近年来，词汇教学在语言教学中的重要地位越来越得到语言学家和语言教育者的认可和重视，词汇的掌握程度，直接影响到整个语言的学习。可是，长期以来，在初中英语教学中，传统的词汇教学方式使词汇学习活动变得枯燥、乏味，导致学生对词汇学习甚至整个语言学习的兴趣下降。现代教育技术的发展，使多媒体融入到英语课堂教学之中，为中学英语传统教学模式的改革开辟出一个新的途径。本论文就是基于这样的现实背景，对初中英语词汇教学所做的一次实验研究。其目的在于, 通过为期一学年的实验，验证多媒体辅助词汇教学模式是否对学生的词汇学习及学习兴趣和学习态度产生正面的影响。通过对多媒体辅助教学模式和传统教学模式效果的对比，本文旨在探求一种更有效的初中英语词汇教学方法。本实验以相关的词汇教学理论和多媒体辅助教学理论为理论基础，在2009年9月开始实施，2010年6月结束，历时32周。山东省陵县一中附中八年级的两个平行班作为实验班和对照班参与该实验。对照班的词汇课，在普通教室进行；实验班的词汇课，采用多媒体辅助教学方法。实验采用前测、后测、问卷调查和访谈调查作为数据收集工具。前后测成绩的对比分析结果及2010年1月期末测试成绩的比较，表明实验班学生词汇学习较对照班有显著进步。问卷调查和访谈结果则显示，多媒体辅助词汇教学模式对实验班学生的学习兴趣和学习态度都产生了积极影响。

In recent years, the important position of vocabulary in language teaching and learning has been recognized by linguists and language educators. The mastery of vocabulary has a direct impact on the whole language learning. However, during a very long time, the traditional way of teaching vocabulary has made vocabulary learning activities very boring so that students’ interest has been declining in vocabulary learning and even in the whole language learning. The development of modern educational technology provides conditions for integration of multimedia into English classrooms. Based on the relevant theories of vocabulary learning and multimedia-aided instruction, the thesis is an experimental study of multimedia-aided vocabulary teaching among some junior high school students. The aim of the study is to verify whether multimedia-aided vocabulary teaching has a positive impact on students’ learning interest, attitudes and vocabulary learning. Through the contrast of experimental results, the author aims to explore a more suitable and efficient way of teaching English vocabulary in junior high schools.The experiment lasted 32 weeks from September 2009 to June 2010. Two eighth-grade parallel classes in Ling County No. 1 Attached Middle School in Shandong Province participated in the experiment as the experimental group (EG) and the control group (CG). CG had vocabulary lessons in an ordinary classroom, while EG had vocabulary lessons in a multimedia classroom. For the study the pre-test, post-test, questionnaires and interviews were used as the data collecting instruments. The comparison of pre-test and post-test scores and the analysis of the exam in January 2010 show that the experimental group has made greater progress in their vocabulary learning and whole English grades. The results of the questionnaires and interviews show that multimedia-aided vocabulary teaching has positive effects on students’ learning interest and attitudes.