Abstract

This study applies Same-Age Tutoring into Vocabulary teaching in Junior Middle School and aims to testify the effectiveness of SAT in changing boring vocabulary learning and mechanical words reciting situation, in order to improve students’ learning skill and raise the interests of vocabulary learning. It is one innovation that through Same-Age Tutoring (SAT), this study puts cooperative learning into vocabulary teaching. During study, observation method and recording method will be adopted in my research. The study will last almost three months. The participants are volunteers who are from class 705 and studying in Cangqian Middle School now. The research data collected are analyzed by Microsoft Excel. After experiment, interview will be carried out to investigate the change in students’ attitude toward vocabulary learning. Through qualitative and quantitative analysis, research data implicates that after the experiment, the students in the experimental group are better at vocabulary memorizing and testing than before. Therefore, it is feasible to apply Same-Age Tutoring (SAT) in vocabulary teaching to improve students’ learning abilities and arouse their interests. 

This  study  confirms  the  assumptions  of  the  author  and  achieves  the  intended  purpose. However, there are still several inadequacies in the experimental method and process which need to be further enhanced and improved. 

Keywords: Same-Age Tutoring (SAT); English vocabulary teaching; junior middle school

Contents

Abstract

摘  要

1. Introduction-1

2. Literature Review-3

2.1 Related studies on Same-Age Tutoring at home and aboard-3

2.2 Related researches on vocabulary teaching at home and Abroad-4

3. Methodology-6

3.1 Research questions-6

3.2 Participants & Instruments-6

3.3 Preparation of the experiment-6

3.3.1 Mobilization-6

3.3.2 Group building-6

3.3.3 Role assignment-7

3.4 Experiment procedures-7

3.5 Evaluation-8

3.5.1 The test papers, dictation, and recording-8

3.5.2 Interview-8

3.6 Data Collection-8

4. Results and Discussion-9

4.1 Quantitative analysis-9

4.1.1Analysis of the scores in the pre-test-9

4.1.2Analysis of the dictation scores in the first four weeks.-9

4.1.3Analysis of the dictation scores in the second four weeks-10

4.1.4 Analysis of the scores in the post-test-11

4.2 Qualitative analysis-12

4.2.1 Materials collected in the interview.-12

4.2.2 The summary of interviews-13

4.3 Discussion-13

5. Conclusion-15

5.1 Major findings of the research and implications-15

5.1.1 Major findings-15

5.1.2 Pedagogical implications of the research-15

5.2 Limitations of the research-16

5.3 Suggestions for future research-16

References-17

Appendix I-18

Appendix II-19