The Application Of Vocabulary Learning Strategies To English Vocabulary Teaching In Senior Middle Schools

Vocabulary learning plays an important role in language acquisition. Learners' vocabulary learning strategies refer to specific approaches, methods, behavior, steps, or techniques that the learners (often intentionally) use to improve their progress in acquiring the target language. The thesis is to make an investigation, which is about the English vocabulary learning strategies adopted by the senior middle school students, and to discuss the application of the English vocabulary learning strategies to the vocabulary teaching in senior middle school. The thesis consists of five chapters. Chapter One is Introduction. Firstly, introduce the importance of the lexicon, and then state the purpose of the thesis. Chapter Two is to state some important theories and researches about LearningStrategies, Vocabulary Learning Strategies and Teaching Strategies abroad and at home. In Chapter Three , a questionnaire is used to investigate what strategies the senior middle school students are using and what are the results and the problems. Meanwhile through investigating and analyzing of the status of the English vocabulary teaching in senior middle schools, the author finds that vocabulary instruction is one aspect of langrage teaching that has not been given the attention it deserves until recent years. The results indicate that most of the learners are good at applying some passive strategies, such as learning with the external materials and physical actions, to strengthen their vocabulary ability. Meanwhile they are also lack of some efficient vocabulary learning strategies. When encountering a new word, they are more likely to take the Dictionary strategies; when consolidating the new words, they tend to take the Repetition strategies and the Practice strategies. In order to know the situation of Vocabulary teaching in senior middle school, the auther investigate the by interviewing the teachers As far as the vocabulary instruction in the classroom is concerned, it has not been given the attention it deserves. For a long time, vocabulary is simply taught by asking students to study and memorize its meaning and spelling, its part of speech and its general function in a sentence. Yet without a deeper understanding of how vocabulary is taught in the classroom and which methods of teaching are more effective for learners, vocabulary instruction may not achieve the desired effects. How to help the students learn vocabulary efficiently? How to teach vocabulary with the vocabulary learning strategies? The author wants to discuss and analysis these questions. Based upon these issues, the auther sets a strategy -based instruction, which inserts the vocabulary learning strategies into the normal English teaching class and focus on improving the learners' vocabulary proficiency. In Chapter Four, the author state the application of Vocabulary Language Strategies to the vocabulary teaching in senior middle school. The author carries out a scientific research in two natural classes that have the similar average marks after attending the pre-experiment vocabulary test in the senior middle school. One is to be the contrast group and the other is to be the experimental group. The contrast group was taught as before. The experimental group was taught with the new teaching methods. After the four-month strategy training, the data was collected and analyzed (before the training, the author did a pre-test and kept the record of the data). The results show that strategy-based instruction has a positive impact on vocabulary learning. The effective application of the vocabulary learning strategies can help the students with the vocabulary acquisition. Chapter 5 is Conclusion. The author believes: It is better to study the English vocabulary teaching and learning strategies further, to combine one's own school situation with that of different students, to keep on summarizing and accumulating, to help students get over the anxious mood. Doing like these, we believe that senior middle school students can use scientific study methods and later have the ability and habit of self -study.