【创设语境在小学英语词汇学习中的应用研究（英语）7900字（论文）】

创设语境在小学英语词汇学习中的应用研究摘要小学英语课堂是小学生学习英语的主阵地。《小学课程标准》（2011年版）首次对小学阶段需掌握的词汇给出了具体的说明，强调了词汇学习的方法。作者经过查阅资料发现语境理论在中学英语词汇方面有涉及，但语境理论在小学方面的研究相对较少，因此本文主要探讨语境理论在小学英语词汇学习中的应用和启示。本文采用问卷调查法和采访，对河南省商丘市虞城县张楼小学六年级两个自然班的五十名学生的英语词汇学习进行了研究。通过两次问卷和一次采访来调查学生词汇学习的现状以及语境理论指导下的学生词汇学习能力和兴趣的变化。经过数据分析，研究结果表明，基于语境的方法能提高小学生英语词汇学习兴趣，促进词汇记忆。最后，本研究也对实验中的不足进行了反思和对语境理论在今后的小学英语词汇学习中进行了展望。关键词:语境理论;词汇学习;小学英语TableofContentsTOC\o"1-3"\h\z\t"结论,1"摘要 IABSTRACT II1Introduction 11.1BackgroundoftheResearch 11.2SignificanceandPurposeoftheResearch 22LiteratureReview 22.1StudiesAbroad 32.2StudiesatHome 43ResearchMethodology 53.1ResearchQuestions 53.2ParticipantsandInstruments 53.3ResearchProcedure 64ResultsandDiscussions 64.1ResultsoftheQuestionnaires 74.1.1ResultAoftheQuestionnaire 74.1.2ResultBoftheQuestionnaire 94.2ResultoftheInterview 104.3DiscussionoftheResults 125Conclusion 135.1Implications 135.2Limitations 13AppendixI 15AppendixII 17References 19Acknowledgments 20PAGE21IntroductionBackgroundoftheResearchEnglishhasgoneviralinrecentyears,andithasincreasinglybecomeanindispensablepartofpeople’slives.Inourcountry,ThestudentsinthethirdgradestarttolearnEnglish.ThelearningofprimaryschoolEnglishhaspavedthewayforEnglishlearninginjuniorandseniorhighschools.Atthesametime,ithasalsocultivatedthelearninginterestofprimaryschoolstudentsandenrichedthelearningcontent.ThelearningofvocabularyisthebasisofEnglishlearning,anditplaysanimportantroleinEnglishlearning.IntheEnglishCurriculumStandards(2011),itisclearlystipulatedthatattheelementarylevel,studentsneedtoknowthatwordsaremadeupofletters,andthattheyshouldlearnvocabularyfromthreeaspects:thesound,meaningandform.Duringthisperiod,600-700wordsand50idiomsshouldbelearned,andabout400wordsarefrequentlyusedtoexpressthecorrespondingtopics.Studentsneedtounderstandandusethevocabularyshownbythecurriculumstandards,sotheteacher’steachingisofgreatimportance.BritishlinguistD.A.Wilkins(1972:25)saidinthebookLinguisticinLanguageTeaching:“Withoutgrammar,youcan’texpresswell;withoutvocabulary,youcan’texpressanything.”Itcanbeseenthatstudentshavemasteredvocabularyinthelearningprocess.QualityandquantityarethekeytoEnglishlearning.Vocabularyteachingisthebasisforcultivatingstudents’comprehensivelanguageabilityandabasiclinkinEnglishteaching.Enlargingstudents’vocabulary,improvingstudents’readinglevel,enablingstudentstolearntousevocabularyappropriatelyinspecificcontexts,andcultivatingcommunicativecompetenceisanimportantaspectofvocabularyteaching.Besides,vocabularyteachingmustbeplacedinacertaincontext.Thisisbecausethemeaningofvocabularyislargelyrestrictedbycontext.Withoutthehelpofcontext,itisdifficulttodeterminethemeaningofvocabulary.Contexthasaninfluenceoflimitationonlanguagecommunication,andcontextaffectscommunicatorstochooseappropriatewordstoexpresstheirthoughts.Additionally,thepolysemyofawordiswidespreadinEnglishvocabulary,anditisdifficulttodetermineitsmeaningwithoutaspecificcontext.Therefore,contextisthekeytovocabularylearning.Basedontheaboveresearch,thecontextmentionedinthisthesisreferstothelanguageenvironmentwithinthecoursetextandtheteachingcontextsuchasthecreatedcommunicationsituations.SignificanceandPurposeoftheResearchVocabularyteachingplaysasignificantroleinlanguageteaching.Walther&Fuhler(2008:20)said:“Duringtheopeningweeksofschool,setthestageforvocabularyacquisitionthatwilllastthewholeyearthrough.”Thisshowstheimportanceofvocabularyacquisition.Asaforeignlanguagelearner,elementaryschoolstudentshadbetterlayagoodfoundationfortheirEnglishlearning.Themostimportantthingthataffectsprimaryschoolstudents’Englishvocabularyinputisthecontext,whichisclosetoreallifesituations.Onlybylearninginaspecificcontextcanyouaccuratelyandeffectivelymasterthepronunciation,meaning,usage,andcollocationofwords,sothatstudentscanhaveacomprehensiveunderstandingofthenewwords.Theauthorlearnedthatthecurrentmethodofteachingvocabularyismonotonous,mainlylecturing.Theteacher’sexplanationofwordsmainlyfocusesonthesurfacemeaningofwordsandthehigh-frequencytestpointsthatoftenappearinexaminations,butignorestheactualusageofwords.Asaresult,studentscanusewordsonthetestpaper,buttheycan’tusethewordsinreallife.Agreatnumberofstudentsonlylearnvocabularybyrote,andtheydon’tmemorizevocabularybycontext,sotheoryisseparatedfrompractice.Therefore,thestudyofcontext-basedEnglishvocabularylearninginprimaryschoolcanfurtherspeedupstudents’vocabularyacquisitionintheclassroom.EnglishtextbooksarethecarrierofEnglishknowledgeandthemainsourceofstudents’Englishlearning.Teacherscanadjustandsortouttheknowledgepoints,andincreasethevocabularyinlinewiththestudents’psychologicalcharacteristicsanddailylifeintotheclassroom,whichcangreatlyimprovethestudents’interestandmotivationinlearningEnglishandmasteringvocabulary.InviewoftheproblemsinprimaryschoolEnglishvocabularylearning.Theauthortriestofindoutfeasiblemethodsofvocabularylearningthroughthewayofcontext,therebyhelpingstudentsimprovetheefficiencyandqualityoflearningEnglishvocabulary,putforwardspecificandfeasiblevocabularyteachingstrategiesforprimaryschoolEnglishteachers,andfurtherovercomingthedifficultiesinEnglishvocabularyteaching.LiteratureReview Inthischapter,theauthorgivesageneralliteraturereviewoncontextandvocabularylearninginChinaandabroadandthenpointsouttheunsolvedproblemsofthepreviousresearch.Inaddition,theauthorconsidersthatcontexthasanirreplaceablereferenceandguidingvalueforimprovingtheefficiencyofEnglishvocabularylearning.Thischaptermainlyfocusesoncontextandvocabularylearning,whichincludesthedevelopmentofbothinChinaandabroad.StudiesAbroadThestudyofcontextfirstappearedintheperiodofAristotleinancientGreece.However,hedidnotclarifytheconceptofcontext.In1923,PolishlinguistMalinowskiputforwardtheconceptofcontext.Heheldthatthemeaningoflanguageshouldbeestablishedinacertainlanguageenvironment,whichisthefirstnecessityoflanguageunderstanding.SinceMalinowskiproposedandexplainedtheconceptofcontext,thestudyofcontexthasbegunanddevelopedgradually.OnthebasisofMalinowski’sstudyofcontext,Firth(1950:37)putforwardamorecompleteconceptofcontextinTheIndividualandHisSociety:contextincludesnotonlythecontextcomposedoflinguisticfactors,theactivitiesinvolvedinthelinguisticenvironment,butalsothewholesocialenvironmentandpeople’sculturalinformation.Halliday(1977:72)putforwardthetermregisteranddivideditintofield,modeandtenor.Fishman(1965:65)proposestheconceptofregisteraswell.Hebelievesthattheregisterisasocialenvironmentthatincludingthethreeaspects一place,identity,andtheme,whicharealsoequivalenttotheenvironmentinwhichthelanguageisused.Hymes’theoriesregardcontextasakindofobjectiveexistence,whichexistsbeforecommunication.Hymes(1967:8-10)indicatedthatthenecessaryfactorsincludenotonlythecorrectutterances,butalsothecommunicationabilities.Thecontextismoredetailedhere.Whenstudyingtherulesofdiscourseunderstanding,SperberandWilsonhavealsostudiedanddevelopedthetheoryofcognitivecontext.Theyinterpretcontextfromtwoaspects:mentalschemaandknowledgedraft,andsupplementandenrichthecontexttheoryonthelevelofpragmatics,risingtotheheightofcognitivecontext(Sperber&Wilson,1986:107).Verschuerendividescontextintolinguisticcontextandcommunicativecontext.Verschuren(2000:67)putforwardthetheoryofcontextadaptationthatthecontextisthemostimportant.Theessentialfeatureisthatit’salwaysaffectedbyfactorsthatchangewithinandoutsidethelanguage.Therefore,thecontextwillchangewiththechangesinlanguageuse.Theemergenceofdynamiccontexttheorymakescontexttheorya“living’’linguisticfoundationthathasbeenenrichedwiththedevelopmentofthetimes,guidingpeopletoexplorethetruemeaningofcontexttheoryandapplyingitinlinguisticpractice.Thisisexactlytheapplicationofearlycontextinputinvocabularyteaching.Tosumup,numerousstudiesoncontextabroadhaveprovidedrichresourcesandreferencesforvocabularylearning.However,whatisdifferentfromthelearningsituationinChinaisthatthepreviousresearchabovewasconductedintheirnativelanguageenvironment.Therefore,theresultsofthesestudiesdonotnecessarilyapplytoChinesestudents.Chineseresearchersshouldconductresearchaccordingtoitsownenvironmentandlearningsituations.StudiesatHomeDomesticscholarshavedifferentunderstandingofcontext.In1979,ChenWangdao(1979:7)explainedthecontextfromsixaspects,thewhy,what,who,where,when,andexample,thatistosay,thecontextisreferstotheinternalenvironmentofdiscourse,andalsocanbereferredtoassituationalcontext,namelythenatureofthesituation,event,therelationshipbetweentheparticipants,time,place,manner,etc.whilethediscourseoccurs.Inaddition,itcanalsorefertoculturalcontext,namely,thehistory,culture,localconditionsandcustomsofthespeaker’sspeechcommunity.TangXiangjin(2001:166)claimedthatthecontextisakindoflanguageenvironment,whichiscomposedoftheobjectivefactorssuchastime,place,occasion,object,andthesubjectivefactorsoftheuserssuchasidentity,thought,character,occupation,education,position,psychology,etc.In1985,Mr.ZhangZhigongfirstproposestoseparatethecontextintoarealisticandabroadlanguageenvironmentinModernChinese.HeZhaoxiong(1987:8)proposesinhisarticlePragmatics,MeaningandContextthatcontextincludesknowledgeoflanguageandextra-linguisticknowledge.Knowledgeoflanguageincludesknowledgeofthelanguageusedandknowledgeofthecontextofthelanguage.Situationalknowledgeandbackgroundknowledgebelongtoextra-linguisticknowledge.In1997,HeZiran(1983:37)pointedout:Contextisthelanguageenvironmentinwhichlanguageuserscommunicate.Itmainlyincludesthreecategories:linguisticcontext,socialcommunicationcontextandcognitivecontext.In2000,BaiJiehong(2000:21)publishedanarticleContextandMeaning.Shedividedcontextintotwocategoriesinthetext:linguisticcontextandsituationalcontext.Linguisticcontextreferstothelikelihoodofmatchingbeforeandafteraword.Itcanalsobeasentencebeforeandafterthesentence.ProfessorHuChundong(1990:85)believedthatvocabularyteachinginabroadsenseisEnglishteaching.Specificallyspeaking,teachingvocabularyisequaltoteachingculture,communication,thinking,learningandlanguage.ZhangJundao(2008:20)elaboratedthefunctionofcontextinhisarticleVocabularyTeachingBasedonContext,andpointedoutthatwecanlearnandconsolidatevocabularybycreatingsentencecontext,textcontext,completingshortessayorrewritingtext.Onthewhole,researchershavemadeaclearstudyonthetheoryofcontext,butthereisnotmuchpracticeontheapplicationofcontextinvocabularylearning.Moreover,researchthatfocusesontheroleofcontextinprimaryschoollearningisfarfromadequate.Therefore,thepresentresearchwillbeconductedbyapplyingcontexttovocabularylearninginprimaryschool.ResearchMethodologyChapterThreeisdevotedtotheresearchmethodology,whichcontainsthreeparts:researchquestions,participantsandinstruments,researchprocedure.ResearchQuestionsWiththepurposeofexploringwhethertheapplicationofcontextinprimaryschoolisfeasibleandhelpfulforpupilstolearnvocabulary.Hence,thestudyattemptstoanswerthefollowingquestions:Cancontexttheoryimprovestudents’interestinEnglishvocabularylearning?Cancontexttheoryfacilitatestudents’memorizationofEnglishvocabulary?ParticipantsandInstrumentsParticipantswere50GradeSixstudentsfromZhanglouPrimarySchoolinYuchengCounty,ShangqiuCity,HenanProvince.Theycamefromtwonaturalclasses,Class1(theexperimentalclass)andClass2(thecontrolclass).Thetwoclasseshadnoobviousdivergence,thelanguageproficiencyofthestudentswassimilar.Theauthorrandomlyselect25studentsfromeachofthetwoclasses.Beforeparticipatingintheexperiment,bothclasseshadstudiedEnglishforthreeyears,withthesameteacherastheirEnglishteacher.Inaddition,theyhavethesameEnglishlessonsthreetimesaweek,40minuteseachtime.Moreover,theyhaveneverbeentrainedincontext-basedvocabularymethodsbefore.Theexperimentlastedfor12weeksfromearlyOctobertothemiddleofJanuary.Asfortheinstruments,twoquestionnairesandaninterviewareadoptedtotestifythehypothesis.TheresearcherchosequestionnairestoinvestigatetheeffectivenessofEnglishvocabularylearningintheGradeSixofprimaryschool.ThesequestionnairesareadaptedfromYang(2015:46-47).Thetwoquestionnaires,composedof16items,aredesignedtoinvestigatestudents’attitudestowardsvocabularylearningandtowhatextenttheyusecontext-basedmethodinvocabularylearning.Oneisdonebeforetheexperiment,andtheotherisfinishedafterthetwelve-weekexperiment.Asforthefirstquestionnaire(SeeAppendixI),itwasdividedintofourparts:students’interestinEnglishvocabularylearningconstitutesthefirstpartofthequestion;thesecondpart(4-6)tendtoknowthestudents’attitudestowardsvocabularyteachingmethods;thethirdpart(7-13)isaboutstudents’strategiesforvocabularylearning;thelastpartisaboutthefeelingofvocabularylearning.Asforthesecondquestionnaire(SeeAppendixII),sameasthefirstquestionnaire,itisdividedintofourpartstoo.Item1to3arestudents’interestanditem7to13accountforthelearningstrategies.Item4to6areabouttheinfluenceofcontext-basedmethodsonstudentsafterapplyingcontext,anditem14to16tellthestudents’feelingsofthecontext-basedmethod.Interviewwasdesignedforthestudentsafterexperiment.Actually,thisinterviewisthecomplementofthequestionnaire.Italsoaimedatexploringthetransformationofstudents’strategiesandattitudestowardsEnglishvocabularylearning.Theresearcherselectedseveralparticipantsrandomlyfromexperimentalclass.Therewerefourquestionsintheinterview.Formakingarelaxingenvironmenttothestudentswhowereinterviewed,theresearcherchoseoutsideclassroomtodotheinterview.Besides,thisallowsthemtoknowmoreclearlywhattheyaregoingtoanswerbecausetheauthorconductedtheinterviewinChineseinsteadofEnglish.ResearchProcedureTheexperimentbeginsfromtheearlyOctobertothemiddleofJanuary.Therearethreeresearchstages:thepre-experiment,theimplementationoftheexperimentandthepost-experiment.Firstly,beforetheexperiment,everystudentintheexperimentalclass(EC)andcontrolclass(CC)isdistributedthefirstquestionnaire.Allofthestudentsareaskedtoanswerthequestionnaireandtestindependently.Afterthat,theresultsarecollectedbytheauthor.Duringtheresearch,themethodsoftraditionaldirectinstructionwereadoptedinthecontrolclass.Thatwastheteacherlistedthewords,toldthestudentstheChinesemeaningofthewordsdirectlyafterreadingthedialogueorthetextandthenaskedthestudentstomakesomesentences.Theteacherdidn’taskthemtoguessthemeaningofthewordsfromthecontext,nortoldthemtherelationshipofthewordsandthecontext.Nevertheless,whenusingthecontext-basedmethodintheexperimentalclass,studentsareaskedtofindunknownwordsandguessthemeaningfromthecontextwiththehelpoftheteacher’sleadingquestion.Attheendoftheexperiment,thestudentsofboththeexperimentalclassandthecontrolclassaregiventheotherquestionnairetochecktheirEnglishvocabularylearninginterestandabilityagain,soastochecktheeffectivenessofcontext-basedmethods.Ontheotherhand,aftertwelve-weektraining,theresearcherconductedaninterviewwhichaimsatfurtherexploringthechangesofstudents’attitudesandstrategiestoEnglishvocabularylearning.Certainly,theauthorchosearelaxingenvironmenttodotheinterviewwhichcanmakeintervieweefeelrelaxed.Fourquestionswereprovidedforinterviewees,whichwereinterviewedonebyone.ResultsandDiscussionsChapterFourpresentstheresultsofquestionnaires,anddiscussionoftheresults.ResultsoftheQuestionnairesResultofthefirstquestionnairebeforetheexperimentiscalledResultA,andthesecondiscalledResultB.Throughthecomparisonoftheresults,theauthortriestofindoutwhetherpupilsintheexperimentalclass(EC)canuseandbenefitfromcontext-basedvocabularylearningmethods.ResultAoftheQuestionnaireForthefirstquestionnaire(SeeAppendixI),thefirstpart(1-3)ismainlyaboutthestudents’interestinEnglishvocabularylearning;thesecondpart(4-6)tendtoknowthestudents’attitudestowardsvocabularyteachingmethods;thethirdpart(7-13)isaboutstudents’strategiesforvocabularylearning;thelastpartisaboutthefeelingofvocabularylearning.Table4.1ResultAoftheQuestionnaire(Q1-Q3)QuestionsA.BCDE1.Vocabularymemorizationrequiresmultiplemethods,notsimplemechanicalrotememorization.42%16%10%30%2%2.IhopetofindamoreconvenientandeasywaytouseEnglishvocabularylearningmethod.16%32%26%14%12%3.IamveryinterestedinEnglishvocabularylearning,andvocabularymemoryisverymeaningful.16%14%10%30%30%FromTable4.1,analyzingthedataofthethreequestionsinthefirstpartofthelearningattitude:58%ofthestudentsknowthatvocabularylearningrequiresmultiplemethods;48%ofthestudentshopetofindaconvenientwaytolearnEnglish.Accordingly,it’sbelievedthatmoststudentsreckonthatlearningEnglishvocabularyisofgreatimportanceandarewillingtospendtimelearningit.AlmostallstudentshopetofindamoreconvenientandeasywaytolearnEnglishvocabulary,butonly30%ofstudentsthinkthatvocabularylearningisveryinteresting.Table4.2ResultAoftheQuestionnaire(Q4-Q6)QuestionsABCDE4.Thevocabularyclassroomteachingatmosphereisenthusiasticandstudentsarehighlyinvolved.20%18%24%16%22%5.Teacherssetupavarietyofclassroomactivitiesandadoptdifferentmethodstoteachwords.16%20%24%10%30%6.Teachersusedifferentmethodstopracticeandconsolidatevocabularyaccordingtostudents’differentlevel.2%8%34%32%24%FromTable4.2,accordingtothedataanalysisofthefourth,fifth,andsixthquestionsofthesecondpartofthevocabularyteachingmethod:38%ofthestudentsthinkthatthevocabularyclassroomteachingatmosphereiswarmandthestudentsarehighlyinvolved.36%ofstudentsthinkthatvocabularylearninginclassisinteresting,butonly10%reflectsthatteacherssetupdifferentactivitiesforstudentsatdifferentlevelstopracticeandconsolidatevocabulary.Table4.3ResultAoftheQuestionnaire(Q7-Q13)QuestionsA.BCDE7.Whenlearningvocabulary,payattentiontolinkingandcomparingthesynonymsandantonymsthathavebeenlearned.12%26%16%26%20%8.Indialogueexercises,writingandotherexercises,IwillactivelyusethenewwordsIhavelearned.10%14%20%20%36%9.Imemorizethewordsintheorderlistedinthevocabulary.36%20%6%18%20%10.Beforethetest,Iwillconcentrateonmemorizingwords,butforgetthemafterthetest.30%26%10%14%20%11.WhenIencounternewwords,Iusecontexttounderstandandprocessnewwords.12%18%16%26%28%12.Iwillextractspecificexamplesentencesthatillustratetheusageofthewordinthevocabulary.10%8%12%24%46%13.Whenmemorizingaword,Iwillmemorizethewordthroughcontext.8%8%22%26%36%ItcanbeseenfromTable4.3thatthecommonEnglishvocabularylearningmethodsusedbyprimaryschoolstudentsarerelativelymonotonous.38%ofthestudentsbasicallytaketheinitiativetocomparethewordstheyhavelearned,butonly24%ofthestudentswhocanactivelyusenewwordsinthepractice;and56%ofthestudentsrecitethevocabularylist,and30%ofstudentscancomprehendandmemorizewordsinthetext.18%ofstudentsexcerptsentencestomemorizewords;andhalfofthestudentstendtolookupthedictionarywhenencounteringnewwordsinreadingorpractice,itcanbeseenthatnewwordsarebasicallyjustfor“forgetaftertheexam”.Table4.4ResultAoftheQuestionnaire(Q14-Q16)QuestionsA.BCDE14.Ifeelthatvocabularylearningisboring,andcannotfindasuitablemethod,andhasnomotivation.24%36%18%12%10%15.Ihopetheteacherwilltrytoadoptdifferentvocabularyteachingmethodsaccordingtostudents’hobbies.56%28%6%4%6%16.Ihopetheteachertriestoadoptdifferentvocabularyteachingmethodsaccordingtostudents’hobbies.40%32%8%10%10%FromTable4.4,theanalysisoftheresultsofthefourteenthquestioninthelastpartofvocabularylearningexperienceshowsthat60%ofstudentsfeelboringanddisinterestedinEnglishvocabularylearning,andfeelthattheyhavenoconfidenceinvocabularylearning.Inconclusion,studentshavealreadyrealizedthatEnglishvocabularylearningisatremendouspriority,buttraditionalvocabularyteachingmethodgivesrisetostudents’confidenceasignificantdrop.Owingtothelimitedteachingmethod,studentshavelessenthusiasticaboutvocabularylearning.ResultBoftheQuestionnaireForthesecondquestionnaire(SeeAppendixII),thefirstpart(1-3)ismainlyfocusonstudents’interestinEnglishvocabularylearning;thesecondpart(4-6)tendtoknowthestudents’attitudestowardscontextmethods;thethirdpart(7-13)isaboutstudents’strategiesforvocabularylearning;thelastpartisaboutthefeelingofcontext-basedlearningmethod.TheresearcherselectedtheA(totallyagree)andB(agree)inthequestionnaire,andthesetwoitemswereanalyzedtogetherasthebasisforcomparingthestudents’Englishvocabularylearninginthetwoclasses.Table4.5ResultBoftheQuestionnaireItemEC(%)CC(%)184602806037652488505926468852792528806492484104480118450127648136440149620158016168812Fromitem1to3,owingtothecontext-basedmethod,studentsinECshowaprofoundinterestinvocabularylearning.Onthecontrary,student’sinterestinCCwerelowerthanEC.Fromitem4to6,theresultsdemonstratethat88%ofstudentsconsiderthecontext-basedmethodmakingthestudentshighlyinvolvedinclass.TheCCdidn’tcarryoutthemethod,soit’sverydifficultforthemtounderstandthenewmethod.Fromitem7to13,theresearcherknewthat92%ofECstudentswerelikelytoassociatenewwordswithlearnedvocabulary;80%oftheECstudentscouldusenewwordsindailylife;Only24%ofthestudentsinECrecitethevocabularylist.ComparedwiththeEC,52%ofCCstudentsassociatewordswithlearnedvocabularyand84%studentsinCCtendtochoosememorizethevocabularyorderedlist.Fromitem14to16,morethan80%ofstudentsinECthinkthecontext-basedlearningmethodbringgreatbenefitstothem,andtheyarewillingtoemploythemethodintotheirclassroom.ResultoftheInterviewInterviewasasupplementofquestionnaire,italsoaimsatfurtherprovingthattherearesomechangesofstudents’strategiesandattitudestowardsEnglishvocabularylearning.Inpreviouschapter,ithasbeendescribedthatthisinterviewincludesfourquestions,whichwereaskedbyChinese.Theresearcherrandomlyselectedfivestudentstojointheinterviewbasedontheirstudentnumbers.Theirresponseswererecordedbytheauthor.Theresultsoftheinterviewarepresentedinthefollowingparts.Q1:Haveyourealizedthedifferencebetweenpresentlexicalclassandpreviouslexicalclass?Whatarethedifferences?Thefirstquestionwasputforwardtomakestudentsrealizeandconcludethecharacteristicsofpresentvocabularyclass.Theresponsesofthefivestudentstothisquestionaresimilartoeachother.Theycommonlybelievedthattheyhavealreadyfoundpresentlexicalclassismoreinterestingthanbefore.Theysaid:“theylearnedEnglishwordsbyrepeatingwordsandwords’collocationagainandagain”.Butnow,theysaid:“theteacherpresentseachwordbypictures,videos,paragraphsandsoonratherthanjustteachesthepronunciationanddirectlytellsustheusageofwords”.Oneofthemstressedthatthebiggestdifferenceismorevividofpresentlexicallesson.Q2:BetweenthepreviousandthepresentEnglishvocabularyteachingmethod,whichonedoyoulikebetter?Andwhat’syourreason?Thedesignofthisquestionistoknowstudents’favoritewayofEnglishvocabularyteachingandtheirownreasons.Amongthesefivestudents,mostofthemadmittedthattheypreferredtoreceivepresentmethodofEnglishvocabularyteaching.Theydeemedthatlearningwordsincontextisbeneficialtorememberwords.What’smore,theymentionedthatitisnoteasytoforgetthewordsthattheylearned.Meanwhile,thestudentswhostillchoosepreviousmethodofvocabularyteachingshowedthattheywouldliketochangeandacceptthisdifferentwayofvocabularylearning.Q3:What’syourpreviousattitudetowardsEnglishvocabularylearning?Hasitchangedrightnow?Thepurposeofthisquestionisclear.Itisusedtoinvestigatestudents’attitudestowardsvocabularylearning.Accordingtotheirresponses,theresearchercontendedthatstudentskeeppositiveattitudestowardsvocabularylearning.Theyagreedthatvocabularylearningismoreattractiveandinterestingthanbefore.Oneofthestudentsgivestheauthordeepimpression.Thisstudentsaysthathealwaysheatedlearningwords,becausehethinkshehasabadmemoryandalwaysconfusedwithsomewordswhichhavemorethanonemeaning.Whentheresearcheraskshimaboutpresentsituation,hesaysthathechangedhisattitudesalot.Q4:Didyouknowanyvocabularylearningstrategy?Andhaveyou