The Application of Meaningful Learning Theory in Developing Vocabulary Depth and Breadth in Junior High School English Teaching

Yang Yang

doi:10.63313/EH.9048

Authors

Yang Yang China West Normal University, Sichuan, China Author

DOI:

https://doi.org/10.63313/EH.9048

Keywords:

Meaningful Learning Theory, Vocabulary Depth, Vocabulary Breadth, Junior High School English, Vocabulary Teaching

Abstract

This study addresses the prevalent issue of inefficient vocabulary acquisition in junior high school English teaching by proposing pedagogical strategies grounded in Ausubel's Meaningful Learning Theory. Focusing on the dual objectives of developing vocabulary depth and breadth, the research develops and exemplifies concrete instructional approaches. Through an in-depth teaching case analysis of the unit “Stay Healthy”, these approaches operationalize how to deepen lexical knowledge across semantic, cultural, and associative dimensions, while simultaneously broadening its scope through word-formation, contextualization, and interdisciplinary connections. The findings demonstrate that the approaches guided by meaningful learning principles can transform vocabulary instruction from rote memorization into active cognitive construction. This study offers both theoretical insights for second language vocabulary acquisition and practical strategies for educators, ultimately aiming to enhance students' lexical competence for effective communication.

References

[1] Lewis. (1993). The Lexical Approach. London: Language Teaching Publications.

[2] Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.

[3] Ausubel, D. P. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14(2).

[4] Krashen, S. (1985). The Input Hypothesis：Issues and Implications. London：Longman.

[5] Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

[6] Nation, I. S. P. (2020). Teaching vocabulary in the English classroom. Oxford University Press.

[7] Nisyah, M., Gunawan, G., Harjono, A. & Kusdiastuti, M. (2020). Inquiry learning model with advance organizers to improve students’ understanding on physics concepts. Journal of Physics: Conference Series.

[8] Abna, H., Alwen, B. & Novra, A. (2023). Improving science learning competence through advance organizer model innovation based on authentic and real worlds activities for elementary school student. Journal of Physics: Conference Series.

[9] Muiruri, M., Wambugu, P. & Wamukuru, K. (2016). Using advance organizers to enhance pupils’ achievement in learning poetry in English language. Journal of Education and Practice.

[10] Aslani, G., Haghani, F., Moshtaghi, S., et al. (2013). A comparison of the effect of presenting advanced organizers in web-based instruction. Procedia - Social and Behavioral Sciences.

[11] Shi Jiaying, Yu Ping. Implications of Ausubel's Cognitive Assimilation Theory for Middle School Mathematics Teaching [J]. Education Research and Review (Middle School Education Teaching), 2022, (05): 34-40.

[12] Yan Bin, Zheng Shuang, Luo Xianfu. Interpretation of the Connotation of Meaningful Learning and Analysis of Teaching Practice Cases [J]. Middle School Chemistry Teaching Reference, 2024, (28): 16-20.

[13] Wu Liping. Application of Meaningful Learning in Junior High School English Vocabulary Teaching [J]. Journal of Jiamusi Education Institute, 2010, (02): 37-38.

[14] Chen Yan. On the Role and Significance of Etymology Teaching in English Vocabulary Teaching [J]. Foreign Languages and Their Teaching, 2002, (11): 29-30 + 37.

[15] Li Mingyuan. Discussion on the Advance Organizer Strategy in English Vocabulary Teaching [J]. Education Science Forum, 2016, (17): 44-46.

[16] Lv Fang. Application and Value of Word Formation in Junior High School English Vocabulary Teaching [J]. Middle School Teaching Reference, 2025, (36): 55-57 + 61.

[17] Xu Dongmei. Research on the Application of Blended Teaching Mode Based on Meaningful Learning Theory in College English Writing Teaching [D]. Bohai University, 2022.

[18] Dang Chunmei. Research on the Training of Meaningful Learning of English Vocabulary for Junior High School Students [D]. Yunnan Normal University, 2017.

[19] Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review.

[20] Tao Keliang. Creating Authentic Language Contexts to Enhance Vocabulary Teaching Efficiency [J]. Foreign Language Teaching in Schools (Primary School Edition), 2018, 41(09): 7-11.