本文是一篇初中英语教学论文，本文的研究问题如下：（1）经过单元整体教学的英语词汇教学，初中生的词汇学习策略发生了哪些变化？（2）单元整体教学对初中生英语词汇成绩的积极影响是什么?
Chapter One Introduction
1.1 Background of the Study
The English Curriculum Standards for Compulsory Education(hereinafter referred toas the New Curriculum Standards)published in 2022 proposes to strengthen the integrity ofunit teaching.Unit Integrity Instruction refers to a logical and integrated blueprint for unitteaching,which requires teachers to establish the organic correlation between eachdiscourse’s sub-theme,language knowledge and educational value after an in-depthinterpretation,analysis,integration and reorganization of teaching materials and otherteaching resources around specific topics so as to form an integrated,progressive andcomprehensive blueprint of unit teaching(Ministry of Education,2022).All in all,UnitIntegrity Instruction conforms to the trend of curriculum reform and it turns out to be a goodresponse to the needs of English teaching.
In the meanwhile,the New English Curriculum Standards sets a higher expectation forvocabulary learning,stating that students should realize that vocabulary learning requires acomprehensive language practice combined with particular subject themes and conducted inparticular contexts,rather than relying solely on memory and mechanical drills.
Specifically speaking,students perceive and understand the meaning of words underrelevant topic background through listening,speaking,reading,and writing,and in turnstudents are encouraged to avail themselves of the words to express the information andmeaning of relevant topics.In addition,the New Curriculum Standards proposes to cultivatestudents’awareness of lexical chunks,and construct lexical semantic network during theprocess of forming structural system around the thematic meaning(Ministry of Education,2022).Undoubtedly,this raises a higher requirements and responsibility on the teachers.
1.2 Purposes of the Study
This study seeks to explore a more effective teaching method and simultaneouslyresearch the impact of Unit Integrity Instruction on English vocabulary learning amongjunior middle school students with two purposes.One is to put forward effective teachingimplications for junior middle school teachers to carry out vocabulary teaching.The other isto improve the teaching efficacy of English vocabulary and mobilize the enthusiasm andinitiative of students in vocabulary learning under the guidance of Unit Integrity Instruction.
In spite of some discussion and research over the past few decades,more work needs tobe done to promote the width and depth of the research.The author’s examination ofresearches on vocabulary and Unit Integrity Instruction reveals a scarcity of its applicabilityin English topic and vocabulary teaching.Therefore,in view of the theoretical significance,the study intends to enrich the theory of English vocabulary teaching and expand theresearch scope of Unit Integrity Instruction in the English subject.What’s more,the studywishes to provide certain theoretical basis and instructive implications for follow-upresearchers and teachers.
Chapter Two Literature Review
2.1 Basic Concepts
Some relevant concepts involved in this study:Structural knowledge,Unit IntegrityInstruction,and English vocabulary learning strategies need to be clarified before theexperiment is conducted.
2.1.1 Structural Knowledge
Structured knowledge was first used to describe the relationships between concepts in adomain(Jonassen et al,1993).In discourse-based English learning,structured knowledgerefers to the conceptual structure that is summarized after combing,organizing andintegrating information(Zhang＆Wang,2016).Zhao(2020)believes that structuredknowledge means establishing logical correlation among the language points contained in adiscourse,a mirror of the blend of language,thoughts and culture background.It can beconcluded that in this study structural knowledge refers to an organized and hierarchicalcognitive structure with the theme as the center.
In pract
