The Psychological Factors Reflected In Children's English Vocabulary Learning And Teaching Strategies

Presently, the studies of the English vocabulary teaching at home and abroad focus on the children's natural ability of language acceptance and the dull memorizing. Vygotsky, a famous Russian psychologist, considers the children before the age of 12 mainly depend on their excellent memories to recognize new words. Because they do not have a complete system of recognition, and lack self-judgment and abstract capability, they just intend to recite rather than understand. He believes that they fail to use relevance and regulation to memorize. However, there are few studies from the psychological and cognitive points of view.The selected topic tries to explore the factors that influence children's vocabulary learning in the view of psychological and cognitive perspective. The author discusses the problems and psychological causes through children's English (as a foreign language) vocabulary learning and tries to discuss about children around 5-8 years old who initially get connected with English learning and begin to realize some methods in learning a foreign language. The author also analyzes the psychological and cognitive influence on the children's vocabulary learning, in order to make a better discussion about how to carry out children's English vocabulary teaching and learning so as to improve their English study.The paper is divided into six parts. The first part introduces the background and significance of the study; in the second part, we explain the significance of this research for children at 5-8;the third part deals with some theories upon children's English vocabulary teaching abroad to further demonstrate the feasibility and necessity to introduce psychological cognitive sense into children's English vocabulary teaching in our own situation, that is, in Chinese context; in the fourth part, we introduce several relevant teaching strategies in English class and try to make them effective; the fifth part refers to some experiments, questionnaire, and data analysis to validate the advocated teaching method; lastly, we come to the conclusion and new findings, and limitations of this study.The selected topic is different from the previous studies which ignore the cognitive and psychological factors. It analyzes the problems and their causes of children's vocabulary learning, thus the article analyzes the psychological influence on children's English vocabulary learning and encourages the readers to analyze the problems from the view of children's psychology and cognition, which provides the teachers with a understanding of cognition regulation in children's early English vocabulary learning in a broader sense.