摘 要英语作为一门全球性的语言，是世界科技进步国际经济发展与文化交流的载体。我们不能否认：无论是在学校还是在生活中它都越来越重要。语言的三要素包括语音、词汇和语法，而词汇作为语言的三要素之一，是构筑语言的基石。此外，我国新课程标准对词汇量的要求也有所提高。所以英语词汇教学扮演了很重要的角色。近些年来，许多学者和教育家一直在词汇教学方面进行研究，并取得了一些进步。但目前仍存在着许多问题需要我们去解决，如教法单一，课堂教学缺乏活力，机械记忆单词等。基于这些现状，本文以词汇教学发展历史及其重要性为背景，介绍了目前已有的相关词汇教学策略，接着从词汇教学现状出发针对性地提出自己在教学中的一些观点和建议，如将有意学习和无意学习相结合，丰富课堂教学，进行词汇学习策略训练等，从而促进词汇教学的改善与发展。83053

毕业论文关键词：英语；英语词汇；英语词汇教学

Abstract As a global language, English is a carrier of the development of the international technology and economy as well as the culture exchange。 We can not deny that it is becoming more and more important whatever in school or in daily life。 Language has three basic structuring elements including phonetic sound, grammar and vocabulary。 Famous linguist Wilkin has ever said: Without grammar very little can be conveyed, without vocabulary nothing can be conveyed。 And philologist Bolinger said: anyone who has mastered a foreign language knows well that it takes time to learn the language’s vocabulary。 In our country, the new curriculum standards totally set eight levels in language vocabulary requirement。 So, English vocabulary teaching plays an important role in achieving them。 In recent years, many scholars and educators have been studying on it and have acquired some progress。 However, there are still some problems and difficulties we should face and overcome。 Therefore, it is necessary to develop English vocabulary teaching。 And that’s the research significance of the paper。

Key words: the way of Exchanging Greetings  cross-cultural communication English and Chinese

Contents

摘要。i

Abstract。ii

I。 Introduction。。。1

II。 Importance and history of vocabulary teaching。。2

 2。1Importance of vocabulary teaching。。2

 2。2History of vocabulary teaching。。。3   

III。 Strageties of vocabulary teaching。5

IV。 Current situation of vocabulary teaching 9

 4。1 Neglect of teaching key point。。。10

4。2 Single vocabulary teaching method。10

4。3 Problem on vocabulary work in the classroom11

4。4 Too dependent on the meaning of Chinese translation of meaning。11

V。 Countermeasures on vocabulary teaching problems。。。11

 5。1 Emphasis on both receptive and productive konwledge of words。。12

5。2 An integration of intentional and incidental learning。。。12

5。3 Application of vocabulary activities。13

5。4 Vocabulary learning strategies training15

VI。 Conclusion17

Bibliography19

Acknowledgements。。。20

Present Situation and Countermeasure Analysis of Middle School English Vocabulary

I。Introduction 

  Vocabulary is one of the three elements of a language。 There are different kinds of definitions about it。 In structural linguistics, “word”, is the smallest free form bearing phonics and meaningful。 Hatch (2001:1) defines vocabulary in this way: The term vocabulary refers to a list or set of words for a particular language or a list or a set of words that inpidual speakers of a language might use。 In this thesis, whenever “vocabulary” is mentioned, it means a combination of above arguments: It refers to both single words and phrases for English language and chunks used by native speakers because part of vocabulary is acquired in the form of single words, and part of it is learned and memorized in the form of chunks。 Without vocabulary, there will be no language materials and grammar。 In China, teaching English as a foreign language (TEFL) has a long history of a century or so。 However, it has been mainly dominated by approaches loaned from abroad。 For example, before 1980s, English teaching in China was conducted in grammar-translation way; since 1990s, communicative approach has been prevailing in TEFL。 It is a fact that none of these approaches agreed much with Chinese learners。 As a result, TEFL in schools in China remains to be “time consuming and poorly-efficient”。 In recent years, many scholars and researchers combined different theories or definite teaching methodologies with vocabulary teaching to carry on research。 For example, Li Zhuping (2003) applied Deconstruction Semantic Theory in vocabulary teaching to help students understand the semantic relationship between vocabularies in more depth。 Students feel more interested and confident in vocabulary learning, then, their English application and communication ability can be developed。 Front-line teacher Qu Hongyan (2009) carried on the vocabulary teaching study of implementation of the participatory teaching in senior school。 She thought traditional vocabulary teaching can be used actively by students to learn vocabulary in the process of their independently inquiry。 However, both the study and teaching of English lexicology start at a late stage both at home and abroad。 Consequently, generally speaking, the study of English lexicology teaching has been ignoring。 And though there are a great number of teaching materials, it’s not prosperous。 Thus this thesis points out the current situation of English lexicology teaching and explores relevant countermeasures to make a study of vocabulary teaching。