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    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
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    • DOI: 10.18178/IJLLL
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HOME > Archives > 2024 > Volume 10 Number 4 (2024) >
IJLLL 2024 Vol.10(4): 351-354
DOI: 10.18178/IJLLL.2024.10.4.541

Problems and Countermeasures of Senior High School English Vocabulary Teaching in the “Post-Method” Era

Yilei Dong
College of Foreign Languages, Zhejiang Normal University, Jinhua, China
2. Department of Computer Science, UDIMA—Universidad a Distancia de Madrid, Spain
3. School of Ecomomics, University of Valencia, Spain
Email: 19511316061@163.com

Manuscript received March 28, 2024; revised April 27, 2024; accepted May 2, 2024; published July 31, 2024

Abstract—Vocabulary is the most basic material of language and the key to learn English well. Vocabulary teaching is the most difficult but also the most basic part of English teaching. However, in the traditional high school English vocabulary teaching, teachers and students are still limited by the shackles of “method”, and the phenomena of indoctrination and rote memorization are widespread. As the traditional teaching method system has been criticized and the “eclectic method” has been questioned as lacking a reliable theoretical basis, the field of foreign language teaching has come to the “post-method” stage proposed by Kumaravadivelu. This paper will be based on the three characteristics of the “post-method” teaching concept, and put forward corresponding countermeasures to the problems in high school English vocabulary teaching, in order to find a more concrete, real and dynamic approach to foreign language vocabulary teaching.

Keywords—post-methodology, vocabulary teaching, pedagogical problems, countermeasures research

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Cite:Yilei Dong, "Problems and Countermeasures of Senior High School English Vocabulary Teaching in the “Post-Method” Era," International Journal of Languages, Literature and Linguistics, vol. 10, no. 4, pp. 351-354, 2024.

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