词汇在语言学习过程中起着重要的作用。许多学者和研究人员都强调了词汇学习和词汇积累的重要性。长时间以来，许多学生都把词汇的学习当做一个头疼的问题。因此，词汇教学也是英语教师面临的一项具有挑战性的任务。现如今，在初中英语词汇教学过程中，大多数英语教师依旧采用传统的词汇教学方法。他们先根据单词表的内容，按单元呈现单词，然后一个一个教读音，等学生熟悉后再集体读，最后让学生反复抄写单词及其汉语意思。虽然，单词拼写和词义的记忆能通过这种方法提高，但学生在用所学单词时容易出错，也很容易就遗忘了所学单词。 为了解决英语词汇教学中遇到的种种困难，西方学者将一些认知语言学理论引入了中国。在这些理论中，框架理论引起了众多学者的关注和兴趣。本研究从认知语言学框架理论的角度探讨了如何提高英语词汇教学方法。本文主要探讨三个问题:一是基于认知框架理论的教学方法如何影响初中生的英语词汇学习效果？二是认知语言学框架理论是否会进一步提高英语综合成绩？三是认知语言学框架理论指导下的词汇学习是否会改变初中生对词汇学习的态度和词汇学习策略。 针对以上研究问题，本文基于钱德明和周庆芳的研究，将基于框架理论的“框架前-框架中-框架后”教学模式应用于初中英语词汇教学实践。基于该模型，作者开展了为期6个月的实验研究。研究对象来自某中学初二年级的两个平行班。这是一所走读制的初中，学生的英语基础相对薄弱。实验研究工具有问卷调查、四项测试和一项访谈。四项测试分别为前测、后测、延迟测试和词汇拓展测试。 研究发现，将与语义框架相关的词汇组合在一起进行教学，有利于理解和记忆。通过框架建构，学生可以构建一种新颖的理解词义的方式，也可以通过框架导向其他相关词汇。这样，词汇量就扩大了。 因此，基于认知语言学框架理论的初中英语词汇教学模式可以提高学生的词汇记忆能力，促进学生词汇量的拓展。此外，本研究为弥补传统词汇教学中的不足提供了新的视角；同时对教材和词典的编写有一定的参考价值。

Vocabulary plays an important role in the language learning process. Many scholars and researchers have emphasized the importance of vocabulary learning and vocabulary accumulation. For a long time, many students find this a major problem in English vocabulary learning. Therefore, vocabulary teaching is also a challenging task for English teachers. Nowadays, in the process of junior middle school English vocabulary teaching, most English teachers still use traditional vocabulary teaching methods. They present the words according to the contents of the word list first, and then teach the pronunciation one by one. After the students are familiar with them, they can read them loudly in a voice, and finally students are asked to copy the words and their Chinese meanings repeatedly. Although the memory of word spelling and word meaning can be improved by this kind of traditional method, students may have difficulty using words correctly and accurately. and it is easy to forget the words they have learned. To make matters worse, they gradually lost interest in learning English, and some even gave up learning English desperately. In order to solve the difficulties encountered in English vocabulary teaching, Western scholars introduced some cognitive linguistic theories into China. In these theories, framework theory has attracted the attention and interest of many scholars. This study explores how to improve English vocabulary teaching methods from the perspective of cognitive linguistic framework theory. This paper mainly discusses three questions: First, how does the teaching method based on cognitive framework theory affect the English vocabulary learning effect of junior high school students? Second, will vocabulary learning under the guidance of cognitive linguistic framework theory further improve the comprehensive scores of English? Third, whether vocabulary learning under the guidance of cognitive linguistic framework theory will change the attitude of junior high school students to vocabulary learning and vocabulary learning strategies.. In view of the above research questions, based on Qian Deming and Zhou Qingfang's research, the "pre-frame-frame-post-framework" teaching model based on framework theory is applied to junior high school English vocabulary teaching practice. The framework-based model consists of three steps, the pre-framework phase, the framework phase, and the post-framework phase. Based on this model, the author conducted a six-month experimental study. The subjects were from two parallel classes in the second grade of a Middle School in Xinjiang. This is a junior high school, and the English foundation of the students is really poor. The experimental research tools were questionnaires, four tests, and one interview. The four tests were pre-test, post-test, delay test and vocabulary extension test. The study found that combining vocabulary related to the semantic framework for teaching is conducive to understanding and memory. Through framework construction, students can construct a new way of understanding the meaning of words, and can also guide other related vocabulary through the framework. In this way, the vocabulary has expanded. Therefore, the framework-based junior high school English vocabulary teaching model can help to improve students' vocabulary and expand students' vocabulary. In short, the exploration of framed vocabulary teaching can provide a new way for junior middle school English vocabulary teaching, and also provides some inspiration for improving the efficiency of traditional vocabulary teaching methods. At the same time, it has certain reference value for the preparation of teaching materials and dictionaries.