introduction

The core role of vocabulary in second language acquisition was emphasized, and the importance of effective vocabulary teaching was pointed out. By citing Wilkins' viewpoint, it emphasizes the fundamental role of vocabulary in language communication. At the same time, the research results of domestic scholars under the guidance of vocabulary teaching theory were summarized, including learning efficiency and review strategies. According to the "Compulsory Education English Curriculum Standards (2022 Edition)", the goal of vocabulary teaching in junior high school is clarified, which is that students not only need to understand vocabulary, but also need to be able to use it correctly. Finally, the article proposes the concept of productive vocabulary teaching and explores ways to implement this teaching method in middle school English unit teaching.

The concept of productive vocabulary

It is introduced that vocabulary learning is a complex and gradually developing process, emphasizing that mastering English words or phrases not only requires correct spelling and understanding of their Chinese meanings, but also includes grammar patterns, collocation, and associative abilities. Vocabulary knowledge is divided into receptive knowledge and productive knowledge, where receptive knowledge is the learner's ability to understand the meaning of words, while productive knowledge is the learner's ability to use words to express meaning. Generally, receptive knowledge is mastered before productive knowledge. When learners first encounter vocabulary, they can only understand its meaning. As vocabulary accumulates and learning deepens, some vocabulary is transformed into productive vocabulary that can express meaning. Nation and Gu proposed that the frequency and depth of vocabulary exposure and processing are key factors in promoting the conversion of receptive vocabulary to productive vocabulary. Teachers should use teaching strategies to help learners achieve this transformation.

The Current Status and Problems of Vocabulary Teaching in Junior High School English

Point out the problem of low or high requirements in junior high school English vocabulary teaching. When the requirements are too low, teachers only allow students to memorize word spelling and basic meanings, resulting in a lack of vocabulary application ability through dictation checks. When the requirements are too high, teachers overly emphasize the multiple meanings and usages of words, attempting to comprehensively cover vocabulary knowledge, while also neglecting the practical application of vocabulary. Both approaches reflect that teachers overly focus on memory and neglect the cultivation of vocabulary application ability.

Practice of cultivating students' ability to use productive vocabulary in unit teaching

Explored in depth how to cultivate students' ability to use productive vocabulary in unit teaching. Firstly, it emphasizes that vocabulary learning is a gradual and spiral process, and teachers should design teaching activities that progress layer by layer to help students transform from receptive vocabulary to productive vocabulary. Taking Unit 1 of the eighth grade English textbook published by People's Education Press as an example, this article introduces how to determine the productive vocabulary of a unit, including focusing on the bold vocabulary in the textbook and teaching it in a hierarchical and phased manner according to students' needs. Subsequently, a method of internalizing productive vocabulary based on real context was proposed, including activating topic vocabulary through question and answer activities, training meaning expression through question and answer, promoting vocabulary internalization through imitation writing activities, constructing vocabulary networks through word collocation, and organizing key vocabulary through mind maps, among other diverse teaching activities. These activities aim to help students deepen their understanding of discourse, internalize learned vocabulary, and effectively apply it in real-life contexts to enhance their language expression abilities. Finally, it is pointed out that these supplementary designed activities have been expanded on the basis of the original textbook, which is more in line with the rules of vocabulary acquisition and students' cognitive level, and helps to improve students' vocabulary application and discourse expression abilities.

conclusion

The importance of cultivating students' ability to use English vocabulary in unit teaching was emphasized, and it was proposed that teachers should establish the concept of teaching vocabulary for output, avoiding low-level teaching that only focuses on memorizing and writing words. Teachers need to complete the language activities in the textbook and design activities aimed at productive mastery of vocabulary, following the principles of focusing on unit themes, speaking first and then writing, from easy to difficult, and gradually progressing. At the same time, teachers should pay attention to reproducing old vocabulary in new word teaching, helping students transform receptive vocabulary into productive vocabulary, and laying a solid foundation for students' future English learning.