In 2011, the National Standard for English Curriculum (2011:16), formulated by the Ministry of Education, sets a higher standard for junior high school students。 They are required to have a command of 3000 words upon graduation。 This is a new challenge for students and teachers。 Although both teachers and students spend much time and energy in the English vocabulary teaching and learning process, the feedback is very little。 To better help students learn English vocabulary, it is necessary to explore what learning strategies they use in their English vocabulary learning process。 This thesis attempts to review some valuable techniques in English vocabulary teaching。

“In order to improve the effect of vocabulary memorization, we not only should have a scientific language learning theory as guidance, but also we should pay attention to learning methods。” (Peng 3) Although there are many models of traditional English vocabulary teaching, there are not good ways for Chinese junior middle school students to learn English vocabulary effectively。 Therefore, how do students remove this obstacle in junior middle school?           

Firstly, this thesis explains the shortcoming of traditional English vocabulary teaching。 Then, this thesis aims to help students learn English vocabulary in a more efficient way base on the guidance of constructive learning theory。 Finally, the effective model how to apply in the real classroom。

2。 Literature Review

2。1 Foreign research on English vocabulary teaching文献综述

In terms of vocabulary teaching, the main teaching methods are: in the early twentieth century, the English teaching mainly emphasizes the literal meaning of words, and the main English vocabulary teaching method is grammar translation method。 During this period, teachers attach great importance to English vocabulary teaching。 On the basis of grammar analysis to explain the use of vocabulary and the difference between words and words, students can remember a large number of words。 Although students study English vocabulary through reading, they seldom speak in daily life。 

In the mid-20th century, the grammar translation method as a refutation, the direct method was produced in Europe。 The direct method emphasizes direct learning and application of foreign language through object and action。 The direct method focuses on the practice of language training, voice and oral teaching。 At that time, the British linguist West pointed out that, the acquisition to use and master the vocabulary of language learning is the most important part。 (Zuo 20) His viewpoint has aroused the attention from all walks of life on the English vocabulary, which has a certain impact on language teaching。 

Up to 1940s, the grammar translation method cannot meet the needs of people, due to military purposes, so the audio-lingual method was developed in the U。S。 During the Second World War, the audio-lingual method emphasizes learning vocabulary in process of listening and speaking。 Thus people strengthen the listening and speaking training。 The status of vocabulary teaching has been lowered。

In the 1970s, communication method has a great influence to get information, and to communicate with each other。 Until now, people continue to recognize the importance of English vocabulary teaching。