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that theyhave learned. Thus this definitely causes the vanishing of the English words.Thirdly, both teachers and learners have not paid enough attention to vocabulary learning.Most of the emphasis was laid to cultivating the basic language skills, with vocabulary beingexcluded. Though some new words are taught in class by explaining their meanings and withpossible examples, students’ acquisition of the words is not satisfying. The low efficiency ofEnglish vocabulary learning and the high requirement from teachers on students’ vocabularymake most students feel more and more discouraged in learning English.Last but not least, according to the new English Curriculum of Middle School in China, atleast 800 English words should be learned at the end of English studies in junior middle school.However, the fact is that the words students actually have when they finish their junior study aretoo far from the requirement. Although there are a handful of studies on how to memorizeEnglish words efficiently and effectively in China, few researches on that of middle schoolstudents are conducted. For a long time, middle school, especially junior middle school is thepart of less focus.Therefore, the primary objective of this thesis is to put forward a most efficient andeffective English vocabulary learning method through the comparison of different vocabularylearning methods adopted conducted among the ordinary junior middle school students, with thehope of helping junior middle school students to learn English words easily and effectively.The author thinks this research is meaningful and also necessary. In terms of junior middleschool students, having mastered an amount of words is a must of acquisition of a kind oflanguage. What’s more, the interests and the confidence in learning English will be improvedgreatly. As far as teachers are concerned, they will learn which vocabulary learning method ishelpful and appropriate for students, which will be the innovation of the vocabulary teachingprocess. Last but not least, for the editors of English course books; it is the direction in reformingthe compile of the English teaching materials for a better use.

1.3 The organization of the Thesis论文结构

This thesis consists of five chapters. Chapter One is the introductory part of the thesis, andit briefs the significance of the topic and presents the focus of this study. Chapter Two isliterature review in which some of the technical terminology used in the study of vocabularylearning modes will be discussed, a brief review of previous researchers on the breadth ofvocabulary and the definition of the vocabulary and the related theory put forward by differentwell-known researchers will be provided; Chapter Three concerns with the design of the research,which demonstrates the tools and detailed assessment processes; Chapter Four deals with thestatistics results of the research and a detailed discussion about the results is delivered, and theconclusion of the study is drawn by the end of the paper in which pedagogical implications of thedirect vocabulary learning mode with indirect one complement is explored.Though the research might not be so excellent, some significant information is expected toobtain.                            

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