文档介绍：Introduction
The background of the present research
The Ministry of Education (MOE) claims that primary schools in cities and towns start introducing and learning English gradually from 2001. There are several requirements of the National English Curriculum. During the process of learning English in nine-pulsory education, students should be encouraged to discover rules of the language, master knowledge and skills, and develop effective learning strategies and culture awareness by means of experiencing, practice, exploring, and cooperating under the teachers’ guidance. English Curriculum requires the teachers make use of various resources, such as videos, television programs, books, magazines, and the so as to expand the opportunities for students to learn and use the language.
To achieve the requirements of the curriculum innovation, the vocabulary teaching in primary school should adapt to the curriculum innovation, make use of various strategies, and create true situation. Thus students are able to understand and practice language based on situation.
Importance of research
There are more studies about situational English teaching but paying less attention to the specific English vocabulary teaching in primary school based on situation. Also, these studies ignore the reasons why the teachers teach English vocabulary based on situation. We put the follow theories into this paper: Theory of Situated Cognition, Information Processing Theory, Children’s Cognitive Development Theory, and Second Language Acquisition Theory. According to these theories, we discuss the characters of English vocabulary teaching in primary school and the situation-based vocabulary teaching design. Such analysis can provide valuable references and measures for primary vocabulary teaching efficiency and improve vocabulary teaching as well as perfect the objectives of English teaching practice.
General research questions
There are many problems on English vocabulary teaching in p