Application of New Media Technology in College English Vocabulary Teaching

By Zhao, Qiuying; Li, Hailong | Kuram ve Uygulamada Egitim Bilimleri, December 2018 | Go to article overview

Application of New Media Technology in College English Vocabulary Teaching


Zhao, Qiuying, Li, Hailong, Kuram ve Uygulamada Egitim Bilimleri


At present, new media technology relying on the development of the Internet has been widely used in various industries and has become a catalyst to promote industry change. With the deepening application of new media technology in the field of education, more and more scholars or educators explore the mode of combining new media technology with practical teaching, to promote the innovation of teaching reform. Vocabulary is the most basic element of English and directly related to the depth of advanced English learning, so the importance of vocabulary teaching in college English curriculum is self-evident. In the traditional classroom, English vocabulary teaching relies on college textbooks, generally using lecture method, in which students mechanically memorize and master vocabulary through repeated memorization and practice. This makes college students have resistance and lose interest in vocabulary learning, which affects the overall effect of the English curriculum. The penetration and application of new media technology not only brings a great deal of vocabulary learning resources, but also introduces audio-visual teaching technology, which enhances students' experience in English vocabulary teaching, and significantly improves the quality of English vocabulary teaching (Kingsley & Randall, 2008). Language education expert Stempleski proposed in the research, compared with the traditional teaching aids or media, new media technology of audio-visual combination can more comprehensively, vividly and authentically display vocabulary information, which not only conforms to the law of language learning, but also meets people's psychological needs (Fernandes, 1995). From the perspective of college English teaching, many teachers use new media technology to innovate vocabulary teaching methods and thus the teaching effect is obviously improved, but the existing problems cannot be ignored. Therefore, this paper analyzes the current situation of vocabulary teaching in college English courses, explores the application path of new media technology in English vocabulary teaching, and emphasizes the problems that should be paid attention to in the application.

Analysis of the Present Situation of Vocabulary Teaching in College English Courses

Single teaching method

Vocabulary is the basis of English learning, and the accumulation of rich vocabulary can expand the depth and breadth of English learning. In college English curriculum, unlike in the secondary stage, teachers' pay more attention to the explanation of text structure and grammar knowledge, ignoring vocabulary teaching, and think that college students should have the ability to learn vocabulary by themselves, which results in a single way of English vocabulary teaching. From the perspective of college English teaching, vocabulary teaching is generally based on lecturing, in which teachers mainly use chalks and blackboards, occasionally with the help of multimedia equipment, so the English vocabulary information is presented in a single manner, and students have lower participation in vocabulary teaching activities and mainly rely on repeated memorization after class to master vocabulary, affecting their enthusiasm and reducing the efficiency of vocabulary teaching. The main methods of English vocabulary teaching include expository, task-based teaching, lexical chunk approach, multimodelled teaching and others. In the survey of several universities in Changsha, it is found that the application frequency of different teaching methods is different greatly, and teachers still mainly use the traditional teaching method (Table 1).

Lack of interaction in the teaching process

In college English vocabulary teaching, teachers give priority to expository teaching, explaining the pronunciation, definition and collocation of vocabulary to students, especially under the heavy task of English teaching, and some teachers compress the class hours of vocabulary teaching, and send vocabulary information to students in a spoon-fed manner, so that English vocabulary teaching becomes "teacher-based", the teaching process is lack of interaction, ignoring the dominant position of students in classroom teaching (Gier & Kreiner, 2009). …

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