On The Difficulty Of Teaching And Learning Vocabulary And Its Solution In Go For It For Junior Middle Schools

According to the New Criterion of Curriculum, this thesis analyses the difficulty of vocabulary study among normal junior middle school students in their use of the textbook Go for It. Its theoretical basis is the linguistical theory of vocabulary input and psychological theory of "learned helplessness". The goal of this study is to help the students solve the vocabulary problem, in order to develop an interest in English studying, set up confidence, cultivate good habits, and to form effective study tactics. Then the teachers can have a clear aim when teaching Go for it.The research method is made up of theoretical and practical methods. So there are two study objects, vocabulary problem in the textbook Go for it and teachers and students of ordinary junior middle schools in Wuhan. The author concluded investigation main by questionnaire supplemented with interviews with both teachers and a number of students. The research data is analyzed by EXCEL software.It is found that the vocabulary distribution in the course book Go for it is in inappropriate. According to New Criterion of Curriculum, junior middle school students should learn 1500～1600 words and 200～300 phrases when they finish three years' study. But there is a total of 2469 words in Go for it, much more than required. What's more, the frequency of reoccurrence of words is low, which is against the law of language of acquisition. Vocabulary poses the biggest problem for most students in the course book.The questionnaires also indicated that students are not so interested in English learning. The very cause of the phenomenon is that the textbook is too difficult for them, which in terms owes to the unusually high number of vocabulary involved.On the basis of the research investigation, the author made a number of suggestions to deal with the vocabulary problem: 1. teaching phonetic symbols to help student learn how to pronounce words themselves; 2. enriching various methods of vocabulary teaching; 3. learning vocabulary through grouping and classification; 4. designing exercises so as to increase the frequency of word occurrence; 5.teaching and learning vocabulary in contexts, etc.