A Study Of Teaching And Learning To Improve Senior High School Students’ Ability Of English Vocabulary Use

For second language learners, acquisition of vocabularies is one of their primary and most important tasks. However, the real acquisition manifests in their capabilities in using these vocabularies instead of just knowing their meanings. The vocabulary teaching in high schools consists of vocabulary input and vocabulary output. Due to limited time and teaching resources, our teaching method has been targeting more vocabulary input than vocabulary output. This paper aims to study vocabulary output and factors influencing the acquisition of vocabularies for high school students, and to work out the effective teaching strategies and learning strategies on how to improve students’ vocabulary using ability. Under the theoretical guidance of cognitive psychology, linguistics and lexicology, and based on classroom teaching, after-class language learning practice, experiments, surveys and interviews, this study is intended to present a relatively complete analytical result with an attempt to serve as a reference for vocabulary teaching in high schools.