The Two-Step Push Method: A Dual-Pathway Framework for English Vocabulary Learning — From Guided Induction to Visual Derivation “双步推记词法”：英语词汇学习的双路径框架——从引导式归纳到画面推导的理论整合与课堂实践

<p>Abstract: This paper proposes the “Two-Step Push Method” (双步推记词法) — a pedagogical framework that decomposes English vocabulary learning into two steps: “Form → Sound” (phonics induction) and “Sound → Meaning” (visual logic). The first step, grounded in Krashen’s (1982, 1985) input hypothesis, guided induction pedagogy, and embodied cognition theory (Lakoff &amp;amp; Johnson, 1980), posits that phonics is not about memorizing rules but discovering patterns through listening and reading. The second step, based on the Visual Logic pedagogical framework (Xu, 2026), argues that word meaning is not about memorizing translations but deriving semantic networks from core imagery. The framework is the first to explicitly distinguish the two cognitive pathways of vocabulary learning and positions natural phonics as “only going halfway” — phonics resolves form-to-sound but not sound-to-meaning, whereas the Two-Step Push Method covers the full journey. The paper integrates neuroimaging evidence for explicit letter-sound instruction (McCandliss et al., 2003), EFL experimental evidence for guided induction (Al-Hammadi, 2025), radial category theory (Lakoff, 1987), and etymological evidence to demonstrate the academic basis and classroom operability of the two-step framework. The framework emerged from the author’s decades of English learning experience and thirteen years of frontline teaching practice, with classroom evidence suggesting that the dual-pathway approach significantly improves vocabulary learning efficiency and retention. The paper also discusses the framework’s alignment with the 2025 revised Chinese national English curriculum standards’ “tiered vocabulary requirements” and “competence-oriented” direction.摘要： 本文提出“双步推记词法”——将英语词汇学习拆解为“形→音”（拼读归纳）和“音→义”（画面逻辑）两个步骤的教学框架。第一步基于Krashen（1982, 1985）的输入假说、引导式归纳教学（guided induction）及具身认知理论（Lakoff &amp;amp; Johnson, 1980），主张拼读不是背规则而是在听读中发现规律；第二步基于画面逻辑教学框架（许文君，2026），主张词义不是背翻译而是从核心画面中推出语义网络。该框架首次明确区分了词汇学习的两个认知通道，并将自然拼读（phonics）定位为“只走了半条路”——自然拼读解决形→音但未解决音→义，双步推走完全程。本文整合了显性字母-发音教学的脑成像证据（McCandliss et al., 2003）、引导式归纳的EFL实验证据（Al-Hammadi, 2025）、辐射范畴理论（Lakoff, 1987）及词源学证据，论证了双步框架的学术依据和课堂可操作性。作者基于数十年英语学习经历与十三年一线教学实践形成本框架，实践表明双步路径能显著提升词汇学习的效率和保持率。本文还讨论了该框架与2025年修订版义务教育英语课程标准“词汇分层要求”和“素养导向”方向的契合性。Keywords: Two-Step Push Method; Guided Induction; Visual Logic; Phonics; Vocabulary Teaching; Subtraction English关键词： 双步推记词法；引导式归纳；画面逻辑；自然拼读；词汇教学；减法英语</p>