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3.1 Acquisition-Learning Hypothesis.......................22

3.2 Noticing Hypothesis....................................23

CHAPTER FOUR METHODOLOGY...........................26

4.1 Research Questions.....................26

4.2 Participants............................26

CHAPTER FIVE RESULTS AND DISCUSSION............................33

5.1 Analysis of Questionnaire Results...........................33

5.2 Analysis of Classroom Observation.......................39

CHAPTER FIVE RESULTS AND DISCUSSION

5.1 Analysis of Questionnaire Results

The aim of the questionnaire is to investigate the teaching methods andclassroom practices of junior high English teachers using explicit and implicitvocabulary teaching.It consists of 15 multiple-choice questions,all of which aresingle-choice.A Likert scale is used for this study and teachers will rate each itemfrom 1 to 5.From 1 to 5 corresponds to strongly disagree to strongly agreerespectively.High numbers are proportional to the teacher’s level of agreement.Thereare 50 valid questionnaires.The questionnaires are analyzed using SPSS 26 statisticalsoftware.The reliability is 0.795,as shown in the table:

The questionnaire is valid because its reliability is greater than 0.7.Since thequestionnaire does not include teachers’personal information,teachers can give themost authentic answers based on their own cognition.

CHAPTER SIX CONCLUSION

6.1 Major Findings

The main findings of this study are as follows,based on classroom observationsover a period of one semester,combined with questionnaires and related interviews.

Firstly,teachers have a vague attitude toward the terms explicit and implicitvocabulary teaching.However,after understanding this concept,teachers show apositive attitude and have practiced both explicit and implicit vocabulary teachingmethods in the classroom,although perception and practice are not well integrated.Inaddition,according to the research associated with the questionnaire,teachersacknowledge the status and importance of vocabulary teaching and are willing toteach relevant vocabulary strategies in their lessons.

Secondly,explicit and implicit vocabulary teaching in the classroom presentsdifferent pedagogical characteristics and different frequencies.Explicit vocabularyteaching focuses on form rather than meaning and use,but implicit vocabularyteaching has its focus on word meaning and use;in terms of language for teaching,both involve a combination of Chinese and English.However,when explicit teachingis used,Chinese accounts for a large proportion,while English is used for a largeproportion in implicit vocabulary teaching;in terms of interaction,both whole classand one-to-one modes are the teachers’preferred methods.The difference is that inimplicit vocabulary teaching there are more activities and group discussions.Inaddition,there are differences in teaching styles.Explicit vocabulary teaching focuseson direct presentation and word formation,while implicit vocabulary teaching paysmore attention to the context where words appear.

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