Study, Based On Information Processing Theory Of Junior High School English Vocabulary Teaching Mode

Words, as the central core of the language, play an extremely important role in the teaching of English. In recent years, researches in the strategies of vocabulary acquisition have been prosperous both at home and abroad. So far, however, little attention is paid to the researches of teaching models of vocabulary acquisition. The author of this paper, under the guidance of the theory of information processing and some other theories related, carries out a four-month empirical experiment upon the , teaching model of vocabulary, which is attended by 102 9^th grade students. The author categorizes them into an experiment class and a controlled one, tests the effect of the model(IP-based teaching model) by means of questionnaires and some tests and we analyze the results of the experiment using the statistic tool—SPSS11.5.The experiment turns out to be effective. This model can activate the students in mastering and using the strategies. The students' achievements of vocabulary are improved, and their abilities to use vocabulary are especially strengthened. Also, they make obvious progress in the studies of English—the progress of the students from the group of intermediate achievements and the one of lower achievements is relatively greater.To some extent, the research findings of this study may enrich the teaching theories of vocabulary acquisition. The author proposes that it will throw some light on the teaching and learning of the English vocabulary. That is, attention, processing and output together can improve the effects of both vocabulary teaching and acquisition.