The Problems And Solutions Of English Vocabulary Teaching Transition Between Senior High School And College In Fuzhou City

While high school and college are two different English learning and teaching stages, they are intrinsically connected. The success of high school-college transition will contribute to students' English learning efficiency. However, there exists a disconnection between the two, which results in a situation where many freshmen find it hard to adjust themselves to learning English in college. Therefore, this thesis intends to make inquiry into English vocabulary teaching transition between senior high school and college in Fuzhou City, aiming to clarify the following questions:(1) Is there a proper connection between the two stages in terms of syllabus vocabulary requirement? (2) Is there a proper connection between the two stages in terms of glossary and new words' presentation in college English textbook? (3) Are there any transition problems of vocabulary teaching and learning between the two stages?The thesis first explores the ideal vocabulary teaching and learning according to the theories of depth of processing, lexical chunks and vocabulary learning strategies, and explains the necessity of teaching transition from the perspectives of the input hypothesis and zone of proximal development. Then, the thesis makes an investigation into the current situation of English vocabulary teaching transition through comparative analysis, questionnaire survey and interview. By analyzing the results of the investigation, the thesis presents major problems of disconnection between the two stages as follows: (1) The first-level vocabulary requirement in college is almost twice as much as that of high school, making it hard for some freshmen to adapt themselves to college English learning immediately; (2) Some new words in the college English textbook are not presented properly, affecting student's vocabulary learning. (3) Teachers in high school tend to employ examination-oriented teaching approach, ignoring the requirement and characteristics of college English learning. What's more, the result also shows that students are poor at applying vocabulary learning strategies and lack of self-regulated learning ability as well as necessary pronunciation knowledge. In response to these problems, some suggestions are made correspondingly. This thesis hopes to arouse the teachers' awareness and attach importance to vocabulary teaching transition between the two stages. It also hopes to serve as guidance for improving vocabulary teaching and learning efficiency between the two stages.