This paper aims to explore the application of Concept Checking Questions (CCQs) in English vocabulary teaching in higher vocational colleges. The teaching strategy of CCQs sets the real context and questions for students, promotes students’ in-depth understanding and memory of vocabulary, and improves the efficiency and quality of vocabulary teaching. This study provides a new and effective strategy for English vocabulary teaching in higher vocational colleges through a detailed analysis of its research background, theoretical basis, advantages of teaching methods, specific course design and future development direction.
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Ying Lin (2024) studied this question.
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