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5.1 Major Findings 48
5.2 Suggestions for Further English Vocabulary Teaching in Primary Schools 48
5.3 Limitations 49
References 51
Appendix Ⅰ 52
Appendix Ⅱ 56
Appendix Ⅲ 60
A Survey of English Vocabulary Teaching in Lishui No.3 Primary School of Nanjing Based on the New National English Curriculum Standards
Chapter One Introduction
1.1 Background of the Research
If we compare one language to a human, then the language structure will constitute the basic skeleton of this language, and the vocabulary will provide the human basic organs, flesh and blood. The language structure is not able to express any meaning without the vocabulary. That is to say, if there is no vocabulary, there will be no language, human beings will be unable to speak or communicate, and even human beings' activity of thinking cannot be implemented, because it is the sentence which is formed by vocabulary that make contributions to realizing the interpersonal communication. Each sentence and each paragraph we say is composed by many words and phrases. If someone wants to understand the meaning of someone else's speech well, or someone wants to express his or her own thoughts and feelings clearly and accurately, the precondition is that he or she must accumulate a certain amount of vocabulary in advance (Wang Dianjian, & Lai Hongling, 2007, p.68). Therefore, vocabulary is the foundation of language learning. Only accurate understanding and flexible application of the vocabulary can help the language learner authentically master one language. As a result, vocabulary teaching plays a fatally important role in primary school English teaching.
As we all know, the New National English Curriculum Standards pays close attention to the development of students, and emphasizes that the education should be student-centered. The English curriculum in the phrase of compulsory education is dual-natured, possessing both the function of instrumentalism and humanity (The Ministry of Education of the People's Republic of China, 2011, p.2). From this point of view, we can see that the new English curriculum attempts to accomplish far more than just help students to learn English. The new English curriculum should also make contribution to students’ all-round development, providing them with a variety of opportunities to strengthen their interest in learning English and to develop as inpiduals. In addition, the curriculum actively promotes the quality education (as opposed to the exam-orientated education). In order to promote the quality education, particular attention must be paid to attaching importance to each student’s feelings, arousing and continually increasing students’ interest in learning English, and helping students to gain a sense of accomplishment and self-confidence. The curriculum must go beyond developing students’ comprehensive language competence to include areas, such as improving students’ ability to make contribution to both cultural and social life, developing students’ practical abilities and cultivating students’ creativity.
With the promulgation and implementation of the English Curricular Standards in the Phrase of Compulsory Education (2011 Edition), the English textbook employed by Jiangsu province has been fully undated by the spring of 2015. The plate design of the new teaching material content has been totally different. Accordingly, the design and arrangement of vocabulary teaching are different from before.
Lishui NO.3 Primary School of Nanjing is my alma mater, which is a typical primary school in Nanjing province. Students start to learn English from Grade 3. There are 14 English teachers in total, and there are 312 students of Grade 3, 390 of Grade 4, 424 of Grade 5 and 377 of Grade 6 in total. The average number of students in each class is about 50, which is not the minority small-class teaching mode. What's more, the present English textbook has been totally changed into a new edition published by Yilin Press. By performing as a cadet teacher for one week in May 2014, I notice the teaching philosophy of teachers in this school has changed a lot. Teachers have realized the importance of cultivating and enhancing students' interest in learning one subject and they do have tried to achieve this goal. However, how exactly current primary English vocabulary teaching deploy is still ambiguous.