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With the new round of the conduct of the English curriculum reform, the Ministry of National Education in 2011 issued a \Versions of a new junior high school English textbook published in a junior high school English textbooks used widely in the country after another in various experimental pilot project areas, the People's Education Press. At the same time, the English vocabulary plays an important role in the learning of English as a second language or foreign language. English curriculum standards also pointed out that the requirements of junior high school English vocabulary learning. Many scholars agree that language learners do not have enough vocabulary, it is impossible in listening, speaking, reading and writing progress. Foreign scholars many contributions to the study of vocabulary teaching and research focus most effective strategy to focus on vocabulary learning, and laid the foundation for the progress of foreign language learning. Vocabulary teaching the domestic scholars from different studies. Some scholars are concerned about the vocabulary memorization, and other scholars interested in the teaching of English vocabulary and cultural factors. However, few scholars to pay more attention to rural areas vocabulary teaching secondary problem. At the same time, rural areas, middle school junior middle school English textbooks is truly promote English teaching, this problem is often overlooked. Therefore, the combination of the currently widely used in junior high school textbooks Go for it!, Analyzed the problems of teaching vocabulary using the comprehensive kit, and to find a solution to the problem. In this thesis, a total of five chapters, the first chapter introduces the research background, talked about the importance of junior high school English teaching vocabulary to introduce vocabulary learning English curriculum standards requirements, In addition, the analysis of the current situation of the teaching and learning of the Banana Creek Middle School vocabulary. The second chapter of literature review, teaching vocabulary, vocabulary learning and vocabulary. This thesis is a task-based vocabulary teaching theory, the characteristics of the task-based vocabulary teaching, teaching principles and the role of the teachers and students of the teaching methods in the analysis. The third chapter is the experimental design. In this chapter, the research questions, the introductory object of study, research tools, research and data collection. The fourth chapter of the study results and analysis. The results are divided into two categories, the study found that teachers and student questionnaires and found that teachers and students experiment interview. The fifth chapter is the conclusion of the paper. Summarizes the results of the study, teaching junior high school English vocabulary problems, propose solutions, and final account of the defects in the papers, and recommendations for future research. The object of the study is the Zhenyuan County the Banana Creek Middle School English teacher and seventh grade, a group of randomly selected eighth-grade and ninth-grade, that is, 134 students and 10 teachers. The focus of this research is to focus on to the junior high school English textbooks Go for it! Process, the teaching and learning of English vocabulary problem. The survey is based on the 2001 curriculum standards, preparation of teacher questionnaires and student questionnaire and interview students and teachers. Throughout the course of the investigation lasted seven weeks. Study the following specific issues: problem: Banana River, Zhenyuan County, Guizhou Province, secondary school teachers in the use of junior middle school English textbooks Go for it! Vocabulary teaching, what is the problem? Problem: Zhenyuan County, Guizhou Province, Banana Creek Middle School students in the junior high school English textbooks Go for it! vocabulary learning, what issues? vocabulary teaching process through questionnaires and interviews, the teachers and students are as follows: for English teachers, teachers in the use of this comprehensive kit Vocabulary Teaching Vocabulary Teaching the concept behind a single method of teaching vocabulary. Specific performance: teachers not allowed to grasp vocabulary requirements of the new syllabus, fuzzy proposed materials concept; form of Teachers vocabulary teaching a single, failed to stimulate students' interest in learning; teachers focus on the teaching of vocabulary knowledge, lack of vocabulary learning strategy instruction; teachers decontextualized vocabulary teaching, ignoring the actual use of the vocabulary. For students, the students use this set of materials for vocabulary learning, the vocabulary learning concepts and vocabulary learning methods are unscientific. Specific performance: the degree of attention of the students 'vocabulary learning, excessive dependence on teacher learning vocabulary; students' vocabulary learning strategies concern is not enough, do not actively participate in the classroom activities. According to the above questions, the following solution. The one hand, the English teachers strive to improve the quality of teaching, comprehensive and systematic study of the English curriculum standards for junior middle school English textbooks Go for it! Writing philosophy, teaching more attention to improve the learning ability, rather than focus only on vocabulary knowledge of teaching. In addition, through the use of reasonable and effective vocabulary teaching methods to improve students' vocabulary learning enthusiasm. On the other hand, the students in vocabulary learning process, emphasis on vocabulary learning strategies, pro-active participation in the activities of the vocabulary learning process, and the use of vocabulary to learn the reality. Although the papers in terms of research tools, experimental data are still insufficient, but in this study the English vocabulary teaching problem analysis and solution proposed, inspiration for future research.
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