4。1。3 Communicative Principle 9

4。1。4 Comprehensive Teaching Principle 10

4。2 Specific Methods and Strategies for Vocabulary Teaching 10

4。2。1 Game Method 10

4。2。2 Example Sentences Method 11

4。2。3 Context Method 11

4。2。4 Association Method 12

V。 Conclusion 12

Bibliography 14

Acknowledgments 15

Research on the Application of Student-Centered Vocabulary Teaching in Middle School English Teaching

I。 Introduction 

Gass says that learning a second language means learning its vocabulary” (Gass 325)。 It is well acknowledged that vocabulary is the foundation of English learning。 A solid vocabulary base enables students to improve their English abilities like listening, speaking, reading and writing effectively and efficiently。 As Krashen and Terrell write in their book “The Nature Approach” that “of the two tools for communication, vocabulary and grammar, the former is clearly the most essential one” (Krashen & Terrell 28)。 Wilkins agrees with this opinion totally since he says “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed” (Wilkins 297)。 They all prove that vocabulary is absolutely one of the indispensable components of language system。 However, vocabulary teaching, as a substantial topic in English teaching, has been long neglected and belittled, causing a large number of problems in vocabulary teaching。 In this paper, the author intends to analyze the main problems existing in vocabulary teaching of middle school, such as the excessive input into students and the lack of scientific teaching methods in vocabulary teaching。 Then, there is a new theory which can be introduced to improve the vocabulary teaching; that is the theory of lexical chunks which is very helpful in the application of vocabulary teaching。 In addition, the student-centered mode is also an essential point that can not be overlooked。 It is the chief principle that teachers need to follow in their whole teaching practice。 All in all, this paper means to find the effective methods and strategies that can guide the English vocabulary teaching under the concept of student-centered mode。 文献综述

II。 Problems Exisiting in English Vocabulary Teaching

“Words are basic building blocks of language” (Brown 152)。 According to Carthy, no matter how well students learn grammar, no matter how accurately and idiomatically the sounds are produced, without vocabulary to deliver a wide range of meanings, the communication will be destined to fail in the meaningful way (Mc Carthy 98)。 That is to say, vocabulary teaching should be paid specific attention in the long process of language learning and teaching。 However, as a matter of fact, vocabulary teaching is a big problem to the majority English teachers in middle school。 Although a lot of energy and time has been spent in vocabulary, there are still many problems existing in English vocabulary teaching, mainly including the excessive input into students and the lack of scientific and efficient teaching methods,来`自+优-尔^论:文,网www.youerw.com +QQ752018766-

2。1 Input of the Excessive Vocabulary

The number of English vocabulary is innumerable; and besides, everyday there are many new words coming out。 Thus, it is impossible for students to learn all these words; and so, English teachers should carefully choose those words that are suitable for students to learn。 The new standard for vocabulary learning and teaching has been issued in the New English Curriculum Standards in 2003。 It puts emphasis on the two important aspects of vocabulary teaching, both the quantity and the quality of vocabulary teaching。 For instance, as the eighth class goal, it demands students to grasp about 3,300 English words and at the same time 400 to 500 English collocations; and as the ninth class goal, there are about 4,500 words for students to master。 The demand of such a large number of words is certainly a big challenge not only for students but also for their teachers。 As for the quality of vocabulary teaching, the Standard asks that students should be able to use the vocabularies they learned to communicate about different intentions, attitudes and different functions as the eighth class goal。 The examples above prove that the quantity and quality of students’ vocabulary learning should be pay equal attention。 However, as a matter of fact, the quantity of vocabulary is weighed much heavier than the quality in practical English vocabulary teaching。 There are excessive words that students have to learn, and especially those infrequent words which are not usually used in real life; and the large quantity of vocabulary brings students huge pressure to memorize。 On the other hand, teachers also has complains about the excessive vocabulary because there are not only too many words in the textbook but also many different words in the relative exercises and texts。 They are confused about whether the words in those practice materials should be explained or not。 In addition, many words students learned in class can not be usually used in their daily life, so students may feel it useless and time-consuming to remember them。 Thus, the excessive input of vocabulary is a big problem that needs to be solved eagerly。