Leveraging Biotechnological Insights into Psychological Cognition to Enhance English Vocabulary Teaching Across Chinese and Western Cultures in Higher Education

Abstract

This paper investigates the integration of biotechnological insights into psychological cognition to enhance English vocabulary teaching across Chinese and Western cultural contexts in higher education. Initially, the study examines the cognitive systems involved in learning English vocabulary, focusing on visual and logical psychological cognition processes. The analysis delves into the psychological states of learners during vocabulary acquisition, exploring how cognitive activities influence language learning outcomes. Building on these insights, the study develops metacognitive teaching strategies tailored to the psychological and behavioral patterns observed in students. These strategies are designed to optimize the learning process by aligning teaching methods with the cognitive abilities and psychological conditions of students. The effectiveness of these enhanced teaching methods is evaluated through key indicators such as students’ interest in learning, vocabulary acquisition, and linguistic cognitive ability. The results show a significant improvement in students’ linguistic cognitive abilities, with the mean score increasing from 13 to 79, and a notable rise in total vocabulary scores from 29.52 to 36.36. These findings suggest that the application of biotechnological principles to understand and support healthy psychological cognition in language learning is effective and holds substantial potential for reforming English teaching methodologies in colleges and universities. This approach offers a valuable reference for educators seeking to incorporate biotechnological advancements into language education, fostering a deeper understanding and appreciation of English culture.