The application of systematic analytical thinking in teaching vocabulary for English majors

Abstract

The main goal of this study is to examine and demonstrate the effectiveness of applying systematic analytical thinking in the teaching of vocabulary to English majors. Specifically, the research aims to assess the impact of systematic analytical thinking on students' comprehension of vocabulary, including their ability to grasp word meanings, usage, and contextual nuances. The paper utilizes a combination of quantitative and qualitative research methods to investigate the topic of vocabulary learning in the context of cognitive psychology. The focus of the study is the systematic analytical approach itself. This approach involves dividing vocabulary into such components as word roots, affixes, or collocations, and applying analytical thinking strategies to enhance understanding and retention. The study examines how this systematic approach affects participants' vocabulary learning processes, including their ability to grasp word meanings, make connections between words, and use vocabulary in context. The study's results show that the majority of participants (84.2 %) expressed a positive outlook on using this approach, recognizing its benefits. However, a smaller portion (15.7 %) held an opposing viewpoint, suggesting that alternative methods may be more effective. The analysis revealed that a significant majority (90.5 %) demonstrated improved vocabulary retention due to the systematic analytical approach and activities like word analysis and pattern recognition. However, a small group (9.4 %) did not experience noticeable improvements, highlighting individual learning preferences and strategies. The research on teaching vocabulary for English majors and the application of systematic analytical thinking provides valuable insights for curriculum development and instructional strategies.