Abstract English vocabulary teaching is a way of language input。 In the light of “i+1” theory posed by Krashen, English teachers can provide vocabularies above the current level of junior students and closely related to the textbook and students may choose those vocabularies suitable for them before moving on to the "i+1" level spontaneously。 After the choice of suitable vocabularies, teachers can take full advantage of both "structural network" and "semantic network" to help students understand the general meaning of vocabularies before the mastery of internal structure and extended meaning of those vocabularies。 In addition, teachers can also make good use of non-linguistic factors to incomprehensive vocabulary teaching, which helps to bridge the information gap between “i” and “i+ 1”。94312

Keywords: junior students; i+ 1; vocabulary teaching; current level 

摘要初中阶段的英语词汇教学是语言输入的一种形式。根据Krashen提出的“i+1”理论，教师在进行词汇教学时,可在学生已有水平“i”的基础上,提供一些略高于该水平且与课本密切相关的词汇,让学生自主选择,顺利进入“i+ 1”阶段。词汇选择好以后,教师可借助于“结构网”和“语义网”,帮助学生先理解词汇原意“i”,而后把握结构及其引申含义,达到“i+ 1”水平。此外,教师还可利用一些非语言因素来进行词汇综合教学,弥补“i”与“i+ 1”之间的信息沟。

毕业论文关键词：中学生；i+ 1；词汇教学；现有水平

Contents

1。 Introduction。1

2。 Literature Review。。1

2。1 Vocabulary teaching and vocabulary learning 。1

2。2 Previous studies at home and abroad。。3

3。 “i+1” Theory5

3。1 Definition of “i+1” theory5

3。2 Characteristics of “i+1”theory6

3。3 Theoretical bases of “i+1” theory。6

4。 Application of “i+1” Theory to Vocabulary Teaching。7

4。1 The choice of vocabulary8

4。2 The use of multiple languages。。9

4。3 The adjustment of teacher talk9

5。 Conclusion。10

Works Cited。。12

1。 Introduction 

At present, in China’s junior middle schools, a considerable number of students get unprecedented confusion in vocabulary learning process。 They spend lots of time preparing and reviewing new words, but often with little success。 So, teachers should think about more efficient and effective methods to help junior students to build a stronger vocabulary system。

Krashen’s “i+1” theory can be used in every aspect in learning foreign language including reading, listening, speaking, writing and so on。 Therefore, this theory is also helpful to English vocabulary teaching。 Many people think the best way to teach students vocabulary is to let them recite and memorize more words and practice more。 However, what kind of vocabulary should students recognize and memorize? At the same time, how can they achieve better results by doing half the work? According to the “i+1” theory, vocabulary learning has an internally natural order and a gradual process of improvement。 Similar to this theory, students should add the input of “1” on the basis of the current level, which results in a higher-level vocabulary。 Compared to pupils or high school students, junior students begin to shoulder the responsibility of building a reasonable vocabulary learning system to found a strong basis for further learning。

This essay first introduces some methods of vocabulary learning and vocabulary teaching and some previous studies about this topic at home and abroad。 Then, it introduces the definition and characteristics of “i+1” theory。 At last, it applies “i+1” theory to vocabulary teaching and puts forward a series of methods。