A Research On The Problems And Suggested Solutions To English Vocabulary Teaching In Senior High School

As we enter the 21st century, the acquisition of vocabulary has assumed a more important role in learning a second language. The English teachers are faced with the challenge of how to help students store words in English language. Therefore, how to teach vocabulary effectively and efficiently is what we want to solve in this thesis. This study aims to investigate the comparative effects of strategy training and traditional teaching of vocabularyCognitive linguistics is an approach to language that is based on our experience of the world and the way we perceive and conceptualize it. In order to study vocabulary instruction, we have mainly interpreted categorization and prototype category theory. There are six useful methods mentioned in this article.In this article, we use questionnaires and experiments to study cognitive linguistics. The subjects were two intact classes of the second grade from our school. One class received normal teaching and the other received strategy training. A pre-test and a posttest were used as means for assessing the effects of instruction. Two vocabulary learning strategies are the main contents of the test. One is the context strategy, and the other is the word formation strategy. All the experimental data were processed by the use of SPSS. The results of Pair-Sample T-Test show that the processing group did do better than the traditional group in the post tests, suggesting better effects for processing instruction on vocabulary. Therefore, we suggest that English teachers use the strategy training when teaching vocabulary to senior high school students. It is hoped that the present research will help the students study and understand vocabulary more actively instead of rote memorization.