Astudy Of The Cultivation Of Vocabulary Learning Strategies In Senior High School Exemplary English Lessons

Vocabulary learning strategies are critical to improve the level of learners’ English performance and learning efficiency.This paper attempts to observe the cultivation of vocabulary learning strategies in classroom.And the author hopes to find out the existing problems and summarizes some pedagogical implications by observing and analyzing the exemplary lessons.This paper is trying to answer these two research questions:1,Do teachers in these exemplary lessons implement the requirements advocated by the “New Curriculum Standard” related to vocabulary learning strategies? If yes,which of the requirements are covered and which are not?2,Are training of vocabulary learning strategies involved in the teaching process? If yes,what learning strategies are involved?Based on the above research questions,the author carefully searches and collects the researches at home and abroad that related to vocabulary learning strategies,summarizes the relevant definitions and classifications,and represents related vocabulary knowledge on Constructivist learning theory and Context theory,which lays a solid theoretical base for this research.The objects of this study are the lecture videos of 19 senior high school English teachers in **.Focusing on the research questions,the author chooses to use the observation scales to observe,record and analyze the 19 teachers teaching behaviors one by one.The results show that 19 teachers’ teaching behaviors basically meet the concepts and standards advocated in the New Curriculum Standard of Senior High School(2017).For example,these teachers regard vocabulary learning as a part of comprehensive language learning process,and take use of many vocabulary learning strategies like word structure or textual context to help students grasp new words.But at the same time,some problems that affect students’ English performance are existed.The study finds that most teachers ignore the function of dictionaries and do not guide students to develop the habit of using dictionaries.Besides,teachers ignore the guide of managing time and making plan.In addition,teachers seldom use mind mapping strategies when explaining words in class,words in a lesson or chapter are always explained separately while the connections or internal logic between these words are ignored.To further understand the cultivation of teachers’ vocabulary learning strategies,the study finds that most teachers pay great attention to the cultivation of vocabulary learning strategies such as guessing,reviewing,taking notes and practicing,so as to improve students’ understanding and memory of vocabulary.However,it is also find that some teachers neglect the teaching of pronunciation and intonation of words,and the application of coding strategies is not flexible enough.Finally,according to the research results,this paper provides some suggestions for the cultivation of vocabulary learning strategies in senior high schools,and also explains the limitations of this study.