【正文】 n. They agree that vocabulary is not only single words，phrases and idioms in a language, but also the lexical items a language user has. The objectives of vocabulary teaching in senior high schoolsLi Haoyan (2007) said that vocabulary teaching is a much plex process, including teaching ideas, methods and skills and so on. Vocabulary is one of the most important ponents (pronunciation, vocabulary and grammar) of language learning. In senior high schools, the objectives of vocabulary teaching include pronunciation, spelling, translation, definition, part of speech, collocation, discrimination, parison, association and application. Cao Rui (2002) sums up the aspects of vocabulary teaching into four: pronunciation, grammar, semantics and the usage of words. All the four aspects should serve munication. Moreover, the new vocabulary criterion Senior English Curriculum Criterion in China (Experiment Edition, 2001) mentions that students should know the meanings and the use of 3,000 words and 400500 idioms or collocations。 learning result” (2001). Teachers’ teaching methodsAccording to Cheng Liying (2006), there are some typical vocabulary teaching methods as follows:The Direct Method The Situational Language Teaching Method The Grammartranslation Method The Lexical Approach The Combination of Pronunciation and Spelling The Synonym and Antonym MethodThe teaching methods mentioned above have some positive effects on the English vocabulary teaching。 and third, the senior students lack scientific learning strategies. The reasons for problems existing in vocabulary teaching Students’ subjective factorsThe students’ subjective factors have great impact on the English vocabulary acquisition. In general, the factors consist of the learners’ English level, learning interest, learning strategies and motivation toward English learning, etc. Some students whose English is poor are unable to understand what the teacher said in the class。畢業(yè)論文（設計） The Application of Communicative Approach in English Vocabulary Teaching in Senior High Schools1. Introduction 22. The current situation and problems of English vocabulary teaching 3 The current situation of vocabulary teaching in senior high schools 3 The problems existing in vocabulary teaching in senior high schools 4 The reasons for problems existing in vocabulary teaching 5 Students’ subjective factors 5 Teachers’ teaching methods 63. The objectives and importance of vocabulary teaching 7 Definition of vocabulary 7 The objectives of vocabulary teaching in senior high schools 8 The importance of vocabulary teaching 94. A brief introduction of Communicative Approach 10 The definition of Communicative Approach 10 Main features of the Communicative Approach 115. The application of Communicative Approach to vocabulary teaching 12 The municative principles in vocabulary teaching 12 Establishing municative situation and creating municative activities to teach vocabulary 14 Purpose of the experiment 15 Subjects of the experiment 15 Procedures of the experiment 16 Prequestionnaire 16 Teaching process 16 The first stage—presentation of new words 16 The second stage—practice 17 The third stage—language use 18 fourth stageconsolidation of vocabulary 18 Postquestionnaire 19 Results of the experiment 19 Analysis of the results 206. Suggestions should pay attention to 22 The amount of vocabulary 22 Learning strategies and memorizing skills of vocabulary 22 Roles of teachers and students 23 Attitudes to errors 247. Conclusion 25References 271. IntroductionVocabulary is the carrier for people to municate with each other. McCarthy (1990: 5) said, without enough words one cannot municate with others, no matter how wonderful his grammar and pronunciation are. His words indicate that vocabulary teaching plays a fundamental part in English teaching. Nowadays, there are various methods in foreign language teaching (FLT) and all the methods show the importance of vocabulary teaching. It is a pity that traditional teaching methods are not effective enough in helping students to master vocabulary and develop their municative petence. How to teach vocabulary and how to develop students’ municative petence are hot issues in FLT. In the early 1970s, the Communicative Approach or Communicative Language Teaching (CA or CLT) whose ultimate goal is to develop learners’ municative petence occurred in Europe. It includes two versions: the weak version and the strong version. The weak version of CA stresses the importance of providing learners with opportunities to use their English for municative purposes. The strong version of CA claims that language is acquired through munication. So the four language skills, namely, listening, speaking, reading, and writing should follow the municative principle because the ultimate goal of learning language is to municate. Researchers and teachers have been looking for available ways to teach vocabulary on the principle of CA and drawing some useful municative ways that reflect this principle so as to make an effective teaching in practice. Many researchers and teachers have put forward the CA in vocabulary teaching. Guo Xia and Jia Junling (2007) suggest that we should use web to create context in vocabulary teaching. Cheng Liying (2006) discusses that vocabulary teaching within Communicative Approach should focus on pragmatic petence, context and teaching strategies. Zhang Sufang (2004) believes that vocabulary can be taught by choosing topics according to the unit theme. This thesis is designed to analyze some relevant factors to vocabulary teaching and the definition, main features and activities of the Communicative Approach. It is also designed to introduce the application of CA in vocabulary teaching in senior high schools. One purpose of writing this thesis is to arouse more teachers to apply the Communicative App