An Investigation Of The Transition In English Vocabulary Teaching From Junior To Senior Middle School

Vocabulary has a direct impact on the application and development of the students' English ability. However, after three years of English learning,junior high school students are still not good at learning English vocabulary when they are in senior high school. This is mainly because there is a big gap in learning English between junior and 'senior high school and new senior high school students can hardly adjust to senior high school teaching. English teaching in junior and senior high school has a lot of differences in the compilation of teaching materials, even in teaching methods. With the reform of the New Curriculum System, English teachers have begun to pay more attention to teaching transition from junior to senior high schools. Teaching transition not only helps students from the aspect of knowledge, but also enables them to meet the New Curriculum Standards in terms of learning habits and strategies, and to achieve autonomous learning.As we all know, vocabulary teaching is an important part of language teaching, and runs through the whole process of language teaching and influences many aspects of English teaching such as the teaching of reading,writing, and grammar. Therefore, vocabulary teaching transition from junior to senior high schools should be concerned. With the purpose of exploring the current situation of vocabulary teaching transition under New Curriculum Reform, the author made a questionnaire investigation for students and interviewed teachers in Hohhot No. 16 Middle School,including 280 students, 3 English teachers in junior classes and 3 English teachers in senior classes. Finally, the author found problems of vocabulary teaching transition.According to the study, students in junior classes learned English easily and got excellent results, but they could hardly adjust to English learning in senior classes, especially vocabulary learning. According to the author's English teaching experience, the reasons of junior high school students'English-related problems are mainly like these: teachers didn't put the New Curriculum Concept into practice. The vocabulary teaching methods were too simple and boring. The vocabulary learning efficiency was very low. Students haven't formed good habits of learning vocabulary and couldn't use the strategies of learning vocabulary.To solve these problems, the author put forward three solutions. First,teachers should renew their ideas of the New Curriculum renovation and put them into practice, including teaching and learning ideas. The specific practices are that teachers should establish some new views of teaching English vocabulary, that is, teachers' teaching views should be advancing,teaching should take students as the center and teaching materials should be adjusted. Second, teachers should vary vocabulary teaching methods, arouse students' interest in learning English vocabulary and improve the effectiveness of vocabulary teaching. Vocabulary presentation should be diversified, vocabulary teaching should combine with phonetic teaching and memorizing vocabulary should follow the law of the memory. Finally,teachers also should develop students' habits and strategies of learning vocabulary, and help student form autonomous learning habits and strategies to achieve efficient autonomous learning.The paper can be divided into five parts, which the specific structures and contents are as follows: The first chapter is introduction, which is mainly about the research background and the significance of research. The second chapter is the literature review. On one hand, through the research of status both at home and abroad, which summarizes the achievements and shortcomings of previous research, lay the basis of this study. On the other hand, it is about the related theory, such as the theory of Piaget's construction,Vygotsky's zone of proximal development theory, Favelas metacognitive.These theories provide theoretical support for the research of this paper. The third chapter is the research of questionnaire and interview on the current situation of English Vocabulary Teaching in junior and senior school. Analyze of questionnaire "the situation of English vocabulary learning of high school freshman" and the interview of the junior high school teachers. The forth chapter is the solution to the problems in the transition of English Vocabulary Teaching between junior middle school and senior school. Based on the research results and theoretical guidance, the paper puts forward a practical approach to the teaching of English Vocabulary for the problem existed in English vocabulary teaching. The fifth chapter is the conclusion, which summarizes the research results of this paper, and puts forward some suggestions for further research.Combining with the research of teaching activities and the investigation on English Vocabulary teaching; a research of high school freshmen and junior high school teachers' interviews, the author finds the existing problems of English vocabulary teaching transition in senior high school. According to the student questionnaire and teacher interview, the author puts forward the solution of vocabulary teaching transition using meta cognitive strategy theory and based on new curricula reform, which can make students'English learning a smooth and successfully transition and lay a good foundation for their three years of high school and lifelong learning.