Biotechnological Approaches to Enhancing English Vocabulary Teaching Across Chinese and Western Cultures Using Bio Corpus Technology

Abstract

This paper explores the innovative application of bio corpus technology in enhancing English vocabulary teaching across Chinese and Western cultures in higher education. Initially, the study defines and categorizes semantic types and relations, outlining the critical steps in constructing a bio-corpus. The analysis then focuses on the differences in English vocabulary usage between Chinese and Western cultures, examining these variations through the lenses of life etiquette, gender, and emotional connotations to improve teaching methods. Further, the paper delves into the application of bio corpus technology in analyzing syntactic features relevant to English vocabulary instruction. By using bio-corpus to examine these features, the study confirms the effectiveness of this approach in comparison to traditional teaching methods. The results demonstrate a significant improvement in English vocabulary scores when utilizing bio corpus technology, with scores increasing from 39 to 58, a marked improvement over traditional methods. Additionally, in vocabulary mastery, while the meaning and lexical significance values were not statistically significant (p > 0.05), significant improvements were observed in collocation and utilization (p < 0.05), indicating the effectiveness of bio corpus technology in these areas. This study highlights the potential of bio corpus technology to transform vocabulary teaching, offering new strategies for facilitating efficient, inductive, and self-directed learning among students. The integration of biotechnological tools into language education not only enhances understanding and retention of vocabulary but also fosters a deeper appreciation of cross-cultural linguistic nuances, thereby improving overall communication skills in a globalized context.