The Research On Vocabulary Transition And Its Strategies In English Reading Teaching From Junior Middle School To Senior High School

Vocabulary teaching is an essential part in English teaching, which plays an important role in improving students'English ability. Vocabulary teaching in junior middle school is the basis and premise of vocabulary teaching in senior high school. The better effect of the former vocabulary teaching is helpful for the latter vocabulary teaching, so if the better transition of vocabulary teaching can be made from junior middle school to senior high school, the teachers'load of English vocabulary teaching can be eased much, and students'vocabulary learning difficulties can be overcome more, as a result, the smooth transition from junior middle school to senior high school can be achieved. However, at present many problems still exist in English vocabulary teaching transition from junior middle school to senior high school, which influence the students'learning. Based on what is mentioned above, it can be concluded that vocabulary teaching transition is very essential in the English reading teaching from junior middle school to senior high school. In this study, the writer tries to use the new strategies to vocabularies teaching during the process of English reading teaching with the purpose of achieving smooth vocabulary transition from junior middle school to senior high school.The author selects sixty students in two classes in Grade Nine from one junior middle school in Huan Xian County as the subjects. One class as the the Control Class and the other as the Experimental Class. In the control class the author employs traditional strategies to teach vocabulary, while in the the experimental class the author uses new strategies to teach vocabulary. When they enter into senior high school, the students who come from control class and experimental class in junior middle school participate in the tracking test. In the process of analysis of the collected data, the author uses SPSS16.0 to analyze the data, which come from sixty students'scores in the pre-test, mid-test and post-test. In this study, the author interviews four teachers in junior middle school and senior high school and interviews three students in the the experimental class. When students enter into senior high school, the author interviews four students who come from experimental class and control class in junior middle school. At last, the author records the feedbacks of the interview, analyzes and summarizes it.The study indicates:(1) The transition of vocabulary teaching strategy is the main problem in vocabulary transition from junior middle school to senior high school in English reading teaching.(2) Cultural background strategy, context strategy, word-formation strategy, blank filling and extracurricular reading with Chinese notes can be used for dealing with the problem of vocabulary transition in English teaching, and using these strategies can achieve better effects on vocabulary transition. (3) The better effects of vocabulary transition are reflected in the following three aspects:?It can improve students' vocabulary size, which can make students' vocabulary learn more easily.?It can strengthen students' adaption to vocabulary teaching in senior one, as a result, students can adapt to vocabulary learning quickly.? It can reduce students' difficulties of vocabulary learning, and shorten the transition period from junior middle school to senior high school.