On Strategies Of Raising Vocabulary Teaching Efficiency

Second language vocabulary acquisition researches involve many aspects such as word definition, vocabulary testing and evaluation, vocabulary learning strategies, vocabulary teaching, mental lexicon, relation between vocabulary acquisition and other language skills, etc, which have bora rich fruits. Most of the researches are conducted in the West where English is a second language. So these achievements and practical experience have limitations and inadequacy if they are directly applied to guiding foreign language teaching. Within China, its researches touch upon the quantity and category of the target vocabulary, mental lexicon, vocabulary knowledge and vocabulary acquisition, etc, which have also achieved much progress. The majority of them, placing emphasis on theoretical researches or verifications, are not closely combined with English vocabulary teaching. The present study intends to discuss efficient vocabulary teaching strategies and devices under classroom learning conditions.The first part of the present study analyzes some of the errors made by the students in using vocabulary according to the classification of phonetics, grammar, meaning and usage, and sums up their reasons. The purpose of error analysis is to gain a clear idea of the type and nature of the errors, so as for teachers to foresee possible errors and take precautions against them or redress them. It provides support for the vocabulary teaching strategies as well.The second part is a sample survey of vocabulary acquisition strategies, which is made up of vocabulary learning strategy investigation and vocabulary knowledge testing. The findings are : the students are in general active in using strategies to learn new words; these strategies are on the whole significantly correlated to the students' vocabulary knowledge; the good students perform better than the poor students in using strategies. The findings also reflect some problems. For example, quite a lot of the subjects are unable to consciously plan and adjust their vocabulary learning. The sample survey helps get to know the general information that the students use vocabulary learning strategies, and serves as basis for the vocabulary teaching strategies.The third and fourth parts elaborate ways of raising vocabulary teaching efficiency. For example, to ensure high quality input, the present study suggeststeaching word phonetic aspect by "bottom-up" and "top-down" ways at the same time, teaching word grammar and pragmatic aspects through combining "direct" and "indirect" ways together, teaching word semantic aspect by both "elaborating " and "context" ways. The present paper also suggests teaching words' motivations to turn surface understanding into deep understanding. To guarantee maximum and efficient intake, the present paper suggests bringing metacognition training into vocabulary teaching and conducting it from psycho-awareness before learning, control of the performance of learning, and evaluation and adjustment. Such strategies have enriched traditional way of vocabulary teaching.Error analysis and strategy analysis are the main methods of doing interlanguage research. The study of interlanguage helps know the characteristics of the learning process. On the basis of this as well as the identification of the needs of the students, suitable teaching circumstances, teaching materials and teaching activities can be worked out.The present study has approached, theoretically and from practice perspective, ways of raising vocabulary teaching efficiency. The deficiencies are that many points remain to be made better and further researched. And that leaves space for others to continue the study.