【浅谈初中英语阅读课中的词汇教学策略研究（英语）（论文）】

AStudyonEnglishVocabularyTeachingStrategiesintheReadingClassofJuniorHighSchool1Introduction1.1BriefintroductionoftheresearchVocabularyisafundamentalelementofforeignlanguagelearningandcommunication,andisthebasisofalllanguageskills.Thefourmajorskillsoflistening,speaking,readingandwritingareinseparablefromthefulllearningandmasteryofvocabulary.Wilkins(111),awell-knownBritishlinguist,alsopointedoutthat"withoutgrammar,peoplecanexpressfewthingssuddenly,whilewithoutvocabulary,peoplecannotexpressanything."TheteachingofEnglishvocabularyisanimportantpartoftheteachingofbasicknowledge,anditalwaysrunsthroughthewholeprocessoflearningEnglish,affectingthecultivationofstudents'interestinEnglish,theestablishmentofconfidenceandthemobilisationoftheirmotivationtolearnEnglish.However,inthecurrentsecondaryschoolEnglisheducationsector,therearenotmanyteacherswhocombinevocabularyandreading.Inthecourseofmyresearch,IfoundthatmostEnglishteachersstillisolatereadingandvocabularyandteachthemseparately,thatis,theyremovethebarriersofvocabularybeforeteachingreading,andthenteachreading.SuchanapproachleadstoEnglishvocabularybeingtransferredtostudentsoutofcontextandisthereforenotconducivetostudents'understandingandapplicationofvocabulary.Inturn,thelackofvocabularycanleadtoreadingcomprehensionthatisincomprehensibleandunreadable.Ioftenhearstudentscomplainthattheycannotunderstandreadingcomprehensionbecauseofalackofvocabulary.Thisiswhyitissoimportanttosynchronisetheteachingofreadingandvocabulary.1.2SignificanceandtheaimsofthestudyVocabularylearninghaslongbeenaproblemforEnglishlanguagelearners.Becausevocabularylearningisalonganddifficultprocess,manystudentsreportthattheyhavetroublerememberingvocabulary,forgettingit,andrepeatingitoverandoveragain,andthatalthoughtheyinvestmoretimeandeffort,theygetlittleresult.Manyresearchershavefoundintheirstudiesthatmostofthereasonsforthisareduetothefactthatlearnershavenotmasteredscientificvocabularylearningstrategiesandrelyonlyonsimplemechanicalmemorisation.Becausevocabularyisnotimproved,readingcomprehensionisnotimprovedasaresult.Thisiswherethecombinationofvocabularylearningstrategiesandreadingcomprehensionskillsisparticularlyimportant.Thesignificanceofthisisthatontheonehand,itcanhelpteacherstochangethetraditionalteachingmodeinlinewiththenewcurriculumreformandprovideteacherswithnewteachingideas,andontheotherhand,itcanhelpstudentstomastereffectivevocabularylearningstrategies,improvetheirvocabularyandthuspromotetheirreadingcomprehensionskills.1.3Previousrelevantresearch1.3.1RelevantresearchesinforeigncountriesInthehistoryofvocabularyteachinginforeigncountries,vocabularyteachinghasnotreceivedmuchattentionforalongtime.IntheWestinthenineteenthcentury,vocabularyteachingwasmorefocusedonthetranslationmethod.Itwasnotuntilthe1920sand1930sthatthereadingapproachbegantoemergeintheUnitedStates.Thereadingmethodwasaboutlearningvocabularytopromotereadingskills,andvocabularyteachingreceivedadegreeofattentionatthistime.Fromthe1970sonwards,theimportanceofvocabularyteachingbecameapparent,andTwaddell(52)arguedthatvocabularylearningshouldbeseenasalanguageskillbycombiningtheneedsofthelearnerwithvocabularyteaching.1980sawthedevelopmentofvocabularyteachingresearch,andthepopularityofcontextualapproaches,withspecificmethodsofimplementation.Nation(96)discusseshowtoimplementvocabularyinstructioninDesigningVocabularyInstruction;describestherationale,rationale,andimplementationofvocabularytestinglevels;andspecificallyexploresthecommonandeffectivelearningstrategyofguessingthemeaningofwords.Vocabularyisthebiggestobstacletostudents'comprehensionofreadingmaterial.Vocabularyteachingpreparesstudentsforreadinglessonsandbyreinforcingthematicvocabulary,readinglessonscanprogresssmoothly.1.3.2RelevantresearchesinChinaResearchontheteachingofEnglishvocabularyhasemergedrelativelylateintheteachingofEnglishinChina.Inrecentyears,asresearchhasintensified,itsfindingshavebeenfruitful.XiaoYing(51)arguesthattheuseofmindmapsinvocabularyteachinghelpsteacherstooptimisetheirvocabularyteachingmethodsandcanimprovethesingleandboringclassroomatmosphereofvocabularyteaching.DongBaogang(11)arguesthat"vocabularyteachingshouldbecombinedwithareasonablecontext".Theroleofcontextisthatacertaingrammaticalstructurecombineswordscloselywitheachotherandintegratesvocabularyandgrammarintoeachother,allowingstudentstoperceive,speculateandusethem,whichenablesthemtousevocabularymoreaccuratelyandappropriately.JiaoZhiqian(2)proposestostudyvocabularyteachingfromanetymologicalperspective.QinQiaolin(21)andWangXiangyi(25)exploretheapplicationofthesituationalapproachtovocabularyteaching.ZongHua(3)proposesthatreadingteachingandvocabularyteachingisaprocessthatcomplements,promotesandenhanceseachother.Qin,JingwangandYanhui(97)suggestthatintheEnglishreadingclassroom,teacherscanonlyhelpstudentsmastervocabularymoreeffectively,improvetheirreadingabilityandspeeduptheirreadingspeediftheyteachvocabularythroughoutthereadinglesson,seekefficientteachingstrategiesandcarefullydesignrealisticvocabularyexercises.ThroughouttheliteratureonvocabularyteachinginChina,JiangHaitao(15)findsthatvocabularyteachinghasalwayschangedinthecourseofdevelopmentalongwiththeoriesoflinguisticsandpsychology,withgrammartranslation,direct,auditory,cognitiveandcommunicativeapproachesappearingsuccessively.1.4DatacollectionandresearchmethodsInordertounderstandthecurrentsituationofvocabularyteachinginjuniorhighschoolEnglishreadingclass,tosummarizetheeffectivevocabularyteachingstrategiesofteachersandtofindouttheproblemsofvocabularyteaching,thispaper,drawingontheexistingacademicresultsofpreviousauthorsandbasedonthelogicalideaofaskingquestions,analyzingproblemsandsolvingthem,analyzesthecurrentsituationandproblemsofvocabularyteachinginjuniorhighschoolEnglishreadingclassonthebasisofliteraturereviewandtheoreticalresearch,andexplorestheproblemsofvocabularyteachinginjuniorhighschoolEnglishreadingclass.ThispaperexaminesthecurrentsituationandproblemsofvocabularyteachinginjuniorhighschoolEnglishreadingclassesandexploreseffectivestrategiesforteachingvocabularyinreadingclasses.Thispaperfocusesonthreepointsofinvestigation:thecharacteristicsofvocabularyteaching,thecontentofvocabularyteaching,andtherelationshipbetweenvocabularyandreading,focusingonthecurrentsituationofvocabularyteachinginjuniorhighschoolEnglishreadingclasses,analyzingthecausesaccordingtotheproblems,andexploringeffectivestrategies.TheaimistoprovidetheoreticalandpracticalinsightsintotheteachingofvocabularyinjuniorhighschoolEnglishreadingclasses.1.5StructureofthethesisTheteachingofEnglishvocabularyisanimportantpartofEnglishteaching,andithasbecomeaconsensusamongteacherstocarryoutvocabularyteachinginjuniorhighschoolEnglishclassrooms,andreadingteachingandvocabularyteachingisaprocessthatcomplements,promotesandenhanceseachother.ThispaperfocusesontheanalysisofthecurrentsituationandproblemsofvocabularyteachinginjuniorhighschoolEnglishreadingclassesasaresearchmethodtoexploreeffectivestrategiesforteachingvocabularyinjuniorhighschoolEnglishreadingclasses.Chapter1brieflyexplainsthepurposeofthispaperandthesignificanceoftheresearch,andmakesageneralframeworkoftheresearchdirection;Chapter2introducestheimportantstatusofvocabularyinEnglishteachingandthenecessityofstudyingvocabularyteachingstrategies;Chapter3isaliteraturereview,whichfirstlyexplainsthedefinitionofvocabulary,thecontentofvocabularyteaching,therelationshipbetweenvocabularyandreading,andthenintroducesthedomesticandforeignstudiesonvocabularyteaching.Chapter4analyzesthecurrentsituationofEnglishvocabularyteachinginjuniorhighschool,andexploreshowteachersdealwithtextcomprehensionandvocabularyteaching,whichvocabularyteachingstrategiesareeffectiveandwhatproblemsexistinvocabularyteaching,andproposescorrespondingstrategiesfortheproblems;Chapter5istheconclusionofthispaper,whichsummarizesthemaincontentandprocessofthisstudy,andpointsouttherelevantstrategiesforteachingvocabularyinjuniorhighschoolEnglishreadingclassroom.Thefifthchapteristheconclusionofthispaper,whichsummarizesthemaincontentandprocessofthisstudy,pointingouttherelevantstrategiesofvocabularyteachinginjuniorhighschoolEnglishreadingclassroom,theinfluenceofvocabularyteachingonEnglishreadingclass,thedevelopmenttrendofvocabularyteachingandsomeproblems.

2Theimportanceofvocabularyteachingandlearningstrategy2.1TheimportanceofvocabularyinforeignlanguagelearningPhonology,grammarandvocabularyarethethreemajorelementsoflanguage,andvocabularyisanintegralpartoflanguageacquisitionandisatthecentreofthethreemajorelementsoflanguageacquisition.Wordsarethebasicunitsoflanguageorganisationandhavesound,meaningandgrammaticalfunctions.Vocabularyreferstothesumofallwordsinalanguage,andalsotothesumofwordsusedwithinagivencontext.Laufer(1998)arguesthatreceptivevocabularyreferstowordswhosebasicmeaningisunderstoodbythelearner;productivevocabularyreferstowordsthatcanbeused.Inappliedlinguistics,manyscholarsalsorefertoreceptivevocabularyandproductivevocabularyaspassivevocabularyandactivevocabulary.ShuBaiMei(2005)pointsoutthatactivevocabularyisvocabularythatstudentscanunderstandandcanpronounceandusecorrectlyinlisteningandwriting,whilepassivevocabularyisvocabularythatstudentscanrecogniseandunderstandincontext,butoftenfailtoproducecorrectly.Thus,receptivevocabularyisvocabularythatcanbeunderstoodandidentified,andproductivevocabularyisvocabularythatcanbeused.Inadditiontotheabovescholarlyclassificationsofvocabulary,Schmitt(2014)refinesthetypesofvocabularyevenmore,arguingthatnarrowingdownbroadvocabularytosmaller,moreoperationalcategoriesisusefulinvocabularystudies.Hisclassificationofvocabularyintoeightcategories-nouns,verbsandadjectivesbywordclass,realandimaginarywords,high-frequencyandlow-frequencywords,writtenandspokenwords,linguisticallydefinedwords,generalwords,specialistwords,andacademicwords-providesamorespecificwayofthinkingaboutvocabularyresearch.2.2VocabularyteachingandlearninginChineseJuniorHighSchoolHeusedfirst-yearEnglishmajorsatateachertraininguniversityasthesubjectsofhisstudy,andtrainedthemtomemorisedifficultwordsinEnglish,mainlythroughselectiveattention,semanticandintegrativemethods.Theresultsshowedthatamongthedifficultwordmemorizationmethods,theintegratedmethodwasmoreeffectivethantheothertwomethodsinretaininginformationaboutdifficultwords.Basedonsemanticfieldtheory,FanLinandWangQinghua(2002)used80non-EnglishmajoruniversitystudentsasthesubjectsoftheirstudyandtrainedtheminEnglishvocabularycategorisationandorganisationstrategies.The80universitystudentsweredividedintotwogroupsof40studentseachandweretrainedusingcentralisedanddecentralisedtraining.TheresultsofthestudyshowedthatEnglishvocabularycategorizationandorganizationstrategytrainingwaseffectiveonEnglishvocabularymemorization.ChenYing(2015)conductedvocabularycognitivestrategydevelopmentwithtwoclassesofundergraduateartstudents,andtheresultsofthestudyshowedthatvocabularycognitivestrategydevelopmentcouldeffectivelyimprovetheuseofvocabularycognitivestrategiesamongartstudentsandcouldeffectivelyimprovetheEnglishvocabularyofartstudents.YaoYuanandZhouJie(2016)investigatedtheuseofEnglishvocabularylearningstrategiesandconductedEnglishvocabularylearningstrategytrainingfortwoclassesofhighschoolstudents.ThestudyshowedthatthetrainingofEnglishvocabularylearningstrategiescouldimprovethefrequencyofusinglearningstrategies,expandstudents'vocabulary,andthusimprovestudents'Englishlearningperformance.Zhang(2019)usedquestionnairesandvocabularytestpaperstodevelopvocabularylearningstrategiesforfirst-yearstudentsinsecondaryvocationalschools,andfoundthatvocabularycognitivestrategydevelopmentsignificantlyimprovedstudents'independentlearningabilityandexpandedtheirvocabulary.Wu,ShowaandCha,Jinchun(2020)developedvocabularylearningstrategiesforstudentsinthecontextofinformationtechnologyandproposedaseriesofvocabularylearningstrategydevelopmentmethodsasawaytoimprovestudents'vocabularylearningefficiencyandenablethemtomemoriseandusevocabularycorrectlyandefficiently.ItcanbeseenthatdomesticresearchonthedevelopmentofEnglishvocabularylearningstrategiesmainlyselectsdifferentresearchsubjectsandchoosesdifferentwaysofcontenttoconducttrainingexperiments.Studiesbydomesticresearchershaveshownthatusingavarietyofwaysandmeasurestotrainstudentsinvocabularylearningstrategieshelpstoincreasestudents'awarenessoftheuseofvocabularylearningstrategies,whichinturnimprovesvocabulary.Afterreadingalargeamountofliterature,theauthorfoundthatthereislessresearchonvocabularylearningstrategydevelopmentinChina,andmostofitisaimedatuniversityEnglishmajors,non-Englishmajors,secondaryschoolstudentsandhighschoolstudents,etc.Thereisverylittlevocabularylearningstrategydevelopmentforjuniorhighschoolstudents.Juniorhighschoolisthefoundationstageofstudents'Englishlearning,andifstudentscanformthehabitofusinglearningstrategiesinjuniorhighschool,itwillbeofgreathelptotheirlearninginjuniorhighschoolaswellasinhighschoolIfstudentscanformthehabitofusinglearningstrategiesinjuniorhighschool,itwillbeofgreathelptotheirlearninginjuniorandseniorhighschool.Therefore,itisnecessarytodevelopvocabularylearningstrategiesforjuniorhighschoolstudents.2.3ThenecessityofvocabularyteachingandlearningstrategiesTheteachingofvocabularyisveryimportant.ChenChen(2018)andDuShenyang(2016)emphasisetheimportanceofEnglishreadingandvocabularyteachinginhighschoolEnglishlearning,respectively,indicatingthatreadingcomprehensionoccupiesalargeproportionofthehighschoolexaminationpapers,sodevelopinghighschoolstudents'readingcomprehensionskillshasacrucialrole,andwiththereformofEnglishteachingandthenewcurriculum,themethodsofvocabularyteachingshouldalsokeeppacewiththetimes.HuYaxueandGuanShimin(2015)firstlyreviewedthedefinitionofvocabularyandthedeepermeaningofvocabularylearning,thenstudiedthedefinitionandclassificationofvocabularylearningstrategies,andfinallyreflectedonthecurrentpracticalsituationofteachingvocabularylearningstrategiesandmadecomments.ZhouLili(2018)summarisessomeoftheproblemsinEnglishlanguageteachingandattemptstoimprovestudents'abilitytolearnandremembervocabularybyteachingthemrelevantvocabularyandtoimprovetheirEnglishlanguageperformancebyincreasingtheirinterestinlearningEnglish.Thisstudypointsouttheimportanceofcreatingcontextsintheprocessofteachingvocabulary,rememberingwordsbytrainingstudentsinwordformationandusingcomparativemethods,etc.,andtheusefulnessoftimelyrevisioninhelpingstudents.Italsogivessuggestionsforteachers'teachingandstudents'learning.Forthestudyofvocabularylearningstrategies,scholarsinChinahavealsodonerelevantempiricalstudies.LiuShaoying,DaiQiaoandZhangLingmiao(2012)studiedtherelationshipbetweentheuseofEnglishvocabularylearningstrategiesandtheacademicperformanceofhighschoolstudentsusing136studentsasexperimentalsubjects.Theresultsshowedthatthethreemostcommonvocabularylearningstrategiesusedbyhighschoolstudentswere:memorystrategy,decisionstrategyandmetacognitivestrategy.Secondly,therelationshipbetweenthecorrectuseofvocabularylearningstrategiesandhighschoolstudents'Englishlanguageachievementwaspositive,andtherelationshipwasstrongandvariedacrossstudents'academicachievement.Theirstudyisveryenlighteningforteachersinthefuture,bothintermsofvocabularyteachingandreadingteaching,butforthisstudyonlytheeffectsofmemorystrategies,decisionstrategiesandmetacognitivestrategiesonimprovingstudents'readingabilitywereinvestigated,whiletheeffectsofothervocabularylearningstrategiesonreadingcomprehensionabilityareyettobeexamined.ZhangJing(2016)studiedtheuseofEnglishvocabularylearningstrategiesofseniorstudentsthroughanempiricalresearchmethodandtriedtoinvestigatetherelationshipbetweenEnglishperformanceandtheuseofvocabularystrategies,theresultsshowedthattherepetitionstrategywasthemostfrequentlyusedstrategybystudents,butthemorefrequentlytherepetitionstrategywasusedinsteadledtoadeclineinstudents'Englishperformance.Therefore,teachersshouldguidetheirstudentsinteachingscientificvocabularylearningstrategies.ThisstudylinksvocabularylearningstrategiestoEnglishlanguageachievement,andtheresultsofthisstudyareveryenlighteningforbothteachersandstudents,andhavegreatimplicationsforteachingpracticeandstudents'learningofEnglish.3Literaturereview3.1ThedefinitionofvocabularyLiuRunqing(2004)pointsoutthat"vocabularyislikethebricksusedtobuildabuilding,nomatterwhatkindofskyscraperitis,itisbuiltonebyonewithbricks,justlikethemostbasicbuildingmaterialsoflanguage."TheLongmanDictionaryofContemporaryAdvancedEnglishdefinesvocabularyas"thesumofallthewordsandphrasesinalanguage."WangRongpeiandLu(1997)definevocabularyasthegeneraltermforallwordsinEnglish.Thisshowsthattheimportanceofvocabularyhasbeenconfirmedbypreviousscholarsfromdifferentaspectsofvocabularyresearch,andtherearesimilaritiesinthedefinitionsofvocabulary.Theyconsidervocabularyasanaggregate,thesumofallthewordsandmultiplewordsformingsegmentsinalanguage.Nation(1990)dividesvocabularyintohigh-frequencywordsandlow-frequencywordsaccordingtotheirfrequencyofoccurrence.High-frequencywordsarewordsthatoccurfrequentlyandarewidelyusedinallkindsoftexts,andconsistmainlyofshortwordsthatcannotbedividedintomeaningfulparts,suchastheprepositiontheandtheprepositionin.Low-frequencyvocabulary,ontheotherhand,isinfrequentandnarrowlyused,consistingofamuchsmallernumberofshortwords,suchasimpose,whichismadeupofbothim-and-pose,andisusuallyfoundincontent-specificdiscourse.Therefore,vocabularyteachingshouldfocusmainlyontheacquisitionofhigh-frequencywordsandteachlow-frequencywordsaccordingtothespecificsituationinordertoreducethestudents'vocabularylearningburden.AccordingtoLaufer(1998),receptivevocabularyreferstowordswhosebasicmeaningsareunderstoodbylearners;productivevocabularyreferstowordsthatcanbeused.Inappliedlinguistics,manyscholarsalsorefertoreceptivevocabularyandproductivevocabularyaspassivevocabularyandactivevocabulary.ShuBaiMei(2005)pointsoutthatactivevocabularyisvocabularythatstudentscanunderstandandcanpronounceandusecorrectlyinlisteningandwriting,whilepassivevocabularyisvocabularythatstudentscanrecogniseandunderstandincontext,butoftenfailtoproducecorrectly.Thus,receptivevocabularyisvocabularythatcanbeunderstoodandidentified,andproductivevocabularyisvocabularythatcanbeused.3.2ThecontentandtheresearchofvocabularyteachingVocabularyteachingisanimportantbranchofteachingandlearning,andinrecentyears,asresearcherscontinuetostudyteachingandlearningindepth,vocabularyteachingisgraduallygainingattentionandmanyresultshavebeenachievedinrelatedresearch.O'Malley&Chamot(1990)believethatvocabularyteachingisaspecificideaorbehaviourthatlearnersusetohelpthemunderstand,learnorremembervocabulary.Schmitt(1997)arguesthatvocabularyinstructionisthespecificmethods,techniques,behavioursorstepsthatlearnersusetolearnEnglishvocabulary.Domesticresearchers,drawingontheresearchofforeignresearchers,havepresentedtheirviewsonvocabularyteachingandlearning.WenQiufang(1996)arguesthatvocabularyteachingincludeslearningconceptsandlearningmethods,withlearningconceptsreferringtolearners'perceptionsoflanguagelearningandlearningmethodsbeingtheactionslearnerstaketoachievetheirlearninggoals.ChengXiaotangandZhengMin(2002)believethatvocabularyteachingisthevariousstrategiesthatlearnersadopttoachievebetterresultsinvocabularylearning.Tosumup,domesticandinternationalresearchershavedifferentdefinitionsofvocabularyteachingandlearning.Accordingtothepreviousdefinitionsofvocabularyteaching,theauthorsummarisesthedefinitionofvocabularyteaching:vocabularyteachingisthevariousmethodsandmeansandthinkingactivitiesthatlearnersadoptinordertolearnanduseEnglishvocabularymoreeffectively.3.3TheresearchonvocabularyteachinginreadingclassForexample,LiuGuiqiuandZhangDongmei(2017)studiedtherelationshipbetweenmetacognitivestrategiesandreadingcomprehensionusingsophomorestudentsasresearchsubjects.Thestudyfoundthattheapplicationofmetacognitivestrategiesishelpfulforhighschoolstudentstoimprovetheirreadingcomprehensionperformance,butalsosuggestedthattheimprovementofreadingcomprehensionisalsorelatedtootherfactors.Thisstudyconfirmsthatmetacognitivevocabularylearningstrategieshelptoimprovestudents'andreadingcomprehension;Pei,Suning,andHuang,Dan(2018)investigatetheeffectofvocabularyteachingstrategiesonhighschoolstudents'readingcomprehensionundertheguidanceofthenewcurriculumforteachingEnglishvocabulary.Theexperimentwasalsoconductedwithsophomorestudents,usingexperimentalandcontrolclasses,andaftertwosemestersofteachingandtesting,theconclusionoftheexperimentwasdrawn:Teachers'vocabularyteachingstrategiesareveryhelpfultostudents'Englishreadingcomprehensionability.Thefindingsofthisstudyareveryconvincingthroughalong-termexperimentalstudywithacontrolgroupandanexperimentalgroup.WuFuyin(2015)conductedastudyontheeffectivenessofteachingEnglishvocabularyandreadinginhighschoolandsuggestedthattheteachingofvocabularyshouldinclude1.improvingstudents'motivationinlearningvocabularyactivitiesbyguidingthemtomasterthemeasurementofvocabularylearning.2.improvingstudents'correctnessinusingvocabularyincontextthroughthecreationofcontexts.3.improvingstudents'abilitytounderstandthemeaningofwordsandmastervocabularybyguidingthemtoguessinthecontextofreadinginwaystoimprovestudents'abilitytoanalysetextsanddeveloplearningstrategies.Theinnovationofthisstudyistoimprovestudents'vocabularyskillsthroughreadingcomprehension.Itisobviousthatvocabularyimprovementhasanimpactontheimprovementofreadingcomprehensionskills,butnotmuchresearchhasbeendonetoimprovevocabularyskillsthroughmorereading.Thisisagreatsourceofinspirationforteachersintheirpractice,andthekindofteachingstrategiestheyshouldusewhenteachingreadingisdirectlyrelatedtothelevelofstudents'understandingandmasteryofthetext.WangHaitang(2017)firstsummarisestheproblemsinteachingEnglishinhighschoolandtriestofindeffectivestrategiesforteachingEnglishvocabulary.ItwasproposedthathighschoolEnglishteachersshouldfocusondevelopingstudents'vocabularylearningusingresourcestrategies,cognitivestrategies,memorystrategies,activestrategiesandmoderationstrategiestomotivatestudentstoacquirevocabularyknowledgewhilebeingabletouseitflexibly.Thisstudyidentifiesproblemsinpracticeandattemptstosolvethemthroughcertainstrategies,givinginsightstoteachersinteaching.However,thisstudylooksattheproblemfromtheteacher'sperspectiveandthedevelopmentofstudents'perspectivesremainstobestudied.

4Researchonvocabularyteachinginreadingclass4.1ThecurrentsituationofvocabularyteachinginreadingclassMoststudentsdonothavegoodpreparationhabitsbeforereading.Onlyonetenthofthestudentsregularlycollectedmaterialsandalmostnoneofthemmadeanoutlineeverytime,indicatingthatstudentsdidnotknowenoughaboutreadingstrategies.InSunYong's(2013)experiment,bothclassesimprovedbeforeandaftertheexperiment,buttheexperimentalclassimprovedtenpercentmorethanthecontrolclass,indicatingthatscaffoldinginreadinginstructionisveryuseful.Inaddition,studentsintheexperimentalclassweresignificantlymorewillingtoreadandrevisetheirfirstdraftsrepeatedly,andtheirlearningstyleandevaluationstyleweremoreinclinedtogroupwork,indicatingthatcooperativelearningandstudent-centeredteachingmethodsaremoreconsistentwithstudents'cognitivepsychologythantraditionalteachingmethods,andcanmoreeffectivelypromotestudents'masteryofnewknowledge.Intermsofthinkingpatterns,themajorityofstudentsinboththeexperimentalandcontrolclass