A Study Of Using Vocabulary Teaching Strategies To Improve The English Vocabulary Learning Ability Of Senior High School Students

The new National English Curriculum Criteria advanced a muchhigher demand on vocabulary teaching, which was reflected in twoaspects: the "quality" and "quantity，On the one hand, it demands thestudents master much more vocabulary, on the other hand, itadvocates learning vocabulary from the aspect of use. That is, thedemands toward vocabulary teaching are not only limited torecognition, remembering and understanding, it also lies in using andexpressing. The purpose of vocabulary teaching is not just enlargingstudents’ vocabulary size; it tries to improve the proficiency in usingthe known vocabulary as well.Recently, researchers begin to divert their attention tovocabulary teaching. The students in senior high school are lack ofscientific, efficient vocabulary learning and remembering strategies;simultaneously, the English teachers of senior high school only payattention to the teaching of knowledge, but disregard the using ofvocabulary teaching strategies. Thus, it has important significance tothink highly of the teaching strategies in English strategy researchand to permeate scientific, efficient learning strategies teaching. Onone hand, it can rise the students’ learning efficiency; On the otherhand, it can promote the teachers’ teaching effectively. It may lessenstudents’ and teachers’ burden at the same time.The author made a survey about the vocabulary learning strategyin Qianqi No.l High School. All the subjects were from4classes ofGrade1. The survey was conducted in the form of a questionnaire, itaimed at finding out the students’ common problems in vocabularylearning; meanwhile, the author made an interview with ten Englishteachers of Grade1and tried to know more about the situation ofvocabulary teaching strategy. As for the problems the survey reflected, the author chose two classes as the experimental group and the controlgroup. Then from September,2011to December, the vocabularyteaching strategies were used in the experimental class.In the experiment, a pre-test at the beginning of the term and apost-test at the end of the term are conducted both in the experimentalclass and in the control class.The result suggests: the students who have been trained teachingstrategies obviously can get a better result in the final examination.Software Microsoft Excels was used to collect and analyze the data.By the contrastive study, the research illustrates the significance ofusing the vocabulary teaching strategies and advances someconstructive advice for the future research in this field.