A Study On The Application Of English Vocabulary Strategies For The Students Of Junior Middle School

Vocabulary is the basic unit in language learning. Without vocabulary verbal communication is impossible. And a language learner with lacking vocabulary expression may find it difficult to read and write well, hard to understand what others speak and for himself to speak correctly and idiomatically. However, English vocabulary learning is a difficult task for Chinese learners. Researches show that adequate and effective vocabulary learning strategies can facilitate vocabulary learning. The learners’knowledge of words is also very important in the development and improvement of their reading ability, in the promotion of their listening comprehension. So learners should expand their knowledge of words as much as possible in order to communicate effectively in English. It is necessary for teachers to help learners choose effective learning strategies in vocabulary learning. In order to study the overall pattern of vocabulary learning of the junior middle school students and help the students get suitable learning strategies, the author has chosen this theme.In this study, a questionnaire and experiments are made to investigate the junior middle school students’vocabulary learning use. Vocabulary learning strategies used by the students in the junior middle schools are very limited, and especially guessing in context, imagery strategies and word-formation are seldom used. This may directly lead to their low effectiveness. In a word, it is necessary and important to train the junior middle school students on their vocabulary strategies. This study may shed some light on the English instruction and give some suggestions for further studies in the future.The thesis consists of six parts. Chapter one briefly introduces the significance, characteristics, outlines, and methods. Chapter two covers the goals of vocabulary teaching in Curriculum Criterion in junior middle schools and the students’ vocabulary barriers.Chapter three expounds the feasibility and the process of the instruction of vocabulary learning strategies in English teaching in junior middle school, demonstrating the stages and activities to the practical teaching.Chapter four expatiates on the experiment of vocabulary learning strategies teaching and makes quantitative analysis and comparisons of instruction of vocabulary learning. Chapter five makes comparisons of the results of three vocabulary tests in details. There are three tests from the experimental class and control class. Simultaneously, the author makes two questionnaires before and after the experiment to find differences of testees.Finally, in light of the experiment and investigative results, the author indicates both the advantages and disadvantages of this study.