The Effectiveness Of Etymology Teaching In Junior School English Vocabulary Teaching

Vocabulary teaching is an important part of foreign language teaching,whose efficientachievement is directly related to if the English teaching purpose can be achieved and whatlevel of students we can cultivate.As the carrier of culture,vocabulary bears an indiscerptiblerelationship with language.Therefore, vocabulary teaching is equal to the culturalteaching.However,the theoretical researches and practical exploration of vocabulary bringsabout its subordinate status in foreign language teaching.The past researches only emphasizedon the surface of pronunciation,spelling,inflections, literal meaning and lack of enoughattention to its cultural meaning,which leads to misunderstandings and misapplications fromstudents and their further improvement in communicative competence.In recent years, withthe enlargement of the communication between Chinese and western culture and deepening ofthe academic understanding of importance of vocabulary teaching,though more and morescholars and foreign language teachers have gradually realized the necessity of theetymological integration in vocabulary teaching,the present research is mainly concentrated invocabulary teaching and culture-bound theoretical level.However, systematic and thoroughresearch is still needed in the field of how to take effective strategies in vocabulary teachingpractice.This makes etymology introduction in vocabulary teaching become a mere formalityand lack of systematicness and thoroughness, thus to influence the improvement of teachingquality and cultivation of etymological ability.This paper adopts the method of experimental research in form of quantitative analysis inorder to undertake a thorough analysis towards the research topic.Based on the application ofetymology elements in English vocabulary teaching,the author makes analysis and discussionin the process of fusion and penetration for optimum results.The author applies severalfeasible teaching strategies:culture introduction strategy,presentation strategy,associativememory strategy,etymology interpretation strategy and translative strategy.This paper narratesthe application of etymology factors in vocabulary teaching in order to illustrate therelationship between etymology factors and vocabulary teaching.The first chapter serves as an introduction of the whole study,consisting of backgroundof the study,necessities and significance of the study,content and objectives of the study,which is to integrate the following content utterly and make a reference to the further experiment.The second chapter mainly reviews the current study on etymological teaching,includingthe foreign and domestic researches.The third chapter instructs the definition of etymology,the necessity of etymologyapplication in junior middle school English teaching and the relationship between vocabularyteaching and etymology.Meanwhile,the author describes and illustrates the seven teachingstrategies from the perspective of etymology designed by the author.The next chapter is a empirical research,in which the author designs a experimental caseof etymological teaching,on basis of the vocabulary teaching of junior middle schoolvocabulary teaching class he teaches.Then,the author put the four etymological strategies heproposes into utilization.The fifth chapter is mainly a comparative analysis on the basis of experimental results ofseven strategies.The experimental process includes the experimental subject,experimentalapproach,experimental procedure, experimental facility,data collection and analysis.In the endof this chapter,the author describes the statistical result by using SPSS software.The six chapter based on the status of current junior middle school English vocabularyteaching and put forward to targeted advices to further English teaching.Finally, the writerpoints out limitations of this experiment, in order to provide certain reference to furtherresearch in this field.The study confirms the necessities of etymological cultural elements in vocabularyteaching,which enables the students to be familiar with the thinking mode ofEnglish-speaking countries,at the same time,it helps to accomplish the accumulation ofcultural knowledge.