On How to Teach and Learn New Words in Middle SchoolsWord文件下载.docx

On How to Teach and Learn New Words in Middle SchoolsWord文件下载.docx

《On How to Teach and Learn New Words in Middle SchoolsWord文件下载.docx》由会员分享，可在线阅读，更多相关《On How to Teach and Learn New Words in Middle SchoolsWord文件下载.docx（13页珍藏版）》请在冰点文库上搜索。

Keywords:

Englisheducation；

vocabulary；

learningstrategies

摘　要：

英语现在已经成为了中学教学的重要一部分，根据调查研究，大多数的中学生认为在英语的学习中，词汇学习是他们英语学习的重点和难点。

本文分析了中学英语词汇教学出现的一些问题以及出现这些问题的原因，提出在中学英语教学中应如何进行词汇教学的学习策略。

词汇是承担语义的重要因素，在英语教育中，词汇教育与词汇学习是英语词汇教学不可分割的两个方面，应当引起教育者和学习者足够的重视。

通过教与学的方法的改变提高了教学的效率以及学生对英语的兴趣，同时也使得学生记忆单词更为容易。

关键词：

词汇；

词汇教学；

学习策略

Contents

I.Introduction…………………………………………………………1

II.LiteratureReview……………………………………………………2

A.Theresearchoftheoriginofvocabulary…………………………………2

B.Theresearchofvocabularyinmoderntimes………….……………3

III.ProblemsofEnglishvocabularyinMiddleSchool……….….4

A.Problemsinteachingandsolution…………………………………4

B．Problemsinlearningandsolution………………………….………5

IV.StrategiesonEnglishVocabulary………………………………6

A.Vocabularyteachingstrategies……………………………………6

1.Presentingnewvocabulary……………………………………6

2.Selectingvocabulary……………………………….……………7

3.Testingvocabulary……………………………………………8

B．Vocabularylearningstrategies……………………………………8

1.Usingdictionaries………………………………….………….8

2.Practising………………………………………………………8

3.Usingvocabularylists……………………………………………9

V.Conclusion………………………………………….…….………9

WorksCited……………………………………………….…………11

I.Introduction

Learningalanguagewellisveryimportantbecauseusinglanguagecorrectlycanhelppromoteemotion,developfriendship,respecteachotherandimproveinterpersonalrelationships.Inmyopinion,itisnoteasytolearnaforeignlanguagewell,anditisevenmoredifficulttoteachaforeignlanguagewell.Soitisrequestedthatteachersnotonlyknowwhattoteachandhowtoteach,butalsoknowwhytheyshoulddoitinacertainwayandhowtosolveproblemswhentheyarise.Languagecan’tseparatewithvocabularyandlanguagecan’texistwithoutvocabulary.Vocabularyisoneofthethreeelementsinalanguage.Nomatterhowwellthestudentlearnsgrammar,nomatterhowsuccessfullyhemastersthesoundsofasecondlanguage,withoutwordstoexpressawiderangeofmeanings,communicationinthatlanguagecannothappeninanymeaningfulway.Inotherwords,vocabularyisanimportantelementthatbearsthesemanticmeaningofwords.ThestudyofvocabularywillhelpthelearnerstoenlargetheirvocabularyandimprovetheirabilitytoanalyzeanduseEnglishwordseffectively.StudentswillusethebasicknowledgeofEnglishlexicologytounderstandthematerialalreadyfamiliartothemfromEnglishclasses,andapplyitintheirfurtherstudyofEnglish.

Becauseoftheimportanceofvocabulary,itisimportantforlanguagelearnerstolearnvocabularywell.Inmiddleschool,Englishvocabularylearningplaysanimportantroleinstudents’Englishlearning.Accordingtosomeresearches，middleschoolstudentsarerequiredtograspvocabularyof4500orsoandacertainamountofidiomaticexpressionsandcollocations.However,vocabularylearningisverydifficultforChinesemiddleschoolstudents,thoughthestudentsmayhavemadegreateffortsinlearningvocabulary,theystillfindthatvocabularylearningisaverydifficulttask.InordertohelpChinesemiddleschoolstudentstoimprovetheirEnglishvocabularylearning,itisnecessaryforustodiscusshowtoteachandlearnvocabulary.Someforeignlanguageteachersunderstandthatknowingalanguagewelldoesnotnecessarilymeanthattheycanteachthelanguagewell.Teachingisanartaswellasascience.Ifteachersdonotknowthetheories,principles,methodsorteaching,youmightaswellbeabletoteachaforeignlanguagebasedonyourexperience.However,languagepedagogyhasviewedandtreatedvocabularyinmanydifferentwaysovertheyears.InthesamewaylearningofTeachingForeignLanguageMethodologywillsurelybroadenthemindofteachers.Methodologycoursesexisttohelpprospectiveaswellasin-serviceteachersdeveloptheirownteachingstylesandpedagogyretherthantoinspecificmodelsandtechniques.ThestudyofusevocabularywillhelpthelearnerstoenlargetheirvocabularyandimprovetheirabilitytoanalyzeanduseEnglishwordseffectively.StudentswillusethebasicknowledgeofEnglishlexicologytounderstandthematerialalreadyfamiliartothemfromEnglishclasses,andapplyitintheirfurtherstudyofEnglish.Thedefinitionof“words”hasalwaysbeencontroversial.Althoughnumerousdefinitionshavebeensuggested,noneofthemseemtobeperfect.Therefore，wecansaythatawordisthesmallestofthelinguisticunitswhichcanoccuronitsowninspeechorwriting（Richardetal4）.IntheEnglishlanguageeducation,TheCollinsCobuildEnglishLanguageDictionary（1995）claimsthatofallwords,15,000wordscover95percentoftherunningwordsoftheircorpus,ofwhich6,600highfrequencywordsconstitutethecoreorbaseofEnglishvocabulary.ThereisafamousscholarcalledDillersaid“avocabularysizeof10,000wordswillprovideaverygoodbasisforlanguageuse.”FromthiswecanseewhatarethedifficultpointandtheimportantpointinEnglishteachingandlearninginmiddleschool.Accordingtotheresearch,wefoundthatvocabularyisveryimportantinstudentsEnglishlearningandthereisneedasystemwaytoteachandlearnEnglishwordstomakeEnglishstudymoreefficiently.Accordingtosomeresearch,someresearcherssuggestthatauniversitygraduatewillhaveavocabularysizeofabout17,000basewords,oraround20,000wordfamilies.Fromthis,wemusthaveabetterwaytolearnEnglishvocabulary.Ononehand,theresearchofhowtoteachingandlearningvocabularycanhelpussolvesomeproblemsinourlearning.OntheotherhanditcanimproveourEnglishability.ThereisnodoubtthatvocabularycandecideourEnglishlevels.

II.LiteratureReview

A.Theresearchoftheoriginofvocabulary

Thehistoryofvocabularyteachingandresearchhaveexperiencedalongtime.Therefore,vocabularyhasdifferentfortunesinthevariousapproaches.ThemainlanguageteachingmethodologyfromthebeginningofthenineteenthcenturywasGrammar-Translation.TheensuingDirectMethodfocusedonlanguageuseandexposuretoauthenticoralmaterials,andconcretevocabularywasexplainedwithpicturesorthroughphysicaldemonstration.1930switnessedthebeginningsofwhathascometobecalledtheVocabularyControlMovement（Palmer6）.TheunderlyingimpulseofBasicEnglishistoprovidesystematicallygradedintroductionstolanguage,tospecifylexicalsyllabusesandtoconstructcoreEnglishforlanguagelearningpurposes.ThereisafamousresearchercalledWest,hisstudiesrepresentedanalternativeapproachofvocabularyteachingandlearning,thatis,tousesystematiccriteriatoselectthemostusefulwordsforlanguagelearning.HisdiverseworkfusedintoGeneralServiceListofEnglishWords（West7）,whichisstilloneofthemostessentialreferencespresently.However,theflourishinglexicalresearchwitheredawaywhenaudiolingualismemanatingfromAmericanstructurallinguisticsdominatedthelanguageteachingviewfrom1940stothe1960s.Vocabularywaspushedintothebackgroundanditsimportancewasrelegatedtoasecondlevelintheteachingforforeignlanguage.Therearesomeresearcherssummarizethat“theperiodof1945-1970wasalimoforvocabularyasanaspectoflanguageteachinginitsownright,andthattheargumentsforteachingheavydosesofsyntax,againstthebackgroundofAmericanlinguistics,wentlargelyunchallenged”（Carter7）

B.Theresearchofvocabularyinmoderntimes

Theresearchonlearningvocabularystrategybeganattheendofthe1960s,inthemiddleofthe1970sorattheendofthe1970s.Thestatusofvocabularyinlanguageteachingwasbetteredin1970sandearly1980s.Thereisadeveloperofthenotional/functionalsyllabuscalledWilkinswholamentedtheneglectofvocabularyintheaudio-lingualyearsandarguedthatitwasuselesstolearnallthestructureswithoutvocabulary（Wilkins7）.Therearesomesuggestsforteachingmethodofvocabularystressesthattheimportanceofinterestingandrelevantknowledgeinput.Aftersufferingneglectforalongtime,vocabularybegantoattractmuchattensioninlanguageteachingin1980s.Theadventofcomputeranalysisoflargecorporamadeitpossibleformoreaccuratelanguagedescriptionandmarkedaturningpointforcommunicativesyllabusdesignandlanguageteaching.Sincetheearly1980stherehasbeenapositiveexplosionofpublicationsonvocabularyaimedatsecondlanguageteachers.Interestinsecondlanguagevocabularyacquisitionhasgrownsteadilysince1990sandagreatdealofprogresshasbeenmade.Accordingresearchmodelofanidealvocabularyteachingsequencestartswiththemostfrequent2000words,whichcalledgeneralservicevocabulary.Everybodyneedstoknowthesewords;

theymakeupabout87﹪ofanaveragewrittentext.Afterthispoint,generalfrequencybecomesless