaching, and expounds the theoretical basis and significance of situational teaching methods. Finally, this paper discusses in detail how to set the situation types and apply the situation teaching method to the practice of senior high school English vocabulary teaching in order to improve the efficiency of senior high school English learning.

In English learning, vocabulary is the foundation, and the development of students' vocabulary acquisition ability plays an important role in English teaching. However, the current senior high school English vocabulary teaching is stereotyped in design and superficial in practice, and fails to truly achieve the teaching goal of improving students' vocabulary learning and application ability, which is contrary to the educational concept proposed in the English Curriculum Standards for Ordinary High School (2017 edition 1). The Activity-based Approach advocates that teachers should design comprehensive, related and practical teaching activities, so that students can internalize what they have learned in a series of learning processes integrating language, culture and thinking, enhance their learning and application ability and cultivate high-level thinking. Therefore, this paper explores the principles of vocabulary teaching and the design of vocabulary teaching activities from the perspective of Activity-based Approach.

The key to mastering the English language lies in learning English vocabularies. In the process of learning English, vocabulary learning in junior high school is like laying the foundation for a house. Solidly laying a solid foundation and practicing basic skills is the “secret” to learning English well. Vocabulary is the foundation, and mastering a certain amount of vocabularies is the primary condition for learning English well. In junior high school, vocabulary teaching is one of the important tasks and also a difficult point. With the accumulation of vocabularies, students can complete English reading and writing, thereby further improving their overall English proficiency. So vocabulary teaching for middle school students is particularly important. This article will combine the problems of inadequate teaching guidance and the impact of students’ mechanical memory on the effectiveness of English vocabulary teaching in junior high school, and study the feasibility and path of using the root method for junior high school English vocabulary teaching, providing assistance and support for improving the effectiveness and influence of vocabulary teaching. At the same time, we will explore the teaching method of root words and the improvement of middle school students’ core English literacy.

Currently, senior high school English teaching faces new challenges. Students have heavy learning tasks and tight schedules, and the traditional teaching model struggles to spark their interest. Therefore, English teachers need to keep up with the trend of educational development, apply information technology, innovate vocabulary teaching methods, and create a dynamic and engaging English vocabulary teaching atmosphere. This article analyzes the significance and existing problems of information technology in senior high school English vocabulary teaching, and conducts a preliminary exploration of effective strategies for English vocabulary teaching in senior high school under the background of informationization from three aspects.

With the advancement of the new curriculum reform of senior high school English, English classroom teaching has adopted many new concepts, which have a significant impact on improving the effectiveness of English teaching. However, there is still the problem of students’ shallow learning in English reading teaching, which makes it difficult for students to explore the deeper connotations and meanings of the text and the nurturing value of English learning is often neglected. Deep learning provides new ideas and methods for carrying out high school English reading teaching, which is of great theoretical and practical significance for improving students’ shallow and fragmented learning and changing teachers’ shallow teaching methods. Based on the concept of deep learning, this paper discusses the ideas of senior high school English reading teaching pointing to deep learning by combining the reading discourses in the high school English teaching materials of the Beijing Normal University Edition, aiming to provide practical assistance for promoting the core competencies in English teaching.

In the realm of foreign language acquisition, vocabulary is often recognized as the cornerstone of communicative competence. The complexity and diversity of English vocabulary present a formidable challenge to learners, particularly in non-English speaking contexts. Traditional vocabulary teaching methods have been criticized for their limited effectiveness, prompting a need for innovative approaches that address the multifaceted nature of vocabulary learning. Moreover, the cognitive processes underlying vocabulary acquisition and the role of learner autonomy in this process have become focal points in contemporary language pedagogy. This study aims to explore and analyze the challenges and opportunities in English vocabulary teaching, especially within the context of higher education in China. By comprehensively reviewing the research findings of some scholars, this paper reveals the multi-dimensional approaches and teaching strategies for English vocabulary acquisition. The study points out that vocabulary teaching should transcend the traditional model of separating grammar and vocabulary, and achieve an organic integration of vocabulary and grammar through morphological methods, metacognitive strategy training, and the application of the connectionist theory, thereby promoting the comprehensive improvement of students language abilities. In addition, this paper also emphasizes the application of corpora in English vocabulary teaching and the insights of cognitive linguistics for vocabulary instruction, proposing a novel vocabulary teaching model based on the theory of lexical chunks. The research results indicate that by comprehensively applying a variety of teaching methods and strategies, it is possible to significantly enhance students vocabulary memory, comprehension, and application abilities, thereby improving the overall effectiveness of English teaching.

English is one of the important courses in vocational schools of China, and the teaching of English vocabulary is of great importance. However, there are few researches on how to effectively improve English vocabulary teaching in vocational colleges. In recent years, the application of the theory of multiple intelligence to the teaching of various subjects, change the traditional teaching methods, improve students' interest in learning, and rise attention on students' personality differences home and abroad. The purpose of this paper is to study the current situation of integrated English vocabulary learning in vocational colleges, and whether students' interest in learning English vocabulary can be improved under the guidance of Gardner's multiple intelligence theory, and whether students' vocabulary learning performance can be improved. This study takes students majoring in primary math education as the research object, applies multiple intelligence to English vocabulary teaching and carries out vocabulary teaching through three kinds of teaching activities organized by logical and mathematical intelligence, including mind mapping, English songs, listening sounds and identifying sounds. This study uses a combination of quantitative analysis and qualitative analysis to conduct research in three ways: questionnaire, interview and experimental test. Statistical analysis software SPSS20.0 and Microsoft Excel 2003 were used for data analysis. The research results show that the English vocabulary teaching driven by multiple intelligence can improve students' interest in English vocabulary learning and vocabulary achievement and achieve the purpose of effective teaching with ideal effect. The English vocabulary teaching method based on the theory of multiple intelligence is worth popularizing and helps to improve the interest and effect of English vocabulary learning for primary math education majors.

The new curriculum standards have put forward new requirements for high school English vocabulary teaching, and the English vocabulary eco-classroom under the guidance of ecological linguistics theory can precisely make up for the shortcomings in the traditional vocabulary classroom and meet the challenges of the times. However, most of the existing researches on ecological classroom are combined with macro English subjects, and few of them are about English vocabulary teaching. This study takes the principles of ecological linguistics as the theoretical basis to support the conceptual construction and morphological reliance of the vocabulary ecological classroom, supplemented by modal theory as the process orientation of the four major stages in the teaching process, constructs a new vocabulary ecological classroom model based on Markov chain model, and applies the ecological classroom model to high school English vocabulary teaching to verify its teaching effects. The experimental results show that the Markov chain-based high school English vocabulary teaching under the “ecological linguistics” model can help students’ interest in vocabulary learning and promote their vocabulary learning level, accounting for 15% improvement in the learning effect.

This paper investigates the effectiveness of a computer-based corpus approach to English vocabulary teaching and learning. The empirical study in this paper illustrates that corpus does benefit English vocabulary teaching and learning but there are some problems of its application. Pedagogical implications are then provided to enhance the effective integration of corpus and English Vocabulary Teaching and Learning: 1) teachers and learners need to negotiate frequently during the whole process of corpus-based DDL; 2) corpus use in vocabulary teaching and learning must adapt to the students' needs and teaching environments; 3) the alternative use of corpus and dictionaries will enhance the efficiency of corpus-based vocabulary learning of the students; 4) Integrating cooperative learning and DDL will promote students' vocabulary learning greatly.

Reading is an activity of interaction between language and thinking, and in the field of English teaching, cultivating students' thinking ability has become an important research topic. Thinking visualization means that in the learning process, students can show the inner thinking structure and thinking path in a visual way. The use of thinking visualization tools in high school English teaching helps students quickly build a systematic and complete knowledge structure, which has a significant impact on improving learning efficiency and shaping thinking quality. Based on the activity-based approach to English learning, this paper analyzes the innovative path of integrating thinking visualization into high school English reading teaching, aiming at exploring effective strategies to promote the synergistic development of students' comprehensive language ability and thinking ability.

Psychological changes will often play a huge influence on the teaching effects in the English vocabulary learning and teaching process. To further explore the relationship of psychological regulation with English vocabulary teaching, the hybrid collaborative recommender technology may be underlying to propose a hybrid algorithm for studying how the English vocabulary teaching effect is subjected to the psychological emotion factors as parameters added in the original similarity calculation method in the psychological regulation environment where the emotion is the core of study. In the end, the paper conducts the questionnaire survey among 300 students. Test data show that positive emotion acts as the catalyst of the English vocabulary teaching effect, having basically reached the expected goal of study.

Grammar, as one of the core rules of language structure, plays an important role in English teaching in senior high school. However, looking at the current grammar teaching practice, it is not difficult to find that many high school English teachers still tend to guide students to learn grammar by mechanical memorization, which weakens students' interest in grammar learning and makes grammar learning boring. This situation urgently needs to be fundamentally improved. Therefore, it has become an urgent task to find and practice more efficient and attractive grammar teaching methods. Mind mapping, an innovative learning method, with its unique advantage of presenting knowledge directly, can not only effectively promote the improvement of students' thinking ability, but also add infinite vitality and fun to English class. Although mind mapping has shown extensive application value in English teaching such as vocabulary, reading, and writing, its exploration and application in grammar teaching is relatively limited. Organizing the scattered and disorganized grammar knowledge in textbooks through mind mapping is helpful in improving students' learning efficiency, providing a new perspective for students to learn grammar, and helping to enrich students' learning strategies. Therefore, this study will focus on high school English grammar teaching, explore the principles that should be followed when applying mind mapping in this field, and show the specific application of mind mapping in grammar teaching with general teaching cases, aiming to provide high school English teachers with novel teaching perspectives and strategies, so as to optimize the quality of grammar teaching and improve student's learning experience and efficiency. Finally, students can master certain grammar learning strategies and improve their learning ability.

Nowadays, English plays an increasingly important role in international communication. Vocabulary plays the important role in the process of English learning and teaching. Although the significance of the vocabulary teaching and learning have been noticed by the teachers and students, the current situation of English vocabulary teaching and learning is not satisfactory in most Chinese schools. This paper applies the prototype theory and other related theories, which contains the three levels of categorization and two cognitive mechanism, to vocabulary teaching and learning. The paper aims at exploring the implications that prototype theory indicates in English vocabulary teaching and learning, finding out the crux of English vocabulary teaching and learning. Teachers need to consciously foster students’ metaphorical and metonymical awareness when teaching vocabulary.

Recent years have witnessed the problems of low efficiency in English vocabulary teaching and learning between college teachers and students. However, due to the fact that the teachers can not work out an effective way to help students learn the vocabularies, vocabulary teaching is a challenge for teachers in college. Hence, it is high time for the teachers to explore an efficient English teaching methods and strategies to arouse students' interest as well as improve their English vocabulary levels. In this paper, the author regards the current situations of college English vocabulary teaching as the object of research, and tries to draw a conclusion to indicate the feasibility of vocabulary teaching based on MIT which can provide enlightenment to vocabulary teaching. The author presents different teaching methods and analyzes their characteristics through observing classroom vocabulary teaching, which greatly reflects students’ performance in class. In brief, multiple intelligences theory has positive impact on the college English vocabulary teaching since it can improve our teaching quality and increase students’ learning interests, therefore it is well worth our studying.