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本文是一篇英语词汇学论文，本研究表明，在词汇教学中应注意以下几个原则。首先，教师尝试使用各种方法来引导学生更好地使用VLS来有效地学习词汇。换句话说，教师应重视引导学生在课堂内外明示和暗示地使用VLS来有效地学习英语词汇。建议教师清楚、正确地演示如何使用VLS，尤其是对落后的学生。

Chapter One Introduction

1.1 Research Background

A linguist points out: “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972, p. 111). Likewise, Lewis (1993) believes that vocabulary acquisition is the central task of second language acquisition and it’s also the basis for the development of language skills such as listening, speaking, reading, writing, and even translation. In a nutshell, vocabulary plays an important role in language learning, which is the fundamental component of second language proficiency (Read, 2000) and a person’s language ability depends largely on his vocabulary (Anderson, 1995). Mastering a certain amount of vocabulary is the basis for language learners to learn English well. At present, most domestic teachers still adopt the teaching mode of “reading English plus reading Chinese”, that is, students simply connect English pronunciation with Chinese meaning so that they just memorize words in a rote way without culturally profound and meaningful connection and expansion (Yan Shiyi, 2021). If students are unable to have a good command of vocabulary or to understand the meanings of words clearly and deeply, it’s unavoidable that they will have difficulty in expressing emotions and opinions exactly and properly. In other words, it will exert influences on students’ mastery of the quantity and quality of vocabulary, which is also called the breadth and depth of vocabulary, and even directly influence the use of language comprehensively. Actually, vocabulary learning is still a difficult and challenging task in English teaching due to the ample of words, especially unfamiliar words for students (Read, 2000; Catalan, 2003; He Xiaoyan, 2020), and learners need to use appropriate strategies to deal with the problems and increase learning efficiency (Schmitt, 2000; Hedge, 2001; Teng, 2015; Hadi & Guo, 2020). In practice, second language learners often regard limited vocabulary knowledge as an obstacle to their ways to language learning and they mainly attribute the lack of vocabulary knowledge to the lack of second language learning, understanding, and application (Nation, 2013).

1.2 Research Purpose

The research aims at investigating the actual vocabulary learning status quo of students in the junior high school to know how junior high school students learn vocabulary in their daily learning and what difficulties and puzzles they encounter in vocabulary learning under the implementation of the new curriculum reform and the “Double Reduction” policy before the experiment. After that, the guidance of VLS will be conducted for nearly three months. And then, questionnaires, tests, and interviews will be used to figure out what effects of students’ use of VLSs on their breadth of vocabulary and their depth of vocabulary are, what strategies are significantly conducive to students’ vocabulary learning, and whether the guidance and training of VLS can improve students’ ability to plan and manage their English learning, to some extent, whether it can improve students’ autonomous learning ability. 

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