A Study On English Lexical Teaching In High School In View Of Cognitive Psychology

The 21st century is a time of information, a time of linguistics. English being a universal language, the study on it especial on its lexical teaching will attract more attention. English lexical teaching plays an important role in improving the students' abilities of listening, speaking, reading and writing, so mastering a large amount of vocabulary is the foundation of learning English well. The author of this thesis believe that the study on lexical teaching should play the emphasis on the study on the principle of cognitive psychology and the analysis of the students' psychology.The author of this thesis combine the features of the high school students with the conceptions of cognitive psychology related to the lexical teaching on the based of the research results of the scholars at home and abroad, and summarize five kinds of teachingstrategies suit for the students' psychology features--teaching strategy according to thestudents' abilities; teaching strategy by integrating point and sphere; teaching strategy by the comparison and analogue; teaching strategy by systemic integration and teaching strategy by analysis the context of culture. And then conduct a series of experiments to conclude that during the organization of teaching, the teachers should follow the disciples of cognitive psychology and adopt various of methods to guide the students' autonomous learning, to widen the students' vocabulary, to enhance the ability of reading comprehension and the language use, to cultivate the students' communicative competence, and finally to advance the students' English aggregate level.This paper includes six parts. The first part is an introduction, which focuses on the significance and the researching prospect of this study. The second part is concerned with the present research situation and trend of development of lexical teaching at home and abroad. The third part introduces the fundamental cognitive concepts related to lexical teaching. The fourth part analyses the application of cognitive theories on lexical teaching and provides a theoretical basis for it. The fifth part presents a researching report on lexical teaching in the view of cognitive psychology. The report proves that a direct analysis of a leaner's lexical in formation processing works directly for teachers to teach different students with different methods, thus detours can be avoided and blindness can be reduced. The sixth part is a conclusion which puts forward an effective lexical teaching way. Generally speaking lexical teaching is the foundation of the whole language teaching, and we must break through the bottle neck through a great deal of investigation.