英语词汇教学方法的探讨

A Discussion on the Methods of Vocabulary Teaching

in Middle School

Introduction

In China, English teachers have sometimes tended to overlook the importance of the lexical system. This is especially obvious in the middle school. This phenomenon might have resulted from the fact that linguists have worked out a perfect equivalent Chinese vocabulary system to English vocabulary system, so that teachers and students can more easily deal with the vocabulary than with the grammar and sound of English which are quite different from the Chinese grammar and sound system.

Lexical items may also have appeared to be of secondary importance because they have sometimes been seen as that which is used to “flesh out” the structure or to exemplify parts of the sound system. However, without lexicon the major

meaning-caring element in language is missing. Therefore, the acquisition of vocabulary is an integral part of English teaching.

On the other hand, there are teachers who have tended to overemphasize the learning of words in the lengthy vocabulary lists. The old English textbook (JUNIOR ENGLISH FOR CHINA, People’s Publisher of China, 1990) bears silent witness to such an approach.

The solution here is to seek scientific methods of vocabulary teaching. Students should be exposed to the vocabulary needed to express the ideas they want to communicate. The vocabulary items should not be strictly limited, nor should vocabulary acquisition be stressed to the exclusion of other parts of the language system.

In the following part, the author will discuss four topics to address the problem so as to offer a feasible solution to it. The four topics are: I. The importance of vocabulary teaching in middle school. II. The shortcomings of traditional vocabulary

teaching methods. III. The three distinctive features of English words. IV. The five scientific methods for vocabulary teaching in middle school.

I. The importance of vocabulary teaching in middle school

Word is one of the three basic language units (sound, word, grammar). It is essential to communication. One of the famous linguists Wilkins once said “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”(Wilkins, ENGLISH STUDY, Foreign Language Study Institute, 1987) Little children learn to speak in isolated words and then in chains of nouns and verbs.

A child who says “Mum bye-bye bike” is easily understood by English-speaking adult. Students who are immersed into a new linguistic settling tend to pick up vocabulary first, and then gradually develop a more accurate, structural framework in which to use these words. And they must continually be learning words as they learn structures and as they practice the sound system. Therefore, vocabulary teaching is an indispensable part of English lessons in middle school, and an important task for the teachers. Whether a middle school English teacher can follow scientific methods to teach vocabulary or not directly bring good or bad influence toward the students. If

his methods are suitable for the students and beneficial for them in the long run, he could arouse their interest in English and help them to develop a solid foundation of language acquisition ability; whereas if he fails to do so, it might result in the students’ diffidence toward themselves and might cause them to disgust English.

II. The Shortcomings of Traditional Vocabulary Teaching Methods

A. Teaching English words in one-to-one corresponding with Chinese words

Many English teachers tend to teach English words in one-to-one correspondence to Chinese words; for example, English glass is玻璃in Chinese, English cup is茶杯in Chinese, and so on. This traditional translation teaching method,

which has been adopted in China for a long time is considered to be helpful. But in

the long run the overuse of this method is harmful to the development of students’ language competence. Especially in the elementary stage, this method should be avoided as possible as it can be.

When students say that they know the meaning of an English word, they usually mean that they have found an equivalent word in Chinese language, but this equivalent word may be misleading. Let’s take the word milk for example. In the sentence of I have milk for breakfast, the word milk in Chinese culture refers to hot milk, because Chinese people are used to drink milk hot; while the word milk in the American culture refers to cold milk, because Americans never drink boiled milk as we Chinese do. This example shows us that the same word milk has different social meanings in different cultures. In fact, many linguists believe that no word can be exactly translated into another language. Learning the vocabulary of a second language is not just to memorize the equivalent words of language one, but to learn the meaning relationship between milk and all other words in English within the context of cultural life.

B. Teaching English words in isolation

Middle school English teachers in China usually ask students to learn vocabulary lists in which words are isolated from the context. In one case, they let the students pick out all the new words in the text, list them on a paper, and consult the dictionary for the Chinese or English meanings; for example, display mean show, arrive means reach. In another case, they try to get the students to associate each word with an image or an object; for example, they hold up a picture of a car and say: This is a car. Both these teaching techniques imply that learning vocabulary means learning individual word one at a time. These two methods may save time and be fast-effective. However, the relationships between words are as important as the meaning of the word in isolation: how car contrasts with bus and truck, and how it is related to driver and engine are as important as the word itself.

Neglecting the study of the relationships in English vocabulary system might result in students’ slowness in comprehension and inappropriateness in exploiting the English words. Being taught in these ways without a change, students might have difficulty in working out the meanings of some words, such as time in the following three sentences:

①She is near her time. (Means she would die soon.)

②The umpire called time. (Means t he umpire called for a stop.)

③He is in the time of his life. (Means the days he is experiencing are very enjoyable.) And many Chinese middle school students often make such sentences as:

①The polices adopted by the Chinese Communist Party is beneficial.

②My spoken-English is very bad.

Students who make such sentences only know the meaning of each individual word, but they are poor in the proper use of beneficial (which should be beneficial for people) and bad. (which should be changed into poor)

C. Treating all words equally

Some English teachers treat all vocabulary equally. That is, they generally imply that students should be able to produce all vocabulary presented. But as suggested by the linguists that words can be classified into receptive vocabulary and productive vocabulary according to the needs, language levels and professions of the learners. They point out that all speakers are able to recognize more words than they usually use on a productive level. Productive vocabulary is that utilized in everyday speech. Receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing. Teachers who do notice this fact ask students to concentrate equally on the acquisition of both receptive vocabulary and productive vocabulary. This method of vocabulary teaching adds much burden to students, and would cause them to become tired of vocabulary learning.

D. Failure in relation to the memory rules

There are two types of memory processes---short-term memory and long-term memory. Short-term memory means that the storing of input only stay in your memory temporarily; while the long-term memory means that the storing of input can stay in your memory for more than 10 days, ever for the whole life. In fact, our memory process is a recycling process. According to the survey of linguists, the more times the word is used, the better you remember it. But many teachers partially emphasize the function of short-term memory. They seem to care more about the amount of vocabulary input than those actually stay in students’ memory.

Being forced to remember a large amount of vocabulary in this way, students are treated as if they were a funned. In appearance they take in thousands of new words, but in effect only a few which are frequently used really stay in their store and can be exploited. It is not amazing that a senior middle school student who is required to master 3000 words has misused or made mistakes in 60 words when asked to write down a passage of 100 words because of his poor vocabulary storing. Many of teachers put all the blame to the students’ laziness. They explain for themselves that those students are too lazy to enlarge their size of vocabulary.

There might be some teachers seeing the long-term memory rule. However, they never succeed in applying the memory rule in classroom. They claim that the time of each period of class is limited that they can’t spend so much time on the repetition of vocabulary teaching. As far as I’m concerned, I don’t think their excuses make any sense. What matters is their ignorance of scientific teaching techniques and irresponsibility for the development of students.

E Harmful punishment

I think the worst method of vocabulary teaching is the adoption of harmful method of punishment---copying new words for 100 even 1000 times. There are still some teachers in favor of the copy method. These teachers force their poor students to copy many times of new words which they make mistakes in. This awkward punishment often cause students to fear and worry about English lessons. It is true that most of the middle school students are interested in English at first, because it is a

new subject that is full of novelty and interest. And they like their English teacher, too. But with the misuse of teaching methods by teachers, they might begin to feel discouraged in English learning and even disgust their English teacher. I have met a junior middle student whose English teacher was a very beautiful girl. At first, he liked his English teacher very much, however, he disgusted her and learning English later, for she used to punish the student by asking him to copy the words he had made mistakes many times.

The five traditional methods of vocabulary teaching, which I have mentioned, are frequently used by many middle school English teachers, especially those working in common middle schools in rural areas where teacher-dominant classes are typical. Being taught in these ways, although students take painful efforts in vocabulary learning, they achieve little. As a result, they can’t find much pleasure in English and become more and more lazy in English study. Not only are their English ability not improved, but also they are discouraged in English learning as well.

It is particularly important and necessary to try to make vocabulary teaching interesting and affective for the students. Their study will become a lot more effective if the students come to the classroom willingly instead of being forced to. That is to say, how can teachers succeed in arousing the students’ interest in English and making the students more active and aggressive in thinking by vocabulary teaching? To do so we should discard the drawbacks of traditional vocabulary teaching methods, reserve their advantages and combine them with scientific vocabulary teaching theories. But how?

III. The Three Distinctive Features of English Words

Before studying the better techniques in vocabulary teaching, we had better know about the characteristics of English words. English words are quite different from Chinese characters, for the former is a spelling system while the latter is a stroke system. English words have three distinguishing features:

A. The correspondence of its pronunciation to its spelling

Look at the following two lists of words:

①old, cold, hold, whole, so [?u]

②smart, artist, mark, garden [a:]

In list①the letter o in the five words are all pronounced as [?u]; and in list② the letter combination ar in the four words are pronounced as [a:]. If students have noticed this relationship between English pronunciation and spelling, they would be easier in pronouncing and memorizing new words.

But with a long history of development and variation, and with the influence by other languages, the spelling of English words don’t always ob serve this rule; for example, the letter “u” is pronounced differently in the following words:

Until [?], full[u], music [ju:], truth [u:]

In another case, with the influence of American accent, the word cl er k is also pronounced as [a:].

B. The changeableness of its shape and grammatical values

Students need to know facts about word formation and how to twist words to fit different grammatical contexts. Thus the verb run has the participles running and ran, the present participle running can be used as an adjective and run can also be a none. There is a clear relationship between the words death, dead, dying and die.

Students also need to know how suffixes and prefixes work. How can we make the words potent and expensive opposite in meaning? Why do we preface one with in-and the other with im-?

Knowing the three distinguishing characteristics of English vocabulary will help teachers to deliver vocabulary teaching.

C. Several meanings of one word

The word book, for example, obviously refers to something you use to read from (a written work in the form of) a set of printed pages fastened together inside a cover, as a thing to be read according to one learner’s dictionary. But the same dictionary

then goes on to list eight more meanings of book as a noun, two meanings of book as a verb and three meanings where “book” + preposition makes phrasal verbs. So we will have to say that the word book sometimes means the kind of thing you read from, but it can also mean a number of other things.

When we come across a word, then, and try to decipher its meaning we will have to look at the context in which it is used. If we see a woman in a theatre arguing at the ticket office saying, but I booked my tickets three weeks ago, we will obviously understand a meaning of the verb book which is different from a policeman (accompanied by an unhappy-looking man at a police station) saying to his colleague we booked him for speeding. In other words, students need to understand the importance of meaning in context.

IV. Five Scientific Methods for Vocabulary Teaching in Middle School

After careful observation of the middle school English classroom and the study of pedagogy in the aspect of English teaching, as well as the author's personal experience of English learning, the author would like to suggest seventeen methods

of vocabulary teaching, which she considers would be valuable for both teachers and students in middle schools.

A. Using visual items

Junior middle school students are very young and full of imagination. So they like vivid explanation of the meaning of the words. There are many concrete words, which can be taught by using visual items, which can relate English words to objects and help the students to improve their ability of thinking in English. Thus the vocabulary teaching, especially in the premier period, using visual items should be adopted as much as possible.

1. Objects and visual aids

For examples, the calendar may be used to teach today, yesterday, tomorrow, as well as last week, next week, next month, in the two week s, and so on. Point at students’ book, desk, ruler, and pen and teach the word s book, desk, ruler, and pen. In teaching about the house, a doll house with furniture can be used to teach the names for rooms, floors, parts of the house, and articles of furniture.

2. Actions

The action words, such as open, close, run, smile, angry, sad, sit, drink, eat, and so on can be act out. For example, the teacher is eating. The teacher is drinking. The teacher is reading.

Teacher: What is the teacher doing?

Students: The teacher is eating. (drinking or reading)

3. Gestures

Gestures may be used to convey the meanings of some words. Certain descriptive adjectives, such as here, there, this, that, tall, thin, fat, and dumb, can lend themselves to gestures.

Prepositions of place can also be effectively taught by movements; for example:

Teacher: The book is on the table. The pencil is on the book. The book is under the pencil. Now the pencil is behind the book.

4. Drawings

Drawings illustrating vocabulary may be hung around the classroom. These are especially effective if they illustrate points where learning problems tend to occur: He is lying on the bed.

He is laying his coat on the bed.

Another use of drawings is known as picture association which means drew pictures for the troublesome words and the students themselves providing the association

B. Using word-building

After the students have mustered about 500 words, this method can be used.

1. Prefixes

For instance, when teaching rewrite-(write), retell (tell), misunderstand (understand), because students know the words write, tell, understand, teacher just tell students what the meanings of the prefixes re- and mis- are. Then students will infer the meaning of the words rewrite, retell, misunderstand.

2. Suffixes

The same with prefix, when teaching the words friendship, relationship, telling students the meaning of the suffix ship if they have known friend, relation, they can guess the meanings of friendship, relationship. Other words such as mother-in-low, father-in-low, sister-in-low, brother-in-low can also be taught in this way.

3. Component words

In teaching component words, such as homeland, boyfriend, girlfriend, housework, the teacher just need to divide each word into two elements, students will guess the words’ meaning quickly.

C. Synonyms and antonyms in and out of context

1. Synonyms

The teachers can use known vocabulary, which are the synonyms or equivalent expression of the new words to teach the new words. For example, teacher can teach the later one of following couples of words by using its synonyms if students have learnt the former: high-tall, clearly-obviously, unkind-cruel, and so on. However, we cannot isolate the word from its context, for same word will have different meanings in different contexts. Take the word big for instance. Big have different meanings in following two sentences

①He is a big man. (Here, big means important.)

②The room is big. (Big means large here.)

Other examples, ①John was exhausted. His brother, too, was extremely tired.

②Mary, why are you talking s o fast? The Chinese don’t understand you when you speak so quickly. In the two sentences, it is obvious that exhausted means extremely tired in sentence①and quickly means fast in sentence②.

2. Antonyms

There are many words which are opposite of the other s in students’ textbook. Use the new word in textbook that contain an antonym or contrary expression to teach new words.

For examples: ①This meat is tough. I can only eat tender meat. After reading, we can learn tough is the antonym of tender. And it is familiar to us that tender means soft here. So tough means firm here.

②Tom was lazy while his brother Jack was industrious. Jack worked all the time. Here, the new word industriou s has an antonym lazy. So we can easily know industrious means diligent. And we can learn the meaning of industrious by comparison and contrast the two sentences:

Jack was industrious.

Jack worded all the time.

It is clearly industrious means diligent.

D. Using students' learnt vocabulary and familiar things

1. With the help of stud ents’ common sense

For example, in order to explain climb, teacher can contrast monkey’s behavior with that of fish, bird and horse. The fish can swim; the bird can fly; the horse can walk and run; but the monkey can not swim and fly, he can only walk, run and climb the tree .By the contrast, students will know that climb means to go up something towards the top.

2 Teaching vocabulary in context

The same word can have various meanings in different contexts. To convey the meaning of a new word exactly, it is better to present the word in the sentence or in the context. There are at last three advantages of teaching vocabulary in context: Firstly, assessing the meaning of a word in context obliges the learner to develop strategies, such as anticipation and inference which become increasingly profitable as learning progresses because they instill an attitude of self-reliance that is the hallmark of proficiency. Secondly, systematically meeting new words in context underlines the fact that words are indeed used in discourse for purposes of communication. Finally, context provides an indication of the way the words are used.

All these factors may contribute to a learner’s autonomy to learn English and to facilitate the transfer of knowledge that accompanies it. For example, look at the following passage:

“Mary is a very diligent student. She gets up very early every morning. She reads a lot of books and studies very hard. This year she gets the school prize.”

When teaching the word diligent, teacher can present the above context so that students can guess its meaning through the following information and set up a relationship between diligent, early, read books, study hard, and school prize. This method of teaching not only help the students to understand the exact meaning of a new word, but let them have an idea about the group of words that often appear simultaneously in harmony.

3. Using oral description

For instances, ①when teaching medicine, the teacher may say: “If you catch cold, you may go to see a doctor, and he will give you some medicine, and ask you to take it. After you take the medicine, you will feel better the next day.” Then students will easily understand the meaning of medicine.

②It is raining and I want to go out. I do not want to get we t. I haven’t a raincoat but I have an umbrella. I will put up my umbrella. The rain is coming down on me. My umbrella is protecting me. It is keeping me from getting wet. Now the rain has stopped. I will take my umbrella down. An umbrella is very useful when it is

raining. After reading the description, maybe the students will know what an umbrella is immediately without any explanation.

4. Definition and paraphrase

For examples,①Lighting is a powerful flash of light caused by electricity passing from one cloud to another or to the ground.

②Breakfast is the first meat of a day.

③A noun is the name of a person, place or thing.

④Look! An ink-bottle is in my hand. If I am careless and drop it on the ground of our classroom, can you imagine what will happen? You may say it will be broken into pieces. So we say the ink-bottle is fragile. Fragile means something is easily broken or damaged.

5. Grouping

Many textbooks present vocabulary items in random order. Some books have alphabetical lists of new words. In either case, new words may be further grouped to point out similarities and differences among them. Bright students do this automatically, but often the slower students experience difficulty precisely because they do not notice the obvious groupings.

The teacher can prepare handouts of group words to help students remember them more easily.

a) Nouns: Nouns can be grouped in families:

①Color: white, black, yellow, brown, green, p ink…

②Foods: bread, milk, apple pie, grapes, cake…

b) Verbs: Verbs can be grouped by its usage and collocation:

①enjoy, avoid, escape, finish, can’t help…+ doing

②go v.

go about: perform; go after: try to get go against for: oppose

go by: pass; go for: attack go along with: agree with…

c) Adjectives: Adjectives can be grouped according to the way they are used

-ous: famous, dangerous, generous -able, -ible: eatable, accessible

-ful: useful, doubtful, resentful -ary, -ory: elementary, contradictory

-ic: patriotic, heroic, historic -ant,-ent: important, different

-ive: comparative, progressive, passive…

d) Pares of words: Synonyms and antonyms can be grouped. Root words may be paired with forms using prefixes or suffixes.

6. By communication

Teaching vocabulary by communication means teaching the new words through thinking with students about the things presented or happening in our daily life, since real experience can deepen the impressions of things upon people. Teaching b y communication have a great advantage that the new words presented in the conversation immediately become an active word which students can exploit freely and proper; for example, look at the following conversation between a teacher and a student:

Teacher: Do you enjoy yourself on National Day?

Student: Yes!

Teacher: What did you do on National Day?

Student: My father brought me to Beijing and that is the first time I raveled by plane? It’s very, very…

Teacher: Is it very exciting and pleasant?

Student: Ye s, yes, it’s very exciting and pleasant.

From the communication, the students consciously of unconsciously feel the relationship between enjoy, the National Day (holiday), go to Beijing (travel), exciting and pleasant. And since he really has experienced the travel and urgently wants to express his happy feeling, with the teacher’s prompting, he would remember the verb enjoy and the adjective exciting and pleasant well, and have no difficulty in exploiting them next time.

Another advantage of teaching vocabulary by communication is that it can arouse the students’ motive and interest toward enlarging their size of vocabulary. When

students meet difficulty in communication, they will have the urge to consult the dictionary or ask for help from the teacher or the other students, and try to remember the word he wants to express, so that next time he would not be awkward when speaking out.

E. Introducing the knowledge of cultural background

English vocabulary system is an open system. It consistently adopts variation, transformation and has been influenced by other languages in the world for a long history. With the knowledge of the cultural background of the vocabulary, teacher can make vocabulary teaching more vivid, interesting and impressive. For example, when teaching the word NEWS, teacher can tell the students how this word came into being. It is said that, NEWS originated from the first letter of the four directions---N(north), E(east), W(west) and S(south)---indicating that news comes from and spreads to all over the world.

Another example, when students come across such sentence as: It is raining cats and dogs. Then if the teacher knows the cultural background of this idiom, the students would feel it is interesting and not so strange. Legend said that there is a gale within the cat’s tail, so the cat is considered as a symbol of the strong wind; and a wise man named Odin usually carried with him a cat and a dog with him to prompt the farmers that the rainstorm was coming. So it is raining cats and dogs means rains heavily.

Conclusion

With the disagreement, the author does not mean to disagree all traditional vocabulary teaching methods and take in all the new methods without discrimination. But she is caring about the bad influence brought by some awkward traditional vocabulary teaching methods which are overused and exploited inflexibly by many teachers in middle school classroom. As far as the author is concerned, she thinks a teacher’s behavior and teaching methods usually have great influence toward his

students, especially those in middle school; therefore, before he becomes a qualified teacher, he should possess professional knowledge and effective techniques, since vocabulary teaching is an important part of English language teaching. Whether a teacher can handle this process technically or not lies on the students’ language acquisition ability such as observation, analysis, creation, thinking and communication, and their language competence. If the teacher tries to observe the rules working in the students’ learning processes, concern about their interest and psychological needs, and apply more scientific and efficient vocabulary teaching techniques which are fit for them, he will succeed in arousing the students’ motives to learn English well and learn it in a relaxing and scientific way in which the larges size of vocabulary is not the final teaching target, but the improvement of language competence. That is to say, English should not become an accumulated knowledge, but a tool for communication. So teachers should make the class learner-centered, more democratic and less teacher-dominant, stress students’ participation in classroom, show more concern for their thinking and their needs for instruction. Only in this way can they help to improve the students’ language competence and their ability to use English freely in communication.

小学英语词汇课教学方法研究 2019年教育文档

小学英语词汇课教学方法研究 一、词汇的重要性 语音、词汇、语法是构成英语语言的三大要素，它们之间总是相互影响和相互制约。英国语言学家威尔金斯（Wilkins）在《语言教学中的语言学》一书中指出：“Without grammar very little can be conveyed，without vocabulary nothing can be conveyed.”（没有语法，还可传达一点点信息，但没有词汇，就不能传达任何信息。）由此我们不难看出词汇在英语学习中的重 要性。词汇量足够大，即使语法不太规范，别人也能听懂，可词汇量太小，表达就会受到严重的限制。对于小学生的词汇学习而言，教师采用有效的教学方法、教学手段帮助学生学习、记忆、运用词汇是非常有必要的。 二、词汇学习中的困难 小学生在英语词汇学习过程中经常遇到的困难，结合小学生的心理、年龄等特点进行分析，在词汇的学习过程中，小学生经常会遇到以下困难： （一）读音易受汉语拼音影响 小学生在接触英语之前，不但有一定的语文基础，而且还有一个汉语环境，所以对于刚接触英语的孩子来说，汉语的负迁移影响较大。如有的学生为了记忆单词，在单词的旁边注上发音相（我的）这样看似便于记忆，word（布克），book似的汉语，如．

实际上非常不科学，也不准确。如果习惯了汉语的发音，英语的发音音准就会受到负面影响而难以改变。 （二）对于词汇的记忆，遗忘率较高 小学生自我约束能力差，有相当一部分对教师布置的听、说、读、写的作业会“偷工减料”，只是在教师要检查时才临时抱佛脚，对词汇的记忆并不牢固，过后就会遗忘。按照德国心理学家艾宾浩斯（Hermann Ebbinghaus）遗忘曲线的规律，这种记忆是暂时的，没有变成长时记忆，所以词汇的遗忘率就比较高。 （三）自主学习能力相对较差 小学生学习自主性较差，大部分学生需要有教师和家长的监督才能按时、按质、按量地完成作业。这种被动的学习状态，久而久之对学生学习的积极性会产生不利影响。 （四）词汇学习中缺乏技巧和策略 从日常的教学及对学生的调查中不难看出，相当一部分学生对于词汇的学习、识记、运用上，多数属于死记硬背。效率低，效果差，而这些都是由于学生在词汇学习中缺乏科学的技巧和方法。 三、小学英语词汇课教学方法 英语词汇课教学要做到“五学会，一达到”，即学会听音、拼读、记忆、书写、应用；达到听其音，知其形，识其义。要达到词汇教学的目标，教师在教学手段和教学方法上必须下足工夫。下面就从“词汇的呈现、巩固、运用及拓展”几个主要环节． 进行探讨和阐述。

英语词汇教学方法探讨 2

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是提高学生词2. 结合阅读进行词汇教学。通过阅读进行词汇教学, , 它不仅有利于扩展学生的词汇量和词汇文化知识汇能力的有效途径。尤其是后者对学生掌握词汇具有而且有利于学生通过语境猜测词义。而信息处理, 重要意义, 因为猜测词义是一种深度的信息处理过程信息就越能长时对信息加工的水平越高水平对记忆有很大的影响。, , 间地储存于记忆中, 学生对所猜测的词汇就会留下越深刻的印象 从而为今后的运用打下坚实基础。教师组织学生围绕3. 围绕一个主题进行辐射联想。在词汇教学中, 从, , 可以诱导学生进行一些有趣的新发现某一主题进行辐射联想 这样的活动可使枯燥的词汇而培养学生的求异思维能力和创新能力。词汇学对扩大词汇量和增强词汇能力非常有益。学习变得十分有趣, 分散的词汇在我们头脑中是通过某种意义在一般情况下, , 家指出 通过联想法, 因此上的联系聚合在一起, 从而形成一个语义网络的。更可以使学生形成知识体,记忆词汇不仅可以发挥学生的主观能动性从而使他们能够比较系统地表达某一方面的观点或思想内容。系, 对亲身体验的, 4. 利用多媒体技术进行直观教学。对大多数人来说而且通过直观感受获得的, 和最直观的东西的认识应该是最深刻的, 在词汇教学中概念也是最清晰的。因此, , 教师应利用多媒体技术, 向学生提供大量的直观形象, 如图片、图形文字、甚至影音录像等通过这种途径学生能获得既形象生能使学生对词汇的表征一目了然。以至在使用时能迅速地把词的形式与其所指动又准确深刻的记忆,

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法、扩大阅读法等，然而这些词汇记忆法始终没有深入到词汇内部，加上词汇的记忆是孤立的、机械的和缺乏语境,学生学习往往就只能是“事倍功半”啦！总而言之，分析在词汇教学中存在的问题,突破英语词汇学习的难关，寻求一个有效地帮助学生记忆英语单词以扩大词汇量的方法，进而达到“事半功倍”的效果，一直是我们初中英语教师研究的课题。本文拟遵循英语词汇教学原则，就此课题作初步的探讨。 一、初中英语词汇教学存在的问题 初中的英语词汇通常由常用词、词根等组成，而这些词在英语总词汇量中只占一小部分，这些词数量虽少，但用途却非常广泛，要求学生掌握这些词的本义、转义、比喻义、引申义、修辞义等。但有的教师在教学中不依据教学大纲的要求，而是对每个单词都同等对待，都“一古脑儿”地传授给学生，没有明确地告诉学生哪些单词只要求能听懂，哪些单词要求能听、说、读，哪一些是最重要的，要求听、说、读、写都行，这样无疑就给学生的词汇学习增加了难度，加重了学生学习的负担。从而也大大降低了学习的效果，这样的教学违反了“质量并重，逐层加深”的教学原则。 1. 不注重培养学生的思维能力，孤立讲解词义 在初中英语词汇中，有许多单词在不同的句子和语境中表达出来的意义也完全不同，正是由于词汇的多义性，讲授单词一定要放在一定的语境中。在课堂教学中,本应由学生自

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小学英语词汇教学策略 研究课题报告 HUA system office room 【HUA16H-TTMS2A-HUAS8Q8-HUAH1688】

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效性首先体现在能否调动全体学生的学习积极性，促进学生对知识的主动建构。通过本课题的研究，希望能从教与学两个方面来探讨有效练习的途径，寻找根治重复低效的英语单词记忆方法，力争使课堂教学有效、高效，为促进小学英语单词教学的有效性提供必要的依据和内容，从而让教师和学生更好的互动，提高英语教学有效性。 （3）小学英语单词教学中学生学习方式的研究。 英语课程强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。当前，学生在英语单词记忆的过程中机械练习的现象还是较为普遍的，忽视了学生在记忆过程中学习方式的研究，即如何“学”、如何“练”的研究。学生在记忆单词过程中的学习方式应该不是单一的，任何时候学生记忆单词都不应是被动吸收、机械地操练，而是一个学生亲自参与的充满丰富、生动的思维活动，经历一个实践和创新的过程。当然，由于学生年龄特点及学习心理等因素的影响，不同年龄段学生学习英语的方式是有一定区别的，为更好地促进学生主动参与英语单词记忆的活动，我们将按英语课程标准的学段划分，并结合各学段具体学习内容，将努力探索不同学段的孩子记忆英语单词的有效学习方式，以让学生真正成为学习活动的主人，而不是成为“简单机械地操练工”，教师应切实成为学生学习的组织者和合作者，并不是权威的讲授者。 （4）提高小学生单词拼读能力的研究。 英语课程要求学生在了解简单的拼读规律，能根据读音拼写单词和短语，并能根据语音辨别和书写不太熟悉的单词或简单语句。小学英语单词教学研究，旨在通过教学结构，教学方法等方面的研究和探索，以迎合小学生性格心理特征为起点，致力寻求适合小学生心理、思维特征的小学英语教学方法和模式。实现培养小学生记忆英语单词的能力，帮助学生掌握适合各自特点的主动学习方法的教学目标。分析和研究英语教学过程单词有效，快速记忆的可行性和主要实施方法，以及单词教学对教师能力素质的要求。力求从根本上为提升小学英语教学质量探索一条切实可行、效果明显的有效的记忆单词的教学道路。 （5）单词教学活动设计及实施的评价。

关于中学英语词汇教学方法之探讨

关于中学英语词汇教学方法之探讨 【摘要】语言的三大要素是语音、词汇、语法，词汇就是语言的基本构建材料。词汇学家麦加锡曾说过：“一个学生学习第二语言，其语法无论学得多么好，语音无论掌握得多么漂亮，没有词汇来表达各种意义，语言交际就难以实现。”无论用哪一种语言进行交流，首先都必须具备一定的词汇量。在中学英语教学中,词汇教学是一个非常重要的基础环节，如何使学生科学地、有效地记忆词汇，扩大词汇量，提高英语词汇运用能力是当前教学工作面临的重点和难题。本文针对中学英语词汇教学的状况，提出教师应在学生词汇学习中发挥积极的指导作用，改变词汇教学模式，帮助学生建立自己的单词本，以此来促进学生词汇能力及语言综合能力的提高。 【关键词】中学英语词汇教学教学方法探讨 现代英语的词汇总量已达到200多万，是世界上词汇量最大的语言，而且随着社会的发展，科技的进步而不断地更新、扩大。学生仍是采用死记硬背的方法来学习英语词汇。很多学生抱怨新教材英语词汇太多，且无规律可循。还有不少学生在词汇学习方面喜欢背一些偏难生僻的单词，虽然背了很多单词，但在口语交流或英文习作时就词穷，走进了死胡同。词汇教学成了当今英语教学中令教师最为头痛的一个难题，本文就目前中学英语教学中存在的问题，对中学英语的词汇教学方法做了以下分析探讨。 1 英语词汇教学的重要性 词汇是语言的基本材料，词汇教学的目的就是使学生牢固掌握所学的单词，能正确地朗读、书写单词，能用所学的词汇听懂英语、看懂英语、会说英语和会写英语，在英语教学中，学生掌握的词汇越多，他的听、说、读、写能力越高。英国的应用语言学专家威尔金斯(D．Wilkins，1976)说：“没有语法，人们可以表达的事物寥寥无几，而没有词汇，人们则无法表达任何事物”。任何语言离开词汇就无法表达思想，没有足够的词汇就不能有效地进行听、说、读、写，就无法有效地用英语进行交际。着名语言学家里弗（River）也认为，掌握足够的词汇是成功运用外语的关键，没有词汇就没有能运用所学的结构和功能的意念。而事实上，一个人词汇量的大小也在一定程度上表明这个人英语水平的高低。由此可见词汇的重要性。 2 中学英语词汇教学中存在的问题 中学的英语词汇通常由常用词、词根等组成，而这些词在英语总词汇量中只占一小部分，这些词数量虽少，但用途却非常广泛，要求学生掌握这些词的本义、转义、比喻义、引申义、修辞义等。但有的教师在教学中不依据教学大纲的要求，而是对每个单词都同等对待，都“一古脑儿”地传授给学生，这样无疑就给学生的词汇学习增加了难度，加重了学生学习的负担。从而也大大降低了学习的效果，通过分析总结，英语词汇教学中主要存在以下问题： 2.1 英汉词义一对一教学 目前的英语词汇教学中，基本还是采用传统的翻译教学法，老师在讲解词汇就是同时给出它的汉语意思；检查单词就是给出汉语让学生翻译成英语；讲解课文就一定要逐字逐句翻译成汉语，让同学们在汉语中理解课文的含义等等。在这种教学模式下学生会错误地认为英汉词汇存在着一对一的对等关系，养成了英汉一对一的思维模式，导致学生学习单词时词性不分、词的功能混淆、词的感情色彩和褒贬不分，这是使学生对于英语词汇的学习走进一个

小学英语词汇教学方法

小学英语词汇“音、形、义、用”教学方法《英语课程标准》提出: 要改变课程过于注重知识传授的倾向, 强调形成积极主动的学习态度, 使获得基础知识与基本技能的过程, 同时成为学会学习和形成正确价值观的过程。俗话说:授之以鱼, 不如授之以渔。随着英语教学的不断深入, 学习的初期阶段( 三、四年级) 单词简单的跟读和模仿的方法已不能满足教学和学生发展的需要, 而应教给学生一些记忆方法, 让学生自主记单词。 一、直观教学法 通过实物、图片、手势、动作、表情等使学生建立形象思维，这种教学手段可大大提高记忆效果。 1. 活用实物。课堂上借助实物辅助教学，学习单词。如我教classroom, desk, chair, window, blackboard等这些单词时，就让学生看实物来学单词。对于其它的新授内容，教师也可以提前准备一些实物，可以是真实的，也可以是自制的，把他们带到课堂上来学习单词，如教学动物类单词时，我们可以自制头饰，让学生戴上头饰来学习单词，慢慢的，他们就会养成看见学过的实物就会用英语表达的习惯，积累更多的词汇。 2. 利用图片、简笔画、课件等多媒体手段进行词汇教学。对于那些不便于通过实物来进行教学的词汇，我们可以把所要教授的单词，利用各种各样的图片来引入。如我在教授bee, dog, butterfly, cat, bird, monkey这些新授单词时，我就把这些单词做成了各种各样的动物图片，同学们一见到这些可爱的动物，都目不转睛的盯着，

看着图片教授新单词，轻易地将词汇的意、形、义呈现给学生，提高了学习效率。 3. 借助手势、动作或表情进行教学。英语中有许多动词，我们可通过手势、动作、表情，使学生易于领会。如：sing 、run、jump、swim等，教师可以边做动作边说出英语单词；也可以请一些英语较好、领悟能力较强的学生按教师所示做动作，如：run-He is running; jump-He is jumping等等，教师并将动词及相关句型板书，带领学生操练熟悉词汇。 4、妙用儿歌。歌曲的安排，可根据教学内容而定，因为小学生好动，好表演，可以让他们在唱起来的同时动起来，演起来。如在学了5个动词walk，jump, swim, fly, run后，我把所学的单词编成儿歌 Look at the elephant, What' s it doing? Walking, walking, it is walking。 Look at the rabbit, What' s it doing? Jumping, jumping，it is jumping。 Look at the fish, What' s it doing? Swimming, swimming, it is swimming。 Look at the bird, What' s it doing? Flying, flying, It is flying。Look at the horse, What' s it doing? Running, running，it is running 在chant时，要求学生注意语音语调walking↗walking↘。

初中英语词汇教学的方法与技巧

初中英语词汇教学的方法与技巧 董一莉 通过学习《初中英语词汇教学的方法与技巧》，明白教授词汇应该掌握教学策略： 1．情景性:情景性是指词汇意义受社会文化环境、言语情景和上下文情景的影响，由于社会文化环境和地理环境的差异，不同文化历史背景的人所形成的思维方式各有不同，反映到语言中，就是词音、词义、词形的结构和搭配用法等都具有很强的民族性。 2．趣味性:趣味性是指词汇展示策略要能足够吸引学生的注意力，激发起想象力，增强记忆力。尽量避免机械而枯燥的单词记忆法。如果想帮助学生记住更多的单词，教师应利用多种多样的学习活动，增强学生对词汇的兴趣。 3.直观性:直观性指利用实物、手势、图片等来展示词汇的意义，在适当的时候教师采取直观教学，我认为能起到“催化剂”的作用。直观教学是采用如图片、实物、玩具、幻灯片等一系列辅助教具及手势、动作、表情开展的手段，对于一些表示具体事物的名词、表示具体动作的动词、表示情感的动词及形容词一般可采用直观教学。对于初学者，对英语是一窍不通的，我们如能采用直观教学，不但能吸引学生的注意力，还能使他们参与。 通过学习与教学实践，有以下几点感受： 词汇是组成语言的基本材料，词汇量的大小是衡量一个外语学习者水平高低的重要标志之一。词汇教学有着丰富的内涵。完全掌握一个词汇，应包括掌握它的意义、拼写、读音、搭配、语法形式、文体、联想以及它的词频。然而，并非每词汇都需要我们立刻掌握它的每一项内容。为了有效促进学生的词汇学习，教师必须树立正确的词汇教学观，通过巧妙的课堂安排，提高学生词汇学习能力，使他们形成良好的词汇学习习惯。从而夯实英语学习的基本功，达到在尽量少的时间里得到尽量大的收效的目的 （一）情境性策略 建构主义理论认为个体是在社会文化背景下，在与他人的互动中，主动构建自己的认识与知识的。知识的获得必需镶嵌在相关或“真实”的情境中。具体到词汇教学，教师在设计目标的呈现和落实时始终要有一个理念：情境、互动。在情境中，在互动中呈现、操练、落实、运用并掌握词汇。努力创设与“主题”相关“任务”情境。有了任务，学生明确自己所要解决的问题，有主人翁感。并且解决问题会激发起内部动机，可以有效地提高词汇教学

英语词汇教学的有效方法

英语词汇教学的有效方法

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浅谈英语词汇教学的有效方法 【摘要】词汇是语言的基本材料和建筑材料, 离开词汇, 语言就失去了实际意义。词汇量的扩大是提高英语语言基本技能的基础。本文旨在通过分析目前学生在英语词汇学习方面存在的问题, 提出几种能够提高英语词汇教学的方法, 从而提高学生的英语词汇学习与应用能力。 【关键词】英语; 词汇; 教学; 方法 词汇是语言的基本材料和建筑材料, 离开词汇, 语言就失去了实际意义。词汇贫乏、词义含糊, 会阻碍学生对英语语言的理解与表达。英国语言学家威尔金斯( 1972) 曾经说：“没有语法人们表达的事物会寥寥无几, 而没有词汇人们则无法表达任何事物。”词汇量的扩大是提高英语语言基本技能的基础。词汇教学在英语教学中有着举足轻重的地位, 它贯穿整个英语教学的始终。那么，我们教师如何使用正确的词汇教学方法来扩大学生的词汇量，从而提高学生的英语水平呢？ 一、中学英语词汇学存在的问题 1. 教师对词汇表上的词汇不分重点与主次，逐个详细讲解 有些教师唯恐自己讲的不详细，不到位，把每课的所有新词汇不分重点，不分主次，逐个详细讲解，结果无形中增加了学生学习词汇的负 担，本来有些词汇只需认读，而教师也详细讲解其词义、用法、词汇的 组合，使学生慢慢地对词汇学习感到厌恶，从而导致对英语学习的放弃。 2．词汇教学中教师脱离具体的语境孤立的讲解词义 有些教师按照长期以来形成的教学习惯，不顾课文内容，不在一定的句子或语境中讲解词汇，而是孤立的按照词汇表来讲解单词，教师从词的拼写到词的发音、词性、词义讲的面面俱到，学生也是勤快的记着笔记，被动的接受，好不容易记住了，可一旦把这些词放在一定的语境中，还是一片茫然。 3. 词汇教学中忽略单词的拼写与读音的联系

小学英语词汇教学策略研究报告

小学英语词汇教学策略研究报告 小学英语词汇教学策略研究报告 调查时间：2011年8月16日 调查地点：洋县黄家营镇中心小学 调查对象：四年级学生、 调查方法：调查法、观察法、经验总结法、实验法、案例分析法、测验法 调查人：张琳 一、前言 1、课题提出的背景 英语作为一门重要的国际语言，已经越来越广泛的被人们接受和认可，许多地方掀起了学习英语的狂热浪潮，小学也不例外。许多学校从低年级就开设了英语课，初步培养学生对英语的学习兴趣，及简单的交际用语，为以后的深入学习奠定基础。在大中小城市，许多家长为了让孩子更好的学习英语，给孩子报了像“剑桥”、“阿斯顿”等这样的培训班，让自己的孩子利用周末更好的学习英语。可是我国有80％的孩子都在山区或农村，他们不具备城市孩子优越的学习环境和条件，这使山区孩子的英语学习变得相当困难。 2、学生记忆单词现状分析 通过深入分析学生英语学习现状，现将学生记忆单词障碍的原因总结如下： （1）我所处的黄家营镇中心小学地处偏远山区，硬件设备简陋，家长文化程度较低，许多孩子父母在外打工，谈不上家长辅导，加之缺乏专业的英语教师，使得山区的孩子对英语的认识和学习较浅薄，英语教学的任务全压在教师身上。为了深入了解山区孩子英语的学习现状，今年我利用暑假七八月对自己所任教的黄家营镇中心小学四年级学生的英语学习能力进行了调查。85℅的学生很喜欢英语这门学科。但存在的主要问题是认读能力和和英语交际能力较弱，单词记忆能力较差。这是我的英语教学工作遇到的初步难题。

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三. 用词汇关联法教学单词 联想法是指从新单词与学过的单词之间的联系入手，将词汇按一定的关系放在一起，同时记忆。 1. 读音相同的词汇。 1) 同音词：例如： where——wear there——their see——sea our——hour hear——here weak——week 2) 含有相同读音的词：例如： head, bread, ready, weather, health, sweater; light, night, bright, high 2. 同类词汇 colour: red, green, biue, purple, blue, black, orange, yellow clothes: coat, dress, shirt, sweater, jacket, pants, shorts profession: doctor, nurse, clerk, driver, businessman, waiter 3. 同义词: 例如: 裤子: trousers, pants, jeans 害怕: be afraid, be scared, be frightened 好看的: beautiful, handsome, pretty, good-looking, nice, 4. 反义词 dear—cheap high __low happy __sad hot __cold fat__thin laugh__ cry turn on __ turn off put on __ take off 四. 以联想记忆单词 联想记忆单词就是充分运用发散思维展开自己的想象力，使所要记忆的英语

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词汇教学论文

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