Sense Relations And Vocabulary Teaching In Middle Schools

During the course of English teaching and learning, vocabulary teaching and learning is one of the vital parts. However, many English teachers in China seem not to succeed in dealing with vocabulary teaching. One of the reasons is that China has not enough suitable language environments, especially in undeveloped border areas. Students have not enough opportunity to practice their oral English so that the words they have learned have not been consolidated. Another one is that teachers have been influenced by the traditional ideas that emphasis should be laid to grammar and sentence structure instead of vocabulary. Some teachers used to believe that students can learn vocabulary well by themselves. To the solution of the problems, the thesis is devoted. The thesis falls into five parts. The first part deals with the importance of vocabulary teaching, the present situation of vocabulary teaching in middle schools as well as research project, methodology and perspectives. The second part presents a brief review of vocabulary teaching research in recent years. The third part gives a detailed account of sense relations which are very complicated but important in vocabulary teaching. The fourth part analyzes the influence of cognitive linguistics, context and culture background on vocabulary teaching. The last part is conclusion.