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本文是一篇初中英语教学论文，笔者经过研究，得出结论：教师在进行词汇教学时，要注意创造性的使用教学材料。善于思考和发现已知和未知的学习内容之间的联系与区别，根据教学目的和学习任务的侧重点选择主题聚类呈现或语义聚类呈现等合适的词汇呈现方法，鼓励学生有联系的学习词汇知识。

Chapter One Introduction

1.1 Research Background

Although vocabulary acquisition is essential,its development has yet to be smooth.In1980,Meara summarized the current status of experiments and research on vocabulary control,memory,and storage in his paper and called on scholars to pay attention to the study ofvocabulary acquisition(Meara,1980).From then on,the study of vocabulary in secondlanguage acquisition at home and abroad gradually came into view.It began to change its fateof being a'Cinderella'in the academic field.It has been nearly thirty years since vocabularyresearch developed into a hot spot and core area of second language acquisition research(Zhang,2020).Recent developments in vocabulary acquisition research are promising,bothin terms of research on classical topics of vocabulary acquisition,such as depth and breadth ofvocabulary,incidental acquisition and intentional learning,strategies and measurement ofvocabulary,vocabulary acquisition and language skills,and in terms of research on traditionalvocabulary learning and other extensions,such as memory and extraction,recognition andidentification,and storage and associations of vocabulary.Combining a review of previousresearch and internship experience,the author finds that students still face severe challengesto the efficiency of vocabulary acquisition in the classroom.

There are many factors influencing vocabulary acquisition,among which vocabularypresentation,as the first step in the vocabulary teaching procedure,is a part that cannot beignored.To make a good presentation,one must first understand what it means to know aword.Many scholars widely believe that knowing the meaning of a word includes manyaspects and degrees,the main one being the recognition that vocabulary knowledge is amultifaceted entity that distinguishes between depth and breadth of vocabulary knowledge,aswell as between receptive and productive knowledge(Richards,1976;Nation,2001;Milton,2009).

1.2 Research Purpose

The English Curriculum Standard for Compulsory Education(Ministry of Education,2022;shorten as the Curriculum Standard)mentions that junior middle school students shouldhave a vocabulary size of 1600 words at least,and emphasize that students should be able tolearn to communicate and express themselves in a theme-related context,in addition tolearning 200 words and a certain number of idioms and fixed collocations according to thereal situation.It can be seen that the new standard on students'vocabulary learning has neverbeen only about the form and meaning of words but also about the application of vocabularyin daily communication and expressions,so it is necessary to investigate students'vocabularyacquisition by focusing on both the breadth and depth of vocabulary.This paper is anexploration of students'multidimensional knowledge acquisition of vocabulary,and so,at atheoretical level,it responds to the advocacy of the new standard.

Then,given that there still wasn't a satisfactory performance in students'vocabularyacquisition,this dissertation would conduct an empirical study teaching vocabulary by word clustering in a junior school to find the positive effect of two different word clusteringpresentatio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。