An Empirical Study On The Mode For Cultivating Junior Middle School Students’ Vocabulary Perception Competence

Vocabulary is an indispensable element of having a good grasp of English.The newly-issued National English Curriculum Standard for Junior Middle School(2011)has stated that students should have mastered 1500-1600 words and 200-300 useful expressions by the end of compulsory education.It requires students to master larger vocabulary,and at the same time students need to know how to use the vocabulary.However,there exist a lot of problems in vocabulary teaching.Many English teachers neglect to teach methods and strategies of vocabulary learning.It makes vocabulary learning becomes boring,which makes students master the vocabulary mechanically.As a result,students lose their interest in learning vocabulary and vocabulary teaching is inefficient.So according to the current situation,the researcher did an empirical study on cultivating students’ vocabulary perception ability.Based on the domestic and abroad studies,the new curriculum standard and Tianjin’s examination standard of junior middle school students,the present experiment intends to explore the influences of the combination of words’ pronunciation,morphology and semantic meaning teaching mode on students’ vocabulary perception ability.The study dedicates to addressing three questions as follows:(1)Will the combination of words’ pronunciation,morphology and semantic meaning teaching mode promote students’ vocabulary perception ability?(2)Will the combination of words’ pronunciation,morphology and semantic meaning teaching mode promote students’ application ability on words they have learned?(3)Will the combination of words’ pronunciation,morphology and semantic meaning teaching mode improve students’ attitude to English learning? Therefore,the author carried out the 16-week research in Balitai No.1 Middle School in Jinnan District,Tianjin.Two natural classes from Grade Seven with 80 students were chosen as the subjects of the study.The new vocabulary teaching mode was implemented to the experimental class.Meanwhile,the controlled class employed the traditional teaching method.Study instruments,such as tests and interview were used in the empirical study.The pre-test aims to test students’ vocabulary,the post component test intends to test students’ improvement on vocabulary perception through three aspects,and the comprehensive test is designed to test whether the students’ comprehensive application ability in experimental class has a kind of improvement.The data of the tests would be calculated by SPSS21.0 and then be analyzed.The findings and some implications have been drawn from the results of the study:(1)The relationship among lexical phonology,morphology and semantics was proved closely related.In the process of vocabulary learning,the combination of lexical phonology,morphology and semantics attaches great importance to improving students’ language proficiency.(2)The combination of words’ pronunciation,morphology and semantic meaning teaching mode not only can promote students’ vocabulary perception ability and students’ application ability on words they have learned but also can improve students’ attitude to English learning.(3)Interest is the best teacher of language learning.It’s better for teachers to summarize some rules of vocabulary learning and cultivate students’ ability of summary.Generally,students can show keen interests in lexis learning.(4)Lexical phonology,morphology and semantics are closely connected with each other.In practical English teaching,teachers should pay attention to the use of the combination of words’ pronunciation,morphology and semantic meaning teaching mode.Finally,the author hopes that this empirical study can help to explore a suitable English vocabulary teaching mode for junior middle school and can provide some reference for junior middle school that face the similar situation in English vocabulary teaching to promote the improvement of English vocabulary teaching.