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ion (2017 edition) states that English learning is characterized by obvious progressiveness and continuity. The need for cohesion is reflected. In terms of the cohesion of English vocabulary teaching in junior and senior high schools, scholars in China have obtained many valuable conclusions and methods for educators to study and research in their research investigations.

Chapter Two  Theoretical Basis and methodology

2.1 Zone of Proximal Development

This study is based on Vygotsky's ' Zone of Proximal Development ' theory. He believed that there are two levels of student development, one is the student's current level, which is the level of problem solving that they can accomplish in independent activities, and the next level is the student's possible level of development, which refers to the level that the student can achieve with the help of adults or peers. The gap between the current level and the possible developmental level is the zone of proximal development (Song,2007). New cognitive development is to be built on the basis of the original cognitive structure, and we should pay attention to cognitive development. In the teaching process, teachers should understand students' existing knowledge level, and then make some improvement according to the existing level, so as to achieve the crossing of the zone of proximal development. At the same time, teachers should also fully mobilize students' enthusiasm and respect the individual differences among students so that every student in the class can be fully developed.

Our country advocates student-centered and comprehensive development of students. The essence of education is a social activity with a purpose to nurture people. This is the same as the theory of proximal development. In this article, the questionnaires are developed on the basis of the proximal developmental zone. The students' original and current academic levels were understood, and insights were gained into the students' preferred ways of teaching vocabulary and the teachers' common teaching methods as well as the teachers' and students' views on the treatment of cohesion. Suggestions and measures that are meaningful for the transition between junior and senior high schools’ English vocabulary teaching are summarized to enable students to successfully complete the transition between junior and senior high schools’ English vocabulary. 

2.2 Methodology

The methodology of this thesis is divided into five parts: research questions, research subjects, research methods and data collection, and finally concludes with a summary of the problems and corresponding suggestions.

2.2.1 Research questions

Vocabulary is a basic component of English and a solid foundation for learning English well. Proficiency in any language starts with vocabulary. As the school year progresses, vocabulary gradually moves from easy to difficult. This leads many students to slowly fall into a dead-end cycle of moving from easy to difficult, which has a negative impact on students' confidence and motivation to learn English. Therefore, it is necessary to analyze and solve the problems in the cohesion of English vocabulary teaching and vocabulary difficulty gradient in junior and senior high schools.

Although the concept of vocabulary teaching has been put forward early, vocabulary is so necessary for Eng本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。