高中英语词汇教学中存在的问题及对策研究

单位代码10476学号1305480003分类号H08硕士学位论文高中英语词汇教学中存在的问题及对策研究——以河南省长垣县第一中学为例学科、专业：研究方向：学科教学（英语）申请学位类别：文学硕士申请人：指导教师：二0一五年五月AStudyontheProblemsandCounter-measuresofEnglishVocabularyTeachinginSeniorHighSchoolADissertationSubmittedtotheGraduateSchoolofHenanNormalUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsBySupervisor:Prof.SunHaiyanDate：May,2015AcknowledgmentsFirstofall,IwouldliketoextendthemostsincerethanksandthedeepestrespecttomysupervisorProfessorSunHaiyan,withoutwhoseinvaluableinstruction,preciousadviceandcarefulrevision,Iwouldhaveneveraccomplishedthisthesis.Iwanttoextendmysincerestgratitudetoagreatmanypeople,whohavegivenmemuchhelpinavarietyofways.Withouttheirgeneroushelp,Iwouldnothavewrittenthisthesissmoothly.MymostsincerethanksalsogotomycolleaguesinChangyuanNo.1MiddleSchool,whohavehelpedmecollecttheinformationintheprocessofwritingthethesis.Ialsowanttothankthestudentswhoparticipateinthestudyactively.Meanwhile,thankmyleaders,whogivemesomeinstructivesuggestions,andmyschool,whichoffersmethefacilities,forexample,thelibrary,whereIcangetaccesstolotsofmaterialsIneedinwritingthethesis.Lastbutnotleast,Iowealottomyhusband.Itishewhosupportsandencouragesmetofinishmythesis.摘要作为一门重要的国际性语言，英语是世界科技,国际经济与文化交流的载体。毋庸置疑，随着社会和经济的发展，英语不管是在学校还是在我们的日常生活中发挥着越来越重要的作用。词汇是语言的基础材料，没有词汇就没有语言。因此，词汇教学是外语教学中至关重要的环节。所以如何搞好词汇教学，如何让学生更有效地掌握词汇是摆在教师面前的一大难题。教师如何改进英语词汇教学，完成词汇教学任务，成为亟待解决的问题。研究表明，外语教学的成败在很大程度上取决于词汇教学的效果。词汇量的大小直接影响听、说、读、写各项能力的发展，是培养学生综合语言运用能力的基础。学生不掌握一定的词汇量，就无法顺利进行听、说、读、写、译，就无法进行英语交流。因此,词汇教学是英语教学是高中英语教学的重要组成部分。然而，由于各种各样的原因，当前的高中英语词汇教学中存在着众多问题。在将近11年的高中英语教学中，作者深感词汇教学的困难和压力。为了更好了解目前高中学生词汇学习的状况，发现高中英语词汇学习中存在的问题，作者编制了学生词汇学习现状问卷调查表。为了找出解决英语词汇教学的具体方法，作者对该年级的20位英语教师做了一份英语词汇教学现状的调查研究，以便在今后的教学中更好地调整教学策略，调动学生学习英语的主动性，并提高词汇教学的效率，这就是本篇论文的目的所在。本篇论文的主要目的是探究河南省长垣县第一中学在英语词汇教学中存在的问题，研究结果表明，当前的英语词汇教学远非令人满意，依然存在在各种各样的问题，主要表现在两个方面：学生学的问题与教师教的问题，针对这些问题，作者主要从教师方面分析如何提高高中英语词汇教学。本论文共分为五章。首先简要介绍本研究发起的动机，意义及各部分内容简介；第二章主要介绍英语词汇教学的研究概况；研究方法在第三章；第四章分析了高中英语词汇教学现状，分析了词汇教学中所存在的问题，同时重点讨论了提高英语词汇教学质量的有效方法；第五章是结论和教学建议。关键词：英语词汇现状；英语词汇；英语词汇的学习；英语词汇教学AbstractEnglish,asanimportantinternationallanguage,isthecarrierofscienceandtechnology,internationaleconomyandculturalexchange.ThereisnodoubtthatEnglishplaysanimportantroleatschoolorinthedailylifewiththedevelopmentofsocietyandeconomy.Vocabularyisthebasicmaterialoflanguage.Therewouldbenolanguagewithoutvocabulary.Therefore,inforeignlanguageteaching,vocabularyteachingplaysthecrucialrole.Sohowtoimprovevocabularyteachingandhowtoenablestudentstomastervocabularymoreeffectivelyisadifficultprobleminfrontofteachers.Forteachers,howtoimproveEnglishvocabularyteachingandcompletevocabularyteachingtaskisbecomingaproblemtobesolved.Alotofresearchhasshownthat,toagreatextent,whetherforeignlanguageteachingissuccessfulornotdependsontheeffectivenessofvocabularyteaching.Vocabularysizecandirectlyinfluencenotonlylisteningandreadingbutalsospeakingandwriting,whichisthebasisofcultivatingstudents’competenceofusingthelanguage.Iftheyhavenosufficientvocabulary,studentswillhavedifficultyinlistening,speaking,reading,writingandofcourse,theycannotcommunicateeffectively.Therefore,vocabularyteachingisavitalpartinEnglishteachinginseniorhighschool.However,forvariousreasons,thereexistagreatmanyproblemsinthepresentEnglishvocabularyteachinginseniorhighschool.Theauthor,whohasbeenteachingformorethan11years,hasfoundhowdifficultandstressfulinvocabularyteaching.Inordertofindoutthesituationandfindtheproblemsexistinginhighschoolstudents’vocabularylearning,theauthorcompilesaquestionnaireaboutstudents’vocabularylearningsituation.Besides,withthehelpofotherteachers,theauthoraswellas20Englishteachersmakesasurveyresearch(mainlyforvocabularyteaching),whosepurposeistofindthebestwaytosolvevocabularyteaching,soastoadjusttheteachingstrategyinthefutureteaching.Onlyinthiswaycanteachersarousetheinitiativeofstudents,improvetheefficiencyofvocabularyteaching,whichisthepurposeofthispaper.ThepresentresearchisaimedtoexplorethecurrentsituationofEnglishvocabularyteachinginNo.1MiddleSchoolofChangyuanCounty,HenanProvincetofindouteffectivemethodstoimproveteachers’vocabularyteachingeffectively.TheresearchresultsshowthatthegeneralsituationofEnglishvocabularyteachingisfarfromsatisfactory.ThereexistavarietyofproblemsinthepresentEnglishvocabularyteachinginseniorhighschool,whichmainlyincludetwofollowingaspects:students’problemsandteachers’problems.Tosolvetheseproblems,theauthormainlyanalyzeshowtoimproveEnglishvocabularyteachinginseniorhighschoolfromtheaspectsofteachers.Thispaperisdividedintofivechapters.Inthefirstchapter,ageneralintroductionwillbeintroduced,theresearchmotivationandthesignificanceofthisresearch,andthecompositionofthispaperincluded,Literaturereviewwillbeshowninthesecondchapter,inwhichtheauthorintroducessomerelatedconceptsofEnglishvocabularyteaching.ThetheoreticalfoundationofvocabularyteachingandEnglishvocabularyteachingathomeandabroadincluded.ResearchMethodologyispresentedinthethirdchapter.Inthefourthchapter,itmainlyanalyzesthevocabularyteachingandlearningcircumstancesinseniorhighschoolsinChina.Theauthorpointsouttheproblemsofvocabularyteachingandlearning.Atthesametime,themethodsofimprovingvocabularyteachingarepresented.Itcoversthreeaspects,emotionaleducation，themethodsoflexicalteaching,andthemethodsofvocabularylearning.Inthefifthchapter,itsummarizesthewholepaperandproposesomepedagogicaladviceforfutureworkinvocabularyteaching.Keywords:ThePresentSituationofEnglishVocabulary;EnglishVocabulary;EnglishVocabularyLearning;EnglishVocabularyTeachingVTableofContents………………1ChapterOneIntroduction…………….………….31.1ResearchMotivation………….………………31.2ResearchObjectives………………….……….31.3OrganizationoftheThesis…………….……..4ChapterTwoLiteratureReview…………………52.1TheDefinitionofRelatedConcepts…………………….……52.1.1TheConceptofVocabulary………….……..52.1.2TheImportanceofVocabularyTeaching…………….……62.1.3TheContentofVocabularyTeaching………….………….72.2TheTheoreticalFoundationofVocabularyTeaching……………….……...72.2.1SecondLanguageAcquisition…………………82.2.2SecondLanguageVocabularyAcquisition………………..92.2.3TheTheoryofCognitivePsychology……………………..112.3PreviousStudiesonVocabularyTeachingathomeandabroad…………..………….…..132.3.1StudiesonVocabularyTeachingabroad……..……………..142.3.2StudiesonVocabularyLearningStrategiesatHome……….……………14ChapterThreeResearchMethodology………...163.1ResearchQuestions…………….……………163.2ResearchSubjects………..…..173.3Instruments…………..………183.3.1Questionnaire……….……………..………183.3.2TeachingExperiment……….…….………183.3.3Interviews……….……………..………193.4DataCollection……….……………..………19ChapterFourResultsandAnalysis…….……………..…….…204.1InvestigationResultandAnalysis…….……………..…..…204.2TheProblems…….……………..………304.2.1Teachers’Problems………………………..304.2.2Students’Problems…………324.3VocabularyTeachingMethods334.3.1TheEmotionEducation………...334.3.2VocabularyTeachingMethods………...3ExplainingWord-formation……………...3TeachingVocabularyintheContext…3UsingAssociation3Culture

Infiltration…………4Guessingwords…………………...…….4ReviewingTimely44ChapterFiveConclusion……………..475.1SummaryofMajorFindings……………………475.2LimitationandSuggestions………485.2.1Limitation………485.2.2Suggestions48References……………51攻读学位期间发表的学术论文目录……………………独创性说明………………关于论文使用授权的说明……………ChapterOneIntroduction1.1ResearchMotivationVocabulary,asoneofthethreeelementsofalanguage,isthebasicelementofthelanguage.Vocabularyplaysan

essential

role

inthewholelanguageteaching.But,foralongtime,grammarteachinghasbeenfocusingoninthetraditionalEnglishteachinginChina,whilevocabularyteachinghasbeenignoredbyteachers.Theygenerallythinkvocabularyteachingisnothingbutspelling,readingandreciting.Itisunnecessarytodevotetheirlimitedtimetovocabularyteachinganditisstudentsthemselveswhoshouldberesponsibleforbuildinguptheirvocabulary.Withthedevelopmentofscienceandsociety,Englishismoreandmoreimportantallovertheworld.Itisrequestedthatteacherschangetraditionalteachingmethodssoastoadapttotherequirementsofthenewtimes.1.2ResearchObjectivesandSignificanceAsisknown,vocabularyisthebasicmaterialoflanguageandtherewouldbenolanguagewithoutwords.JustasWilkins(1976:86)holds,“Withoutgrammar,verylittlecouldbeconveyed,whilewithoutvocabulary,nothingcouldbeconveyed.”Therefore,vocabularyteachingisalwaysanimportantlinkinEnglishteaching.Canale&Swainpointoutlanguageabilityisavitalpart,andvocabularyisoneofthecoresofthelanguagecommunication.River(1988)thinksthathavingagoodcommandofenoughvocabularyisthekeytothesuccessfuluseofaforeignlanguage.Thesizeofvocabularyhasagreateffectonnotonlythestudents’listeningandreadingbutalsospeakingandwriting.Therefore,underthenewform,vocabularyteachingisrefocusedon.The“old”topicinforeignlanguageteachinghasitsrealisticsignificance.（LiuHongmei，2007）Englishisveryrichinvocabulary.Itisimpossibleforstudentstoremembereachword.However,95%ofbasicwordsusedfrequentlyareatmost3000,whicharethebasicvocabularyofEnglish.AccordingtoSeniorMiddleSchoolEnglishCurriculumStandard(2003),thenumberofvocabularyseniorhighschoolstudentsshouldmasterhasincreasedfrom2000to3500.Therefore,masteringthesewordsisconducivetoimprovingtheabilityoflistening,speaking,reading,writingandtranslatinginEnglishlearning,whichwillachievetheultimategoaloflearninglanguage.Firstofall,vocabularyteachingrequiresteachersthemselvestoexpandtheirvocabulary.Asthesayinggoes,“Togivestudentsabowlofwater,onemusthaveabucketofwater”.Itrequiresteachersthemselvestoknowalotaboutvocabulary,researchvocabularyteachingstrategies,whichwillimprovetheirprofessionalism.Secondly,teacherswillseekthebestormostsuitableteachingstrategiestoimprovetheirteachingmethods,whichwillachievetheaimofpromoting

the

teaching

quality

and

efficiency.Vocabularyteachingaimstodevelopstudents’abilitytorememberandstimulatestudents’thinkingandimagination,whicharousestheenthusiasmofstudentsandenlightenstudents’thought.Inaword,thepurposeofthisresearch,whichaimstomakeaninvestigationintothecurrentsituationofvocabularyteachinginseniorschools,istofindouthowtohelpstudentsmasterEnglishvocabularymoreeffectivelyandefficiently.ThestudywillbeofgreathelptostudentsinlearningEnglish.Atthesametime,thestudyonthevocabularyteachingstrategieswillbeinstructiveinseniorhighschool.1.3OrganizationoftheThesisThispaperconsistsoffivechapters.Firstchapterisageneralintroductionofthispaper,thebackground,significance,andthecompositionofthispaperincluded.Literaturereviewwillbeshowninthesecondchapter,inwhichtheauthorintroducessomerelatedconcept,thetheoreticalfoundationandEnglishvocabularyteachingathomeandabroad.ResearchMethodologyispresentedinthethirdchapter.Inthefourthchapter,itmainlyanalyzestheproblemsofEnglishvocabularylearningandteachinginseniorhighschool.inChina.Theauthorpointsouttheproblemsofvocabularyteachingandlearning.Atthesametime,themethodsofimprovingvocabularyteachingarepresented.Itcoversthreeaspects,emotionaleducation，themethodsoflexicalteaching,andthemethodsofvocabularylearning.Inthefifthchapter,itsummarizesthewholepaperandproposesomepedagogicaladviceforfutureworkinvocabularyteaching.ChapterTwoLiteratureReviewInrecentyears,moreandmorepeoplehavebeenpayingattentiontothestudyonlexis.Manyscholarsathomeandabroadhavedonealotofresearchonvocabularyteachingfromdifferentangles,mostofwhichrefertovocabularyteachingstrategies,vocabularylearningstrategies,thecommonproblemsofvocabularyteachingandsoon,butfeweffortshavebeenmadeontheresearchfindingthecountermeasurestotheteachingproblems,soitisnecessarytodofurtherresearchinthisarea.2.1TheDefinitionofRelatedConceptThetraditionalviewholdsthatvocabularyisthesimpleaccumulationofwords，whichissimilartothedefinitioninXinhuaDictionary:Vocabularyusedinalanguageistheconstructionmaterialoflanguage.IntheChinesedictionary,vocabularyreferstothesumofallthewordsinalanguage(Cihai:375).Vocabularyisalsomeantallthewordsthatsomeoneknows,learnsoruses(LongmanEnglishDictionary:2221).Hatch&Brown(2001:1)thinkvocabularyreferstoalistorsetofwordsforaparticularlanguageoralistorsetofwordsthatindividualspeakersofalanguagemightuse.Butthemeaningofvocabularyismuchbroaderinthelexicalsystem.Inthelexicalsystem，wordsaredefinedasasetofmanychunksfoundintheSpectrumofGenerativePower,whichdescribevocabularyas“theabilitytocreatenewwords”(Lewis,1993:37).Lewis(1997)dividedchunksintofourtypes.1.WordsandPolywordsThistypeofchunksisactuallythetraditionalsenseofthe“vocabulary”.Theformerreferstothecombinationofletters.Thelatterreferstotheso-called“fixedphrases”consistingofmorethanoneword,suchas,belongto,inreturnfor.Thesephrasescannotbearbitrarilyreplaced,otherwisethemeaningwillchange.2.Collocations Lewisdefinescollocationasawordcombinationappearingwithhighfrequency.3.InstitutionalizedUtterancesInstitutionalizedutterancesrefertoawordcombinationwithfixedpragmaticfunctions，whichhaveafixedorsemifixedform.Itcanbeawholesentence,suchas“Iwilldoit”.4.SentenceFramesandHeadsSentenceframesandheadsarethechunkswithfixedorsemifixedformandfunction,whicharesimilartoinstitutionalizedutterances.Theyareusuallyusedasthemeansoftextorganization，suchas“foronething…,foranother…”.2.1.2TheImportanceofVocabularyTeachingVocabularyabilityisthemostimportantinfundamentaleducation.Thesizeofvocabularyhasagreateffectonnotonlythestudents’listeningandreadingbutalsospeakingandwriting,whichisthebasicofcultivatingstudents’languageusingcomprehensively.JustasMcCarthy(1991)pointedout,ifhedoesnothaveenoughvocabularytoexpresshisfeelings,apersonwillnotbeabletousethislanguagetocommunicatewithothers,regardless

of

howwellhemastersgrammar.AsasayinggoesinChina,onecan’tmakebrickswithoutstraw.Therequirementsofvocabularycapacityforseniorschoolstudentshavegreatlyincreasedaccordingtothenewly-issuedSeniorMiddleSchoolEnglishCurriculumStandards,whichrequiresstudentsmaster3000wordsand400-500idiomsorfixedcollocationinseniorhighschool.Sostudentsshouldmaster5000wordswhentheygraduatefromseniorhighschool.Teachersshouldpayspecialattentiontovocabularyteaching.2.1.3TheContentofVocabularyTeachingFromamacropointofview,vocabularyteachingisnotonlyinvolvedinasinglewordbutalsoitspragmaticmeaningandrelationshipwiththecontext.Lauferbelievesthatthedevelopmentofvocabularyismorethanaproblemofquantity.Soteachersmustcultivatestudents’abilityofusingvocabulary.Fromthemicropointofview，thebasicelementsofvocabularylearningarepronunciation,spellingandsemantic.Manystudentshavealotofdifficultyincommunicatingbecauseoftheirpoorpronunciation.Toknowthemeaningofword,studentsshouldnotonlyknowwhatissaidinthedictionary,“butalsohaveaclearideaofitscollocationinsemanticsorconnection.Itsassociationandpragmaticfeatures;Ithasonlyonemeaningormore,includingitsidiomaticmeaning”.（王颖，2004）2.2TheTheoreticalFoundationofVocabularyTeaching2.2.1SecondLanguageAcquisition1.TheDefinitionandCharactersofSecondLanguageAcquisitionSincethereformandopeningup,especiallyinrecent20years,greatprogresshasbeenmadeintheresearchontheacquisitionofEnglishinChina.SecondLanguageAcquisitionreferstotheprocessinwhichpeopleacquirealanguageotherthanmothertongueconsciouslyorunconsciously.SecondLanguageAcquisitionincludestwotypes.Oneistolearnasecondlanguagethroughdailycommunication.Theotheristhroughclassteaching.IntheprocessofSecondLanguageAcquisition,Krashenpointsouttherearetwoinputtypes,roughly-tunedinputandfinely-tunedinputincluded.Theformerreferstothelanguageinputwithoutanyadjustment,whilethelatterreferstothelanguageinputwithadjustment.Krashenholdsthatthereisnoneedforstudentstoafford“finely-tunedinput”.Instead,heindicatesthatteachersshouldprovidetheirstudentswithintensive“roughly-tunedinput”,throughwhichlearnerswillcontinuallyreceiveinputoflanguageknowledgetoconsolidateandmasterit.2.TheSignificanceofSLAandImplicationsforForeignLanguageTeachingThesecondlanguageacquisitiontheoryhasagreatguidingsignificancetoforeignlanguageteachingintheoryandpractice.Indailyteachingprocess,teachersshouldhelpstudentsexpandEnglishknowledge,enrich

Englishlexicalstructures,andstrengthenlanguageinput.Researchhasprovedthatreadingcanactivatelexicalstructures,helpthelearnerstocollectthesemanticandsyntacticknowledgeandenrichtheEnglishlexicalstructures.Inthepromotionoflanguageacquisitionprocess,thelanguageinputismainlyconsidered.Comprehensiblelanguageinputisthekeytolanguageacquisition.AccordingtothecurrentEnglishteachingsituationinChina,studentsgetmorecomprehensiblelanguageinputisthekeytogainingmorecomprehensiblelanguageinput.Classroomteachingisanimportantwaytoprovidethestudentswithcomprehensiblelanguageinputandvocabularylearningisthemostbasicelementinlanguagelearning,sovocabularyteachinginclassisparticularlyimportant.TeachersmustcreatemoreopportunitiestocommunicateinEnglishandbringstudentsintocontactwithcomprehensiblelanguageinputtodealwiththeproblemsaboutlanguageinputinclass.Theteachingcontentsfortherealcommunicationshouldcontainthefollowingaspects.1.TeachersshouldgivelessonsinEnglishinclass.2.TeachersshouldcommunicatewithstudentsinEnglish.3.StudentsshouldtrytheirbesttocommunicatewitheachotherinEnglish.Inaddition,extracurricularactivityisanimportantplacewherestudentscanacquirealotofcomprehensiblelanguageinput,whichcannotbeneglected.StudentscantakepartintheEnglishcorner,communicatewithforeignteachers,andwatchtheoriginalmoviestocontactwithalotofcomprehensiblelanguageinputinthenaturallanguageenvironment,whichcanhelptostimulatestudents’interestinlearning,increaseknowledge,andexpandtheirvocabulary.Inshort,thesecondlanguageacquisitiontheory,especiallytheKrashen’semphasisontheideasoftheacquisitionandthecomprehensiblelanguageinput,hasaveryprofoundsignificancetoforeignlanguageteaching.SoEnglishteachersshouldtrytheirbesttolearnandmasterit.Underthescientificguidanceofthesecondlanguageacquisitiontheory,theycancarryouttheirownvocabularyteachinginacorrectway.TheycanalsoadoptthemostsuitableteachingmethodstomakeEnglishteachingmoreeffective.2.2.2TheSecondLanguageAcquisitionTheorySecondlanguageacquisitionreferstotheprocess,inwhichpeoplemasterasecondLanguageconsciouslyorunconsciouslyinadditiontotheirnativetongue.Wallace（1982：27）holdsthatonecan“recognize”atargetwordlikenativespeakers.CohenandNationhavethesameideawithWallace.Theyalsoholdthattomasterawordistoknowtheliteralmeaningoftheword,multi-layeredmeaning,syntacticfeatures,semanticfeatures,userestrictions,andtherelatedwords(WuXia,WangQiang1998).Inaword,thevocabularylearningrequirementforhighschoolstudentsis“listening,speaking,reading,writingandusing”.Sincethe1970’s,secondlanguageacquisition

researchhasgraduallybecomeahotspotintheareaofsecondlanguageresearch.Vocabularyacquisitionisthecenterofsecondlanguagevocabularyacquisition(Lewis,1993).Manyscholarsathomeandabroadhavedonealotofresearchinthisrespect.Atpresent,vocabularyacquisitiontheoryresearchabroad

hasbecomeoneoftheimportantresearchfieldsoflinguistics.Itwasin1980thattheBritishpsycho-linguistP.MearapublishedanarticleentitledVocabularyAcquisition-NeglectedAspectofLanguageLearning”inthemagazinecalledLanguageTeaching&Linguistics.Meanwhile,therealsoappearedtherelatedresearchresultsinnumber.In1990,ProfessorNationpublishedhisbookTeaching&LearningVocabulary;inwhichhesystematicallystatedtheissuessuchasvocabularyteaching,learning,andevaluationandsoon.Inaddition,MearaalsoreleasedheressayVocabularyinaSecondLanguage,whichbroughttogetheralargenumberoftheresearchresultsonvocabularystudy.In1997RodEllislaunchedTheSecondLanguageAcquisition.Thepreviousresearchisdiscussedsystematicallyandsummarized,whichprovidesarichtheoreticalandpracticalbasisforresearchers.（BaiRenli，1999）InChina,thesecondlanguageacquisitionresearchisstillaweaklink,butinrecentyears,China’sforeignlanguagescholarsandeducatorshavetakenagreaterinterestinvocabularylearningstrategies.GuYongqi(1994)isanexpertinvocabularylearningmethods.Usingthequestionnaire,heinvestigated850non-Englishmajorstudents,BeijingNormalUniversity,ontheirvocabularylearningstrategies,givingaroughdescriptionofthememorystrategyusedbythesestudents.BasedonthestudyofGuYongqi,WangWenyu(WangWenyu,1998:47)madegreatprogress,whousedthequantitativeanalysismethodtodetectandunderstandthemeta-cognitivestrategyusedbyEnglishlearners(includingEnglishandnon-Englishmajors)intheword-memorizing.WuXiaandWangQiang（1998:53）madeasurveyonvocabularylearningstrategies.TheseshowthatthestudyofsecondlanguagevocabularyacquisitioninChinanotonlyisfastdeveloping,butalsohasreceivedmuchattentioninchina.ThevocabularyteachinginChinawillbebooming.Vocabularyacquisitionisthecentertaskofthesecondlanguageacquisition.Noneofthelanguageskills(listening,speaking,reading,writingandtranslating)canbeseparatedfromvocabulary.Formostofthelearners,wholackenvironmentofthetargetlanguage,learningintheteachingenvironmentisparticularlyimportant,therefore,itisofgreatpracticalsignificancetodothisresearch.2.2.3TheTheoryofCognitivePsychologyLanguageistheproductofhuman’sthinkingandactivityinthehumanpractice.Thestudyoflanguageisactuallyaproblemofpsychology,especiallytheproblemofcognitivepsychology.Chomskytakeslinguisticsasabranchofcognitivepsychologyandhislanguageacquisitiontheoryisbasedoncognitivescienceandpsychologytheory.Languageacquisitionisthemostbasicvocabularyacquisition.Thencognitivepsychologyisthetheoreticalbasisofvocabularyacquisition.Cognitivepsychologyisanimportantbranchofpsychology,whichisthestudyof

\o"Mentalprocesses"mentalprocesses

suchas“\o"Attention"attention,languageuse,

\o"Memory"memory,

\o"Perception"perception,problemsolving,\o"Creativity"creativity,andthinking.”Asthelargestfieldofcognitivescience,thisbranchisrelatedtootherdisciplinesincludingphilosophyandlinguistics.Sonarrowlyspeaking,cognitivepsychology,infact,isakindofinformationprocessingpsychology.Cognitivepsychologyalwaystreatsstudents’cognitivelearningasanimportantsubject.Students’cognitivesystemshouldhavetheseveralcharacteristics.Cognitivepsychologiststreatcognitivestructureasthebasicconcept.Theydosomefurtherresearchinlearningandcognitiveprocess,thedesignofthecurriculumandtheteachingmaterialsandsoon.BrunerandSuberaretherepresentativesinthisfield.Theyboththinkthatlearningisnotonlytheorganizationandreorganizationofthecognitivestructure,butalsotheresultoftheinteractionofthenewandoldknowledge,whichcanhelpthelearnersgainanewmeaningintheirbrain.（LiuJing&NiuYaohui2006）Accordingtostudents’cognitivecharacteristicsandbasicprincipleofcognitivesystem,teachersshouldcorrectlyguidestudentstousenativelanguageandsimplifythetargetlanguageknowledgeintheprocessofteachingvocabulary.Combiningwiththeprincipleofmutualtransformationbetweendeclarativeandproceduralknowledge,teachersshouldhelpstudentsultimatelyachievetheautomation,communicationbystrengtheningconsciouslyteachingofvocabularyknowledge.Byusingappropriatemeans,teacherscanimprovethelearningefficiencyandthequantityandqualityofvocabularyteachingtoimprovestudents’perceptionsofthekeywords.Invocabularyteaching,teachers