The instructional design of teaching vocabularies in context of corpus in Senior High School

孫玲

【Abstract】In this paper， the instructional design of vocabulary teaching is to combine vocabulary teaching in context based on some open online corpus which are come from network.In this paper， and the authors hypothesis is that the instructional design can stimulate students learning interest and autonomy.Whats more， a large number of authentic information of various contexts demonstrated from corpus which is beneficial for students enhancing the ability of input and output of targeted vocabulary.

【Key words】Vocabulary； Corpus； Context

1. Instruction

The standard of New Curriculum for Senior High school states that learning vocabulary not only include teaching its pronunciation， spelling， denotative meaning， phrases， idiom， connotative meaning， but also should teaching its grammatical meaning， collocations as well as its contextual meaning （Song & Jin， 2003）. Therefore， teachers should provide students with abundant contexts， to guide students understand targeted words and use them properly. In addition， it also advises that the teacher should design the proper teaching way to arouse students learning enthusiasm and to let them achieve learning happiness as well as to enhance their learning autonomy.The another advise is to take advantage of teaching facilities ， which includes exploiting and using network resource and technology of computer （Cheng， 2004）. Based on computer assisted-teaching， students can observe， discuss and analyze the targeted knowledge via material of network.In view of the standard of New Curriculum for Senior High school and students real need of input and output vocabulary in proper and real context （Li， 2013）.

2. Literature review

In recent years， from the mulch-dimensional teaching view ， vocabulary teaching not only include teaching vocabulary form， vocabulary meaning， semantic meaning， strategies learning， but also conclude its contextual teaching （Li， 2013）. The context is refer to the conditions surrounding the utterance of a word and the other words which precede and follow a word in discourse or refers to the con-text or collocation context which indicates that utterance occurs in linguistic settings， and it means that we can understand a vocabulary well by its collocating meaning or con-text （Kong， 2012）. Sternberg （1987） said that a rich source for students to learn vocabulary is the context provided during reading.Nagy suggests that， people can pick up much of their vocabulary knowledge from context （ Nagy， 1987 ）. Therefore， it is easy to conclude that learning in context whether in linguistic context or extra-linguistic context is beneficial for students to learn vocabularies. Whats more， assisted by the corpus ， students can receive a large number of language input and contact with abundant contexts of targeted vocabulary.

3. Teaching instruments

3.1 COCA

COCA is adopted in this thesis.It can assist students to learn English word because it is the Largest Corpus which conclude 450million words of spoken， magazines， news papers， novels and learned periodicals compared to other corpus and it is used by more than 200， 000 people each month at more than 370， 000 visits， which makes it perhaps the most widely-used corpora currently available.The teachers can use corpuss KWIC （Key word in to context），one of form of concordance， to search for words lines of concordance and its collocations in context to help students observe patterns， find rules， understand the words meaning （Wang， Davies， Liu， 2008）.

3.2 English Central China

With respect to multimedia corpus， the “English Central China” as visual corpus is adopted in this instructional design.This open plat of visual corpus includes thousands of kinds of teaching videos such as videos academic ， Business English， media English， social English， travel English， Young learners English and so on.The teacher can search the targeted vocabulary in the search bar， then the related video with the target vocabulary will present.The teacher can guide students learn vocabulary both in the verbal context and non-verbal context.The video can be get from on http：//www.englishcentralchina.com/videos#.

3.3 Teaching method

In the Control class， teachers will taught students targeted vocabularies with correspondent Chinese meaning and some collocations， while in the Experimental class， instructors will select some related concordance lines or videos of targeted vocabularies from corpus of COCA and English Central China， then presented them to students on Power Point 2003 or Electronic texts via the assistance of computer， in this process， students are asked try to observe the targeted vocabularies form and guess its part of speech as well as its semantic meaning in discourse.In this part， compared to the teacher-centered Control class， Experimental class puts emphasis on students self-observing， self-analyzing and self-discovering.

4. Implication

Vocabularies teaching can be combined with technology of computer such as online text corpus and visual corpus， power point 2003， electronic text， screen cutting and editing software and so on. In this process， abundant contextual information and novel teaching way will broaden students horizon and stimulate their learning interest and autonomy.At the same time， they can understand and acquire vocabularies well in both the text and multimedia context of corpus .

References：

[1]Cheng Xiao tang.（2004）.General English Curriculum Standard（Experiment）.

[2]Kong Weiwei.（2012）.A corpus-based Instructional Design on Vocabulary Learning in Senior High School.（Masters thesis）.Yangzhou：Yangzhou University.

[3]Li Zhong ting.（2013）.The Influence of Corpus Drive Type Teaching on Chinese High school students English Vocabulary Learning（masters thesis）.Xi an：Xian International Studies University.

[4]Nagy，W.E.and R.C.Anderson and P.Herman.（1987）.Learning words meanings from context during normal readings.American Educational Research Journal 24：237-70.

[5]Song Guiyue & Jin Ying.（2003）.The English Curriculaum Standard for Teachers.Wuhan：Centarl Chian Nomal University.

[6]Sternberg，R.J.（1987）.Beyond IQ：A Triarchic Theory of Human Intelligence.Cambridge：Cambridge University Press.

[7]Wang，Davies & Liu.（2008）.Corpus of Contemporary American English（COCA）-English Teaching and Research Platform.Foreign Language Audio-Visual Education.