在全球化背景下,各种文化之间的交往日益频繁和紧密,跨文化交流已成为现代社会的主题之一。英语作为世界性语言的地位毋庸置疑。作为新世纪的大学生应在二外习得过程中不断提高自己的跨文化意识,这将直接影响着学生的跨文化素质及其最终的文化习得及运用。因此,英语词汇的积累和运用就成了根本的出发点。然而,近年来,少数民族地区外语教学一直有“重结构,轻词汇”或“重形式,轻意义”的倾向。这给外语教学尤其是大学公共外语教学带来了严重的影响,即词汇学习基本上处于一种自发状态,词汇学习量增长太慢,学生词汇量小,因此严重影响学生语言交际能力的提高。本文针对这一状况,对如何有效地进行词汇教学进行了探讨。 In the context of globalization, exchanges between various cultures have become increasingly frequent and close, and cross-cultural exchanges have become one of the major themes in modern society. There is no doubt that English is a universal language. As a new century college students should constantly improve their own cross-cultural awareness in the process of acquiring foreign languages, which will directly affect students’ intercultural literacy and their ultimate cultural acquisition and application. Therefore, the accumulation and use of English vocabulary has become a fundamental starting point. However, in recent years, foreign language teaching in ethnic minority areas has always had the tendency of “re-structuring, lending vocabulary” or “heavy form, light meaning”. This has a serious impact on foreign language teaching, especially college foreign language teaching. That is to say, vocabulary learning is basically in a spontaneous state. The growth of vocabulary learning is too slow and the vocabulary of students is small, which seriously affects the improvement of students’ communicative competence. In view of this situation, this article discusses how to carry out vocabulary teaching effectively.