英语学年论文浅析以学生为中心的英语词汇教学.docx

英语学年论文浅析以学生为中心的英语词汇教学.docx

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英语学年论文浅析以学生为中心的英语词汇教学

湘潭大学兴湘学院

学年论文

题目：

浅析以学生为中心的英语词汇教学

Title:

OntheStudent-CenteredEnglishVocabularyTeaching

学院：

兴湘学院

专业：

英语

学号：

姓名：

指导教师：

完成日期：

2011-11-16

Contents

Abstract---------------------------------------------------------------------------------------------------Ⅱ

Introduction---------------------------------------------------------------------------------------------1

1.EnglishVocabularyTeaching-----------------------------------------------------------3

1.1IntroductionofEnglishVocabulary---------------------------------------------------3

1.2TheImportanceofEnglishVocabularyTeaching--------------------------------4

1.3TheProblemsinTraditionalEnglishVocabularyTeaching--------------------4

2.HumanisticPsychology---------------------------------------------------------------------6

2.1IntroductionofHumanisticPsychology--------------------------------------------6

2.2Student-CenteredTeachingMode------------------------------------------------7

3.TheApplicationofStudent-CenteredEnglishVocabularyTeachingMode-----------------------------------------------------------------------------------10

3.1TheTeacher’sRole-------------------------------------------------------------------------10

3.2TheStudent’sRole-------------------------------------------------------------------------11

Conclusion-----------------------------------------------------------------------------------------------13

WorksCited------------------------------------------------------------------------------------------14

浅析以学生为中心的英语词汇教学

摘要：

在当今社会，英语已成为一门国际性语言。

中国自改革开放并进入WTO之后，对英语人才的需求日益增强，因此，英语教学在中国教育体系中分量也逐渐加大。

然而，很多中国学生即使接触或学习英语多年，也可能很难在不同场合下正确、从容地表达自己的观点。

由此，我们至少可以知道这是由英语词汇的缺乏而导致的。

在二十世纪七八年代的中国，学校教育主要是以教师为中心的教学模式为主，而自九十年代以来才慢慢采用以学生为中心的教学模式。

这一教学模式的改革非常有利于英语教学的提高。

本文将用三个章节来谈论英语词汇教学，学生中心教学模式及其理论基础即人本主义心理学，以及学生中心教学模式下的英语词汇教学。

关键词：

英语词汇；英语词汇教学；学生中心教学模式；人本主义心理学

OntheStudent-CenteredEnglishVocabularyTeaching

Abstract：

Nowadays,Englishlanguagehasbecomeaninternationallanguage.ThedemandforEnglishtalentsbecomesincreasinglyurgentinChina,andEnglishalsoplaysanimportantroleintheeducationsystemofChina.TherearemoreandmoreChinesepeoplelearningEnglish,however,manystudentscannotfluentlyexpressthemselvesthoughtheyhavelearnedforseveralyears.Themostimportantfactorcancometothelackofvocabulary,whichisthemostimportantpartofalanguage.Sincelast90s,theteachingmodehasgraduallyshiftedfromteacher-centeredtostudent-centeredwhichisveryhelpfultoEnglishvocabularyteachingandEnglishlanguageteachingaswell.Inthispaper,threechaptersarefocusedonEnglishvocabularyteaching,student-centeredteachingmodeanditstheoreticbase--HumanisticPsychology，andtheintegrationofthem.

KeyWords:

Englishvocabulary;Englishvocabularyteaching;student-centeredteachingmode;HumanisticPsychology

Introduction

Englishasaglobalandthemostwidelyusedlanguage,hasbeenplayinganincreasinglyimportantroleinChina.AgrowingnumberofChinesearelearningtospeakEnglish,andstudentsinChinaareevenrequiredtobegintolearnEnglishinprimaryschool.However,eveniftheyhavebeguntolearnEnglishforsomanyyears,theywouldhavemanydifficultiesandevenfeelembarrassedwhentheylistentonativeEnglishspeakers,andwhentheyarerequiredtouseEnglishtodealwithsomesituations.Whywouldthishappen?

Themostimportantisthattheydonothaveenoughvocabularyandhavelittleawarenessofusingcorrectandappropriatewordstoexpressthemselvesindifferentcontexts.

Itisthebest-knownthatvocabularyisthemostessentialmaterialofalanguage.Withoutit,thelanguagewillmakenosense.Therefore,Englishvocabularyteachingisveryimportantandusefultohelplearnersmasteracertainnumberofprimaryvocabularyandenlargetheirstoreofvocabularytoselectfromeasilyandfreely.IntheprocessofEnglishvocabularyteaching,theassignmentforstudentsistolearnhowtoenlargetheirstoreofvocabulary,whiletheassignmentforteachersistoteachstudentshowtolearnvocabulary.Anumberofscholarshavestudiedontechniquesofvocabularyteaching,suchasCross,1991.Duringthewholeprocessofteaching,asthestudentsaretherealplayersonthestage,theteachersmustmakesurethattheirteachingapproachesandactivitiesarebasedonthestudents.Atthesametime,studentsmustparticipatepersonallyandactivelyintheEnglishcourse,onlywiththiswaycantheyreallymasterEnglishlanguage.Asaresult,thestudent-centeredteachingmode,whichhasbeenresearchedbymanyauthorities,suchasBaxter,S.andGray,C.withthebook,TheApplicationofStudent-CenteredLearningApproachestoClinicalEducation（2001）,isverysuitableforEnglishvocabularyteachinginschoolsanditalsohasbeenexperimentedandhighlyusedinteachingEnglishvocabulary.

Thepurposeofthispaperistopresentahumanisticeducationalparadigmthathasitsrootsinthewell-acknowledgedandthoroughlyresearchedapproachofRogers’Student-CenteredTeaching（Rogers1983）andappliesthisapproachtoEnglishvocabularyteaching.Thebodypartconsistsofthreeparts.ThefirstpartismainlyaboutEnglishVocabularyand,suchasitsdefinition,itsimportance.Thesecondpartalmosttalksaboutthestudent-centeredteachingmode,andthelastpartmainlydiscussestheapplicationofstudent-centeredteachingmodetoEnglishvocabularyteaching.

1.EnglishVocabularyTeaching

Asitisknowntoall,vocabularyisthemostessentialpartofEnglishlanguage.Therefore,EnglishvocabularyteachingplaysthemostfundamentalroleinEnglishteaching.Inthischapter,knowledgeaboutEnglishvocabularyismainlypresented.

1.1IntroductionofEnglishVocabulary

Usually,weconsiderwordasequivalencetovocabulary,buttobeexact,vocabularyisnotcompletelyequaltoword.

1.1.1TheDefinitionofVocabulary

Whatisvocabulary?

InOxfordAdvancedLearner’sEnglish-ChineseDictionaryofthe6thEdition,itincludes:

1）allthewordsthatapersonknowsoruses.2）allthewordsinaparticularlanguage.3）thewordsthatpeopleusewhentheyaretalkingaboutaparticularsubject.4）（alsoinformalvocab）alistofwordswiththeirmeanings,especiallyinabookforlearningaforeignlanguage..Fromtheseitems,wecanlearnthatvocabularyusuallyreferstoatotalnumberofthewordsofalanguage.Itisthebasicmeaningfulunitinlanguagecommunication.

1.1.2TheImportanceofVocabulary

Iflanguagestructuresmakeuptheskeletonoflanguage,itisvocabularythatprovidesthevitalorgansandflesh.Itisalmostimpossibleforpeopletolisten,speak,read,write,andevencommunicatewithoutvocabulary.“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”（Wilkins111）Anyonewhohasreallymasteredoneforeignlanguageisveryclearaboutthatthemainpartoflearningaforeignlanguageistomasteritsvocabulary.Thatistosay,vocabularyisthemostimportantandcrucialpartofEnglishlanguage.

1.2TheImportanceofEnglishVocabularyTeaching

Lewis（190）arguesthatvocabularyshouldbeatthecentreoflanguageteaching,because‘languageconsistsofgrammaticalizedlexis,notlexicalisedgrammar’.AsEnglishvocabularyissoimportantforlearnerstolearnEnglishlanguage,EnglishvocabularyteachingisthemostprimaryandvitalstepinEnglishlanguageteaching.ToreallymasterEnglishlanguage,weneedalargestoreofvocabulary,fromwhichwecanselectwhenwewishtoexpressourideas.Therefore,Englishvocabularyteaching,runningthroughthewholeprocessofEnglishlanguageteaching,isfundamentalandalsodifficulttoEnglishlanguageteaching.Englishvocabularyteachingcannotonlyhelpstudentslearnaquantityofwordsandbuildastoreofvocabulary,butguidethemtousevocabularycorrectly,effectivelyandfreelyindifferentcontexts.

1.3TheProblemsinTraditionalEnglishVocabularyTeaching

IntraditionalEnglishteaching,teachersusuallyapplythesimilarpatternstoallthesectionsofEnglishteaching,neglectingthedifferencesbetweenvocabularyteachingandreadingteachingorothers.Asaresult,itisdifficulttoeffectivelyhelpstudentsmastervocabularyandthelanguageefficiently.

Accordingtosurveys,intraditionalEnglishteaching,studentsjustactas“receivers”,andwhattheyshoulddoisjustlistentowhattheteachersteach.Inatraditionalvocabularylesson,theteachingisusuallydonewiththepatternthattheteacherexplainingthewords,thestudentsjustlistentotheteacher,readfollowingtheteacher,writenotesofthewordsevenwithoutanythinking,andthenrecitethewords.That,however,justmakesstudentsbepassiveandmechanicalonmemorizingwords,asaconsequence,itcausesinefficiencyandburdenofvocabularylearning.

IntraditionalEnglishvocabularyteaching,teachersalmostjustemphasizeonthegrammaticalorconceptualmeaningsofthewords,butneglectthecontextwhichthewordsarefitin,therefore,itmakeswhattheteacherdoesjustlikeheislecturingadictionary.Itseemssoboringthatstudentsareneverinterestedinandasaresulttheycanhardlyreallymasterthewords.Inrelationtovocabularyteaching,researcherssuggestthatteachingnewvocabularyshouldbeginbypresentingthenewitemsincontextandshouldbegivenopportunityofdealingwithwordsoutofcontext（Palmberg89-90）.Itisimportanttoprovidestudentswithstrategiesforlearningthemeaningofnewvocabularyfromthecontextinwhichitoccursinsteadofmakingthemrecitethelonglistofwordsorlookupunknownwordsinadictionarywhichwouldpossiblynotbenefittheactuallearningof