The Output and Application of Food Vocabulary Teaching in College English Classrooms Based on the "i+1" Theory

Qian Li

doi:10.70088/bzsp2s35

Authors

Qian Li Department of Foreign Language, Sichuan University of Media and Communications, Chengdu, Sichuan, China Author

DOI:

https://doi.org/10.70088/bzsp2s35

Keywords:

English teaching, food vocabulary, output and application, memory strategies

Abstract

The purpose of English teaching is to improve learners’ listening, speaking, reading and writing abilities. This paper mainly focuses on vocabulary teaching which is the most basic and important link. Based on the i+1 theory, this study explores the practical applicability of vocabulary classification memorization methods for learners. This so-called memorization method emphasizes the intervention of images and the introduction of cultural knowledge in classroom teaching. Moreover, the instructor designed an in-class questionnaire covering 7 questions to further learn about students’ learning status. With data feedback from the classroom survey reports, the instructor can more dynamically judge whether learners are more suitable for non-traditional memorization forms. In light of students’ learning conditions, they are encouraged to take an active part in classroom tasks. This study verifies that the teaching and memorization strategy can effectively alleviate students' learning anxiety, optimize classroom vocabulary teaching effects, and provide a practical reference for College English vocabulary teaching practice.

References

S. Krashen, Principles and practice in second language acquisition, 1982. ISBN: 9780131175022

S. Liu, "The Integration of Tea Culture into English Teaching Under the Perspective of Cultural Confidence," INNOVATION, vol. 7, pp. 164-169, 2023.

M. Haspelmath and U. Tadmor, Eds., Loanwords in the world's languages: a comparative handbook, Walter de Gruyter, 2009. ISBN: 9783110218435

L. Ghazal, "Learning vocabulary in EFL contexts through vocabulary learning strategies," Novitas-ROYAL (Research on Youth and Language), vol. 1, no. 2, pp. 107-122, 2007.

M. Guo and J. Li, "An empirical study on the application of multi-modal teaching model on English writing teaching in China senior high school," Asian Social Science, vol. 19, no. 5, pp. 1-8, 2023. doi: 10.5539/ass.v19n5p1.

C. J. Lai, "Teacher-student interaction for English-medium instruction (EMI) content and language learning and the effects of implementing multimodal input of classroom interaction: University students’ perceptions," English Language Teaching, vol. 16, no. 1, pp. 52-69, 2023. doi: 10.5539/elt.v16n1p52

M. Kaiser, "New approaches to exploiting film in the foreign language classroom," L2 Journal, vol. 3, no. 2, pp. 83-94, 2011. doi: 10.5070/L23210005

R. J. Ashcroft, J. Garner, and O. Hadingham, "Incidental vocabulary learning through watching movies," Australian Journal of Applied Linguistics, vol. 1, no. 3, pp. 135-147, 2018. doi: 10.29140/ajal.v1n3.89

S. Webb, "A corpus driven study of the potential for vocabulary learning through watching movies," International Journal of Corpus Linguistics, vol. 15, no. 4, pp. 497-519, 2010. doi: 10.1075/ijcl.15.4.03web

J. Chapple, "Teaching in English is not necessarily the teaching of English," International Education Studies, vol. 8, no. 3, pp. 1-13, 2015. doi: 10.5539/ies.v8n3p1

J. Luo and M. Garner, "The challenges and opportunities for English teachers in teaching ESP in China," Journal of Language Teaching and Research, vol. 8, no. 1, p. 81, 2017. doi: 10.17507/jltr.0801.10

M. Warschauer, H. Shetzer, and C. F. Meloni, Internet for English teaching. Alexandria, VA: Tesol, 2000, p. 7. ISBN: 9780939791688

J. Harmer, How to teach English, vol. 62, no. 3, pp. 313-316. Oxford University Press, 2008. ISBN: 9781405 853095.

P. Davies and E. Pearse, Success in English Teaching: A Complete Introduction to Teaching English at Secondary School Level and Above. Oxford University Press, 2000. ISBN: 9780194221713

A. M. Songbatumis, "Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia," Journal of foreign language teaching and learning, vol. 2, no. 2, pp. 54-67, 2017. doi: 10.18196/ftl.2223