1.1 Research Background
Internationally speaking, the traditional teaching method of Direct Method andAudio-lingual method gave more priority to the teaching of grammar which suits the day. In1970s, with the advent of communicative approach, vocabulary began to gain stage in thepicture of language teaching. Researchers and teachers started to rethink the importance ofvocabulary, and began to seek new ways to teach vocabulary. However, grammar stilloverweighs vocabulary. Later on, two crucial developments challenged the hegemony ofgrammar. One was the lexical syllabus, that is, a syllabus based on those words that appearwith a high degree of frequency in spoken and written English. The other was recognition ofthe role of lexical chunks in the acquisition of language and in achieving fluency. Newdiscoveries for the corpus linguistics add more advantage to the teaching and learning ofvocabulary.At home, vocabulary has always been a notable problem for both students and teachers.English Curriculum standards require a much bigger vocabulary of 3500 for the senior highschool graduates, which has rose dramatically from 2500 in 2017. Although vocabulary isrecognized by both teachers and English learners, it is not easy for both of them to build alarge vocabulary in a simple way. Mechanical memory is the most popular way of masteringvocabulary, but not the most effective way. Not only the students but also the teachers aregroping for effective ways of mastering vocabulary. So strategies are very important in buildone’s vocabulary.As is known to all, middle school students remain at a rather shallow level of cognition.The using of strategies is not as common as we expected during the process of learning.Therefore, there is great need for teachers to make efforts to introduce more strategies onvocabulary learning to English learners.
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1.2 Research Significance
As David Wilkins (1972) once said, “Without grammar very little can be conveyed,without vocabulary nothing can be conveyed”. Vocabulary is vital for language learners.However, the importance also presents many problems for language teachers and learners. Forexample, quantity of vocabulary is a big problem for many English learners either in middle school or in college. How to help English learners to enlarge their vocabulary poses a greatquestion for English as second language teachers. As a would-be English teacher, the author ismuch interested in studying the vocabulary learning strategies that students use in learningprocess, with the hope of finding how the high-achieved students in middle school learnEnglish vocabulary, which is, put it simply, the learning characteristics of the high-achievedstudents in junior and senior high school students. And then find the differences as well assimilarities between the two.Although the researches of vocabulary learning strategies have long been noted, seldomof them receive a desired result for the reason that most of them inclined to pour all of thelearning strategies to students. As far as the author is concerned, neither the teachers nor thestudents have enough time to deal with all of the strategies. Therefore, the author put theemphasis on finding the effective strategies that both groups shared. Those strategies sharedby the high-achieved students are considered to be more effective. So, it is su，英语论文题目，英语论文题目
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