The setting of questions in paraphrase teaching

This  paper, based on Krashen’s Input Hypothesis and D.P. Au Subel’s Meaningful Learning, with the use of  both  qualitative  research  and  quantitative  research,  aims  at  learning  about  the  following two questions:

1.  By  teaching  English  vocabulary  with  Paraphrase-based  method,  can  it  help  students learn vocabulary correctly and distinguish words with similar meaning?

2.  Can  Paraphrase-based  method  help  students  improve  their  vocabulary  test  scores compared with vocabulary list teaching?

   This  paper,  selected  two  parallel  class  in  No.1  Middle  School  in  Yu  Lin  as  the  research subjects.  One  of  the  class  is  experimental  class,  which  adopt  paraphrase-based  method  in English vocabulary teaching; the other one is control class, which adopt traditional vocabulary list  in  English  vocabulary  teaching.  After  one  semester,  the  author  analyses  the  result  of questionnaire, experiment and interview respectively.  The  final  result  shows  that  after  one  semester’s  teaching  vocabulary  with Paraphrase-based method, students’ vocabulary  test  result  in  the  experimental  class  is  much better  than  that  in  the  control  class,  especially  in  synonyms  discrimination.  That  is  to  say, teaching  vocabulary  with  Paraphrase-based  method  can  help  students  learn  the  words correctly and distinguish words with similar  meaning. It can also help students improve their learning efficiency of words and their interests of vocabulary learning. Teaching vocabulary