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Vocabulary is an aspect of language that cannot be ignored. If learnerswant to acquire a second language, they must master abundant words. “Theunderstanding of vocabulary meaning accounts for 39% of the reading ability,the individual vocabulary size plays a role in understanding the vocabularymeaning in the text for 47%, and vocabulary recognition accounts for 28% ofthe reading speed.' (Ye Jiachun and Zeng Jie, 2016). Vocabulary learning is notjust about memorizing words, but learning the ability to apply words in thecontext. According to the latest English curriculum standards for junior highschools issued by the Ministry of Education (2017), emphasis is placed ondeveloping students’ core literacy, which requires students not only to beproficient in English language knowledge, but also to be able to know how touse listening, speaking, reading, and writing skills proficiently in social contexts,and the basis of all these is that students are proficient in the knowledge ofEnglish vocabulary.

Henriksen (1999) proposed the three-dimensional vocabulary hypothesis,which divided vocabulary knowledge into three dimensions, namely (1) precisevocabulary knowledge and partial vocabulary knowledge; (2) vocabulary depthknowledge; (3) receptive vocabulary knowledge and output vocabularyknowledge. Therefore, vocabulary competence is not only about knowing themeaning of words, it also includes its derivatives, its connection with other words, its syntactic function and its functional use in differentcontexts.According to Wu XuDong and Chen Xiaoqing’s (2000) vocabularytests on Chinese students of different stages, Chinese students tend to focus onunderstanding the meaning of words and memorizing the sound and form ofwords, but fail to establish the relationship between various types of vocabularyknowledge, i.e., they do not link core words with synonyms, derivatives andcollocations, which leads to weak development of students' productive skills andno substantial mastery of the depth of vocabulary knowledge.

1.2 Analysis of the Current Situation of VocabularyTeaching

Currently, after the promulgation of the new curriculum standards forjunior high schools issued by the Ministry of Education (2017), teachers and students are gradually beginning to realize the importance of vocabularylearning. Dai Xueying(2009) found that teachers are also trying to use somenovel vocabulary teaching methods to stimulate students' interest in vocabularylearning. However, teachers still tend to focus on the pronunciation, morphology,and meaning of words, and students also memorize words after class by theirown. This results in students not really mastering the words, not being able tointernalize what they have learned, and not being able to use them flexibly inperforming some output knowledge exercises. Wang Jianli(2014) randomlyselected one hundred and sixty students in Jinan No. 13 Middle School,Shandong Qilu Middle School, and Shandong Jinan Middle School. Throughinterviews and questionnaires, the study found that 29 percent of the studentsfocused on phonetic symbols of words, 34 percent of students tried to memorizewords with construction of words, and more than 50% could master the differentmeanings of words. Ho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。