2.2 Previous Studies on Vocabulary Teaching
Research on vocabulary instruction has long been a priority for many scholars andEnglish teachers.As the times progress,the scholars in and out China different times adoptvarious instructional methods to teach vocabulary,demonstrating a prominent characteristicof the times.
2.2.1 Previous Studies on Vocabulary Teaching Abroad
English vocabulary teaching out China has witnessed numerous notable stages.The late18th century marked the beginning of vocabulary education in foreign countries,as peoplestarted to recognize its significance.
The Grammar Translation Method,also referred to as the Traditional or ClassicalMethod,was the initial vocabulary teaching approach adopted in Europe.As its namesuggests,this method tends to teach grammar and drills by utilizing students’motherlanguage,allowing for a better understanding of terminology.However,people only attachedenormous attention to the changes of forms and meaning but ignored the linguistic role oflanguage.In the long run,students lack efficient communication skills with one another,which contradicts the goals of English language acquisition.
In order to compensate for the deficiencies of the Translation Method,the Direct Method emerged in the late 1800s.This approach emphasized the necessity for theteachers to communicate and instruct using the target language directly in class.With it,much attention is paid to intuitive imitation and the mechanical application to acquirevocabulary and its pronunciation and usage.However,the Direct Method is completely outof mother tongue,making it difficult for students to understand the meaning and usage ofsome abstract words in the target language.In order to optimize English and vocabularyteaching methods,a series of teaching methods were developed from 1920 to the early 1980,ranging from situational teaching method,audiolingual method,to communicative methodand so forth.
Chapter Three Theoretical Framework...........................17
3.1 Constructivism Learning Theory.................................17
3.2 Holistic Language Teaching...................................18
Chapter Four Research Design..........................20
4.1 Research Questions............................20
4.2 Research Subjects...............................20
Chapter Five Data Analysis and Discussion.............................43
5.1 Results and Analysis of the Test............................43
5.1.1 Results and Analysis of the Pre-test and Post-test in CC.................................43
5.1.2 Results and Analysis of the Pre-test and Post-test in EC.................................44
Chapter Five Data Analysis and Discussion
5.1 Results and Analysis of the Test
By employing paired samples T-test and independent sample T-test,the pre-test andpost-test results of the CC and EC are analyzed in order to investigate the influence of UnitIntegrity Instruction on students’vocabulary learning scores.
5.1.1 Results and Analysis of the Pre-test and Post-test in CC
As a comparison,the traditional PPP teaching method was conducted in the controlclass.The pre-and post-test data of the vocabulary proficiency test from students in the CCwere analyzed below for further validation.
As table 5.1 shows,the average scores of two classes in the matter of the pre-test andpost-test were 74.85 and 75.64,representing the CC a marginal increase of 0.79 points.There is an absence of statistically s
