Chapter One Introduction
1.1 Background of the Study
Vocabulary is the fundamental component of language and the basis of alllinguistic activities.Linguistics expert Wilkins(1972:11)claimed,"Without grammar,very little can be conveyed;without vocabulary,nothing can be conveyed."Thesignificance of vocabulary is clear.English Curriculum Standards for CompulsoryEducation states that students should realise that vocabulary learning is not merememorisation and mechanical drills but also learning to use words to understand andexpress meaning in specific contexts(Ministry of Education,2022:46),which sets ahigher expectation for vocabulary learning.However,there are still some problemswith the current vocabulary teaching,mainly reflected in four areas.
Firstly,some teachers use monotonous and unscientific methods to teachvocabulary.For example,vocabulary teaching begins with students reading thevocabulary words,then giving English and Chinese meanings of the words,studentsnoting the usage of the words,and finally,students spelling and memorising thewords.This method is not conducive to stimulating students'interest in learningvocabulary and developing students'ability to use language(Zhang,2007).
1.2 Purposes of the Study
This study intends to research the impact of Unit Integrity Instruction on Englishvocabulary learning among junior high school students with the following purposes.
The first purpose of this study is to explore the methods and strategies forvocabulary teaching in Unit Integrity Instruction.This study is based on the literaturereview to grasp the theory,principles and methods of Unit Integrity Instruction.Then,it will be used as a basis for designing English vocabulary instruction in junior highschool to change the current problems of fragmentation and superficiality ofvocabulary instruction.
Secondly,this study is to investigate the impact of Unit Integrity Instruction onstudents'vocabulary learning.Through analysing the students'questionnaires and testquestions,this research first investigates the effect of Unit Integrity Instruction on theEnglish vocabulary level of junior middle school students.Then it analyses how UnitIntegrity Instruction impacts deep learning of vocabulary among junior middle schoolstudents.
The third purpose of this study is to provide a reference for teaching practice.Based on the results of the data analysis,practical suggestions for Unit Integrity Instruction are made to provide a reference for future researchers and teachers.
Chapter Two Literature Review
2.1 Major Concepts
In the following part,this thesis will introduce the relevant concepts involved inthis study:English Unit Integrity Instruction,vocabulary deep learning andVocabulary level.
2.1.1 English Unit Integrity Instruction
In the Dictionary of Education,a unit is the basic unit of a textbook.It is arelatively complete structural-functional element consisting of the same,similar orintrinsically related teaching content in a subject.(Gu,1992:458).Ma(2012)states aunit is a collection of thematically coherent instructional content and relatedinstructional process blocks.The presentation forms of units vary subject to subject,and English is often taught as a thematic unit.This study defines a Unit as a relativelycomplete teaching unit to achieve teaching objectives.It is a basic unit to helpstudents master language knowledge,develop English thinking,and form correctemotional and attitudinal values.
Unit Integrity Instruction is a vital teaching model for subject teaching.It focuseson the interconnections between the modules of the teaching materials,finds theregularities by studying these connections,and then uses these rules to grasp thecontent of the teaching materials as a whole.Unit Integrity Instruction advocates thatteachers should use teaching resources,mainly textbooks.Teachers use unit themes tolink individual lessons within a unit,thus deepening students'understanding andmastery of the content.In this process,students language skills are developedcomprehensively,and the ultimate goal is to improve student's language skills(Cheng,1999).
2.2 Research on English Unit Integrity Instruction
Foreign research on Unit Integrity Instruction began with the IntegrationPrinciple of Integrative Psychology proposed by Herbart in the 19th century.Theresearch on Unit Integrity Instruction in China is still rising since the new curriculumreform.In this section,we will first review and summarise foreign research on UnitIntegrity Instruction in terms of theoretical and practical research,then review thedomestic research from three aspects.Finally,a brief review of the research on unitintegrity is presented.
2.2.1 Studies abroad
Unit Integrity Instruction is not a brand new concept,and there have been manyprecedents of research abroad.However,the understanding of unit instruction differsbetween China and foreign countries,mainly focusing on Whole Language Teaching,Thematic Unit Instruction and Integrated Thematic Teaching.
126.96.36.199 Research on Whole Language Teaching
Integration was first applied to teaching and curriculum theory at the end of the19th century when Herbart first proposed the integration principle of integrativepsychology.Since then,many educators have used it as the basis for their research onholistic teaching and learning.Holistic teaching places great emphasis on the holisticnature of the educational process,emphasises the education of students in humannature,establishes a human-centred philosophy,and achieves harmony between"science"and"humanism".
Chapter Three Theoretical Foundations ...................................... 25
3.1 Holistic Language Teaching Approach ..................................... 25
3.1.1 Overview of Holistic Language Teaching Approach ................. 25
3.1.2 Implications of Holistic Language Teaching Approach for the study ........................ 25
Chapter Four Methodology ..................................... 28
4.1 Participants ....................................... 28
4.2 Research Questions ........................ 28
4.3 Research instruments ................................. 29
Chapter Five Results and Discussion .................................. 50
5.1 Result of Vocabulary Level Test ................................. 50
5.1.1 Analysis of EC and CC pre-test data ........................... 50
5.1.2 Analysis of EC and CC post-test data .......................... 51
Chapter Five Results and Discussion
5.1 Result of Vocabulary Level Test
The result of test is used to answer the first research question,which measuresthe effect of Unit Integrity Instruction on students'vocabulary levels.In this section,independent sample t-tests and paired-sample t-tests in SPSS 27.0 will be employed toanalyze the pre-test and post-test results in EC and CC.Furthermore,an analysis ofthe pre-test results is conducted to see whether there is a significant differencebetween the two classes in vocabulary level,while an analysis of the results of thepost-test is to explore the effect of the Unit Integrity Instruction on students'vocabulary level.
5.1.1 Analysis of EC and CC pre-test data
In order to compare whether there is a significant difference in vocabulary levelsbetween the EC and CC,independent samples t-tests are conducted using SPSS 27.0.and the results are shown in Table 5.1 and Table 5.2
Chapter Six Conclusion
6.1 Major Findings
The English Curriculum Standards for Compulsory Education(2022 edition)states that students should be aware that vocabulary learning is not only aboutmemorising words and mechanical drills,but also about using words to understandand express meaning in specific contexts(Ministry of Education,2022:46).Theimportance of vocabulary learning cannot be overstated.Based on the HolisticLanguage Teaching Approach and Semantic Field Theory,this thesis applies UnitIntegrity Instruction in English vocabulary teaching among junior high schoolstudents.This thesis investigates the impact of Unit Integrity Instruction on juniorhigh school students'English vocabulary level and vocabulary deep learning.Basedon the above experiment and data analysis,the major findings are presented asfollows.
First and foremost,vocabulary teaching from the perspective of Unit IntegrityInstruction actively influences students'English vocabulary level.According to thedescriptive statistical results,the mean of vocabulary level in EC(applyingvocabulary teaching from the perspective of Unit Integrity Instruction)has improvedafter the teaching experiment significantly.In contrast,the P-value of the pre-test andpost-test scores of CC(applying the PPP vocabulary teaching method)indicates nosignificant difference.Furthermore,compared with traditional vocabulary teaching orbefore the experiment,it can be proved that students in EC have significantlyimproved their English vocabulary level after the teaching experiment,suggesting that vocabulary teaching from the perspective of Unit Integrity Instruction is conducive toimproving students'English vocabulary level.
Secondly,teaching vocabulary from the Unit Integrity Instruction perspectivepositively influenced students'deep vocabulary learning by facilitating the realisationof deep learning and improving vocabulary ability.