On Obstacles Of The Junior Middle School Students' English Vocabulary Acquisition And Their Solutions

On the basis of theories in lexis, semantics, pragmatics and psychology, this thesis aims to explore the teaching methods in English vocabulary by analyzing typical problems encountered by students in No.2 Middle School Affiliated to Fudan University. Connecting and interacting with each other, these teaching theories in various fields make up an organic system in foreign language teaching.The first chapter is the introduction. With elaboration of the importance of vocabulary in language teaching, it not only explains the connotation and purpose of the words in English teaching, traces the history of vocabulary teaching home and abroad and sums up relative conclusions, but also gives the reason why the author picks the topic as well as the structure and contents of the thesis.The second chapter introduces the theoretical basis of vocabulary teaching, which contains supportive theories in semantics, pragmatics, culturology and lexis. It discusses the main guidelines of vocabulary teaching and seeks the method that best suits middle school students.The third chapter discusses the status quo and analyzes obstruction of vocabulary acquisition of middle school students. After the research in No.2 Middle School Affiliated to Fudan University, the author presents the status quo and shortcomings of current vocabulary learning in middle schools and then analyzes their causes.The fourth chapter explores effective teaching methods in vocabulary learning with some practical examples. The major methods include: the use of psychological approaches to make students study actively and tutor those who are poor in language learning; the enhancement of students'understanding of vocabulary, thus promoting study efficiency; the combination of pragmatic theory and dialogues in vocabulary teaching; the discovery of students'self-teaching ability by assigning various kinds of homework; vocabulary teaching with the introduction of cultural background; the integration of learning and acquisition; teachers'guidance in learning strategies; the construction of appropriate evaluation and testing criteria in vocabulary.The fifth chapter is the conclusion and reflections of the topic, which summarizes the fruits gained in vocabulary teaching in the past few years, and indicates difficulties in this field and their solutions, as well as presents feasible strategies on vocabulary teaching.The last part is the acknowledgement.