摘　要

英语教学中一直会涉及到词汇教学。词汇量的多少和运用词汇的熟练程度直接与学生的听、说、读、写、译的能力相关。本文首先介绍词汇教学发展背景和现状。我们都知道,词汇是语言的重要组成部分,词汇教学在整个英语教学体系中又是一个重要的组成部分。但在目前的词汇教学中一直存在有待教师解决的问题。本文重点探讨词汇教学策略,并根据其特点进行分类，以便教师更加清楚地选择有效的策略。其次本文也会介绍初中生学习外语的心理状况以及教师教授英语时应该遵循的教学原则。文章最后做出简短而必要总结, 再次强调教师选择合适的词汇教学策略的重要性。

关键词：初中英语；词汇教学策略；词汇教学问题；词汇教学原则

Abstract

Vocabulary teaching involves in English teaching all the time. The vocabulary quantity and the proficiency of using English words directly relate to students’ skills of listening, speaking, reading, writing and translating. This paper will first introduce the background and present the situation of vocabulary teaching. Vocabulary is an essential part of language and vocabulary teaching is an important component in the whole English teaching system. But there are problems existing in teaching vocabulary which are needed to solve. The most important part is vocabulary teaching strategies. This paper will classify them into several groups in light of their characteristics in order to help teachers to choose the effective strategies more clearly. Besides, this paper will introduce junior middle school students’ psychology of learning foreign languages and teaching principles which teachers should follow when they teach English. At the end, a short but necessary conclusion will be drawn to show the importance of choosing effective vocabulary teaching strategies for teachers.

Key words: junior middle school English; vocabulary teaching strategies; vocabulary teaching problems; vocabulary teaching principles

1 Introduction
1.1The study background
At early stage, people had a vague idea of the vocabulary teaching and did not know much of its importance. The traditional vocabulary teaching began from the 1960s and the sentence pattern teaching became the key point of vocabulary teaching because of the influence of the audio-lingual method in foreign countries. But vocabulary teaching was actually still at the attached position that students were asked to imitate or repeat fixed sentence patterns. Such kind of teaching method just emphasizes the training of language form but does not pay attention to the real situation or circumstances.
By the early 1970s, the research about foreign language vocabulary had always been neglected in the field of linguistics and the study of foreign language vocabulary learning did not arouse enough attention. Reasons for neglecting vocabulary in the past are (1) many teachers felt that grammar should be emphasized more than vocabulary, because vocabulary was already being given too much time in language classrooms; (2) specialists in methodology feared students would make mistakes in sentence construction if too many words were learned before the basic grammar had been mastered. Consequently, teachers were led to believe it was best not to teach much vocabulary; (3) some gave advice to teachers and seemed to be saying that word meanings can be learned only through experience, that they cannot be adequately taught in a classroom.