A Study On The Productive Knowledge Of Grade Nine Students’Curriculum Standard Vocabulary

Since the1980s, the overseas and domestic researchers further study the vocabulary knowledge. The researchers are very interested in the practical use of vocabulary in language expression and more and more attention has been paid to productive vocabulary knowledge. A lot of research shows that the productive vocabulary, concerning broad knowledge and deep knowledge, is closely related to English proficiency and the mastery of the productive vocabulary is the basis to improve comprehensive proficiency in applying English. Therefore, the productive skills of the learner’s target language have got more attention increasingly, and how to make the learners use the productive vocabulary knowledge in communicative competence has become the key point and center of teaching.This research has analyzed the current situation of productive vocabulary teaching in junior high schools, has described the theoretical research and empirical research that the overseas and domestic researchers had made on the productive vocabulary, and had summarized related concepts and theoretical basis of the productive vocabulary. This research aims at investigating the productive breadth of knowledge and productive depth of knowledge based on the curriculum standard vocabulary, which Grade Nine students have learned. It also analyzes the difference in the productive breadth of knowledge and the productive depth of knowledge between rural school Grade Nine students and urban school Grade Nine students as well as between Grade Nine Boy Students and Grade Nine Girl Students.129Grade Nine Students in3regular classes from a city of Jiangsu have taken part in this research voluntarily. Two kinds of test paper are used in this study:one is productive curriculum standard vocabulary test paper and the other is controlling productive curriculum standard vocabulary test paper; the design of the former includes one second curriculum standard vocabulary productive knowledge test and one fifth curriculum standard vocabulary productive knowledge test. After correcting the finished test paper, the statistical package for social science SPSS19.0is used to process and analyze the data; we analyze the productive vocabulary knowledge qualitatively at the same time of quantitative analysis and discuss on the data results. This research finds that:1. Grade Nine learners’curriculum standard vocabulary productive breadth of knowledge is low and most of Grade Nine learners have a medium curriculum standard vocabulary productive breadth of knowledge; as the vocabulary difficulty increases, the curriculum standard vocabulary productive skills of Grade Nine learners decreases constantly. The curriculum standard vocabulary productive depth of knowledge of Grade Nine learners is also low, and the knowledge productive skills in polysemy, spelling, word class and synonym are especially weak.2. In the aspects of curriculum standard vocabulary productive breadth of knowledge and the polysemy of the depth of knowledge, the productive skills of Grade Nine learners in rural schools obviously fall behind those of Grade Nine learners in urban schools; as the vocabulary difficulty increases, the difference between the two constantly enlarges. In the aspects of spelling, form and semantic knowledge in curriculum standard vocabulary productive depth of knowledge, there is no obvious difference between Grade Nine learners from rural schools and urban schools; the mistakes of sound attenuating, word formation and misuse of synonyms are the common and lasting depth of knowledge mistakes of Grade Nine learners of both schools.3. In the polysemy knowledge aspect of curriculum standard vocabulary productive breadth of knowledge and depth of knowledge, Grade Nine girl students’ productive skills are obviously higher than boy students, and as the vocabulary difficulty increases, the difference between both also enlarges constantly. In spelling knowledge aspect, the mistakes of sound attenuating and sound displacement are the common and lasting mistakes of Grade Nine girl students and boy students. In the aspects of form knowledge and meaning knowledge, the quantity of word class mistakes and misuse of synonym made by girl students is higher than those of boy students, what’s more, as the word difficulty increases, the increasing speed of mistake quantity of girl students is also higher than that of boy students, and the girl students’ decreasing speed of word class knowledge and synonym knowledge discrimination and productive skills is faster than boy students.The results of this research suggest that junior high school English productive vocabulary teaching shall increase input of textbook vocabulary and recurrence rate and the textbook vocabulary shall be designed scientifically; pay attention to comprehensive development of vocabulary knowledge and establish systematic vocabulary network; teach the vocabulary by different levels and increase vocabulary productive chance, and enlarge vocabulary output. Due to time and research tool limit, there are limitation and shortcomings in the number of participants and representativeness, scientificity and comprehensiveness of test paper, diversity of research and research methods, multi-dimension of research content and the depth of contrastive analysis, therefore, the research results need to be further proved, meanwhile, the future related research may begin from the above several points.