The Application And Cultivation Of Cognitive Strategy In Vocabulary Teaching In Senior High School Students With Learning Difficulties

The goals of Level7in the New Standard Curriculum describe the learning Strategies as an active involve in the planning, organizing and practicing the linguistic activities. Under the guidance of teachers, student can actively expand and utilize learning resources. However, in the English teaching practice, there lies a fact that the teacher only focus on imparting knowledge and preparing the teaching materials and teaching method, which ignore the guide of the students’learning strategies. Students can’t achieve well in the exam. It is anniversary accepted that vocabulary is the basis of the language. Without acquiring certain amount of vocabulary, student can not use the language and communicate with each others. In the new course standard, it requires the students should achieve certain vocabulary goals in each level. English vocabulary learning is concerned with memorizing Vocabulary, lexical comprehension and vocabulary use. if students do not use the vocabulary learning strategies, they may have difficulties in learning. Therefore, it’s very important for teachers to guide students and cultivate their awareness of learning strategies. Cognitive strategy, a strategy for learners to recognize, understand, maintain and retrieve information, plays an important part in learning vocabulary. It has a direct relationship with personal learning task. As for the vocabulary teaching in senior high, How to carry out the learning method guidance during the vocabulary learning for students is the specific implementation process of cognitive strategy training. In this thesis, the author will focus on how to cultivate the students with learning difficulties in English vocabulary the ability of using cognitive strategy on their own. The paper consists of six chapters. Chapter one is concerned with the significance of researching vocabulary teaching and cultivating the ability of using cognitive strategy for students with learning difficulties in vocabulary learning. Chapter two refers to the study of vocabulary teaching and cognitive strategy in teaching vocabulary at home or abroad. Chapter three has a description of the meaning and classification of cognitive strategy. In Chapter four, the author does a research on the cognitive strategies of vocabulary teaching, which includes specific operation and the results of the research. After the practising under the guidance of teacher, students not only make progress in the module test but improve their learning ability. Thus, for our future daily teaching, we teachers should pay more attention to the use of a variety of effective teaching strategy in teaching vocabulary; this will plays an important role in raising the English teaching quality...