Chapter One Introduction
English in China has become a compulsory course for secondary school andhigher Education. It is not only an essential criteria for improvements on the socialladder, a new unifying medium of communication with international elites, and animportant access to pioneering knowledge, but also a symbolic mark of one’s tasteand social status.English is made a priority in China’s foreign language teaching, even though ithas no official status. It becomes the language which children are most likely to betaught when they arrive in school and the one most available to adults who neverlearned it, or those who may have learned it badly in their early educational years.English now is the most widely taught foreign language in China.There has been a trend in recent years to develop more self-access materials, andin the classroom a desire to shift the focus away from the teacher and concentrate onthe more student-cantered activities. This not only makes the students moreresponsible for his learning but also permits greater attention to individual needs.英语在中国已成为中学和高等教育的必修课。它不仅是一个重要的标准改善社会的阶梯，一个新的统一的国际精英，开拓知识的一种重要的沟通媒介，又是一个人的品位和社会地位的象征符号。中国的外语教学，英语中的优先，即使它的身体里没有官方地位。变成语言，是最有可能被教导儿童，当他们到达学校和大多数成年人谁没学过，或这些人可能已经学会了在他们的早期教育年限严重。英语现在是在中国最广泛的教外语。近年来已成为一种趋势，开发出更多的自我访问材料，并在课堂上的欲望的重点转向远离老师和集中强奎学生慢跑活动。这不仅使学生更负责他的学习，英语毕业论文，但也允许更注重个性化需求。These developments are very relevant to vocabulary teaching. After elementary level,it becomes increasingly difficult for the teacher to select vocabulary that will beequally useful to all his students. Attention to individual needs is not the only reasonfor encouraging different approaches to vocabulary teaching. We know fromexperience that unanticipated lexical items inevitably surface during the course of alesson, and with the constant clamor for definitions and explanations. It is very easyfor the focus to shift back almost entirely to the teacher as he produces on-the-spotanswers to these questions. Carried to extremes, this leaves the teacher veryvulnerable to the criticism of dominating the lesson.这些发展都是非常相关的词汇教学。小学阶段后，它变得越来越困难，教师能够选择的词汇，这将是所有他的学生同样有用。注重个性化需求，鼓励不同的词汇教学措施不是唯一的原因。我们知道，从经验意料之外的词汇项目不可避免地浮现过程中的一个教训，英语毕业论文，不断叫嚣的定义和解释。这是很容易的焦点移回几乎完全交给老师，因为他生产现场对这些问题的答案。进行走极端，这留下的老师非常脆弱的批评主导的教训。
1.1 Background of the Study
Many students devote large amounts of time and energy to the learning ofvocabulary, but they still complain that their vocabulary size is not large enough or they cannot avoid forgetting. Generally speaking, there are two problems. Oneproblem is that students treat vocabulary items indiscriminately. Considering the largesize of English vocabulary, there is no wonder that students complain about theirsmall vocabulary size. Another problem is that many students learn vocabulary inineffective ways such as rote learning. Therefore, it is very important to makestudents aware that not all words are equally important and that effective ways ofvocabulary learning help to reduce forgetting. Although much of the work ofvocabulary learning is the responsibility of the students, teacher’s guidance and helpare invaluable. If teachers present new vocabulary items effectively, it saves a lot oftime and energy for consolidation. Besides, the teachers’ work should also includehelping students to develop vocabulary-building strategies.To break down national, ethnic and language stereotypes, one motive in secondlanguage learning is to acquire moral development, self-aw
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