A Study On The Current Situation And Strategies Of English Vocabulary Teaching In Senior Primary School

Due to the political,economic and military culture of Britain and the United States and other countries,it has a wide influence in the world,and the changes of English tone,rules and verb displacement are simple.Based on the above factors,English is the most practical and universal language.Almost all countries or regions have English users.English exists in all fields of life.Therefore,learning and mastering English is a window to the world and a bridge to communicate with the world.The basis and important link of learning English is to master vocabulary.The English curriculum standard for compulsory education emphasizes that primary school students pay attention to vocabulary learning and clearly stipulates the number and content of vocabulary students need to master.Among them,the senior grade of primary school is the golden period of English vocabulary learning,and the cognitive style and thinking ability of senior students are also in an important stage of development.Observe the current situation of English vocabulary teaching and learning in senior primary schools,analyze the situation of vocabulary teaching and learning in the classroom,find the problems existing in the current English Vocabulary Teaching in senior primary schools through real and objective data records,and put forward reasonable,effective and scientific suggestions to improve the efficiency of teachers’ vocabulary teaching.Through classroom observation,questionnaire survey and interview with the teachers and students of Haikou a primary school,this paper understands how teachers teach and students learn in the current primary school English vocabulary teaching.First,through the observation of the actual classroom vocabulary teaching,record the teaching cases of several senior English teachers,as well as the way teachers present vocabulary,the content of vocabulary taught and students’ classroom reactions.Second,two kinds of questionnaires were developed to understand the vocabulary use of senior teachers and students.The student questionnaire is designed from five dimensions: Students’ vocabulary learning attitude,vocabulary concept,vocabulary learning strategies,vocabulary learning difficulties and vocabulary learning effect.The teacher questionnaire is designed from four dimensions:Teachers’ mastery of English curriculum standards and teachers’ vocabulary teaching concept,vocabulary teaching method and vocabulary teaching purpose.Thirdly,six teachers with different professional titles and teaching ages were selected for in-depth interview and exchange to understand the specific process and methods of vocabulary teaching of senior primary school English teachers,students’ vocabulary learning response and the actual situation of vocabulary strategy design.Through observation and recording,it is found that the problems existing in the current English vocabulary teaching of senior primary school students are: primary school students lack the use of metacognitive strategies and have low interest in vocabulary learning;The teaching purpose of teachers is not clear,the traditional teaching method is single,the depth and breadth of teaching activities are not enough,the language skill teaching is ignored,and the guidance of students’ learning strategies is lacking.Based on the research results,according to the requirements of English curriculum standards for compulsory education,combined with second language acquisition theory and information processing theory.Aiming at the problems found,this paper puts forward a series of teaching strategies to strengthen language skill teaching,create teaching context,change teaching methods,organize interesting activities,cultivate cross-cultural awareness,guide students to use learning strategies and multi-dimensional evaluation of vocabulary teaching activities.The purpose is to help improve the effect of primary school students’ vocabulary learning,effectively and scientifically carry out vocabulary learning and strengthen the effect of teachers’ vocabulary teaching.