1。2 Significance and purposes of the study

With the entrance of English into junior middle classes, people pay much attention to English teaching in junior middle school。 In the beginning, students got a knowledge of English and western culture。 Afterwards, English is one of the important courses which is included the course of entrance exams of middle school。 However, there are few practice researches on English vocabulary teaching in the period of rural junior school。 The relationship between practice researches and theoretical researches is not close and teachers have few experience and teaching methods to consult。 Rural junior middle school students group is a special group whose parents didn’t show enough care。Their teachers didn’t expect too much for their grades。 The students in rural school themselves are naughty and love to play by nature。 Based on these situations, the author thinks that finding the properest teaching methods for rural junior middle school student is essential that is helpful to resolve the language obstacles between teachers and students 。 

1。3 Structure of the study来自优I尔Q论T文D网WWw.YoueRw.com 加QQ7520~18766

The current study is pided into five parts。 The first part is introduction in which the author states the background, significance and purposes of the study briefly。 The chapter two is literature review。 In this chapter, the author overviews the previous studies on the English learning vocabulary strategies and teaching methods。 The third part is the analysis of vocabulary teaching in 

 junior middle school。 In this part, the author analyze the situation, problems of English vocabulary teaching in rural junior middle school。 Chapter four is providing some strategies on vocabulary teaching in rural junior middle school based on the previous analysis and investigation。 The last chapter is conclusion for the whole study。 

2。 Literature Review

In this chapter, the author overviews the previous studies on English vocabulary teaching。 Previous studies provide theoretical framework and references to the current study。

Qu Guizhen(Qu 2011) studied the general situation of English vocabulary learning strategies used by rural high school students。 It includes some of the most and least used strategies for memorizing word and the differences in vocabulary learning strategies used by students of different genders。

She used interviews and questionnaires these two ways。 The questionnaire was carried out in two groups with better English scores and poorer grades。 The purpose of this study was to find out the general cognition and usage of vocabulary learning strategies。

The results show that there is no significant difference between the gifted students and the poor students in the cognition and use of vocabulary strategies。 

Siwei(Mo 2015) Mo adopted the method of literature analysis, theoretical research, questionnaire, interview and combined with case study to analyse the problems existing in English Vocabulary Teaching in senior high school in rural areas, to explore the strategies to improve rural senior high school English vocabulary teaching。

He took great lengths to introduce the definition and related articles in his paper which involved the learning strategies and teaching strategies。 So the data analysis and corresponding solutions put forward seems inadequate 。

Through survey of questionnaire, classroom observation and interview, GuoBiqing(Guo 2013) took Fugong middle school of Longhai as an example to investigate and study English Vocabulary Teaching in rural middle school。 The main problem is the study of senior high school English teachers’ understanding of the English vocabulary teaching; high school English vocabulary teaching method and teaching strategies as well as for teachers; English teaching and in English vocabulary learning in senior high school students’ attitudes and perceptions。论文网 农村初中英语词汇教学研究(2):http://www.youerw.com/yingyu/lunwen_201818.html