毕业设计how to improve english vocabulary teaching in middle school论文 定稿文档格式.docx
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Keywords:
EnglishVocabularyteaching;
problems;
strategies
如何改进中学课堂词汇教学
摘要:
英语词汇的学习是学习英语的基本任务,在英语习得中发挥着重要的作用。
本文首先阐述了词汇教学的重要性,继而从当今我国中学课堂英语教学的现状出发,讨论了一些出现在英语词汇教学的典型问题,诸如,过于恪守传统的词汇教学方法和忽略词语所蕴含的文化含义。
这些都大大降低了英语词汇学习的效率。
这些问题的探讨旨在引起学生和老师的深思和重视,进而不断反省和改正。
最后一部分,本文根据一些相关的英语词汇教学理论和实践经验,提出了较为代表性的英语词汇教学策略。
关键词:
英语词汇教学;
问题;
策略
如何改进中学课堂词汇教
1.Introduction
Itissafetosaythatthereisnoexistenceoflanguagewithoutvocabulary.Vocabularyacquisitionshouldbethecentralassignmentoftheacquisitionofasecondlanguageinthatalloflinguisticskillsmustbedependentonvocabularyacquisition.Hence,thereisnodoubtthatEnglishvocabularyinstructionplaystheextremelybasicandimportantroleinEnglishlearning.OnlywhenstudentshaveagoodcommandofEnglishvocabulary,canitbepossibletoimprovetheirotherlanguageskills.
Nowadays,withthewidespreadofEnglishintheworldandincreasinglyeconomicglobalization,learningEnglishnotonlyisoneofthevitalpartsofourdiarywork,studyorotheractivities,butalsobecomesthetoolofcommunicationandknowingaboutmoremessagesaboutthisvariedworldassoonaspossible.AndalloftheseareestablishedonthebasisoftheabundantEnglishvocabularywehave.Althoughitisimportant,littleattentionispaidtotheteachingofvocabularyinEnglishteachingpractice,whichiscriticizedasa“time-consumingwithlowefficiency”activity.Asaresult,teachercannotteachEnglishvocabularyeffectivelyandstudentscannothaveagoodcommandofEnglishvocabulary.Thus,thispaperaimstoillustratethesignificanceofvocabularyinstruction,discusssomeproblemsintheprocessofvocabularyinstructionandexploresomeeffectivewaysofvocabularylearninginordertohaveabettercommandofEnglishlearning.
2ThesignificanceofEnglishvocabularyteaching
VocabularyteachingisthebasicelementinEnglishteaching.JustasWilkins(1972:
111)onceputit,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed”.Vocabularyteachingisthepreconditionoflanguageapplication.ThescholarLewis(1993)oncesaidthatvocabularyacquisitionwasthecentralassignmentoftheacquisitionofasecondlanguageinthatalllinguisticskillsmustbedependentonvocabularyacquisition.OnlywhenstudentshaveagoodcommandofEnglishvocabulary,canitbepossibletoimprovetheirotherlanguageskills.Thus,thereisnodoubtthat,usually,thelargervocabularyastudenthas,thebetterabilitiesofcomprehension,listeningandcommunicationofEnglishhewillhave.
Vocabularyisthemostimportantfactorinforeignlanguagelearning.ThereisnodoubtthatweshouldnotonlyattachgreatimportancetovocabularyteachingbutalsoadopteffectivewaystoteachandlearnEnglishwords.BecauseeffectivemethodsofEnglishvocabularyinstructioncannotonlyarousestudent’sinterestbutalsomakeitpossibleforthemtograspvocabularyefficiently.
3.ProblemsarisingfromEnglishvocabularyteachingintoday’smiddleschool
Importantasitis,littleattentionispaidtoEnglishvocabularyteachingintoday’smiddleschoolbecauseofincorrectthoughtsaboutEnglishvocabularyteaching.Forexample,holdingthecommonlymistakenideathatthecomprehensionoutweighsvocabularyinmostexaminations,moreandmorestudentswronglythinkthatitisunnecessarytospendmoretimeonlearningvocabulary.Inaddition,teacherscannotadopteffectivewaystoteachandinturnstudentscannotlearnvocabularyinineffectivewaysduetolackofenoughknowledgeandskillsaboutEnglishvocabularyinstruction.Asaresult,manyproblemsoccurinEnglishvocabularyteachingintoday’smiddleschool.Here,thispaperisdiscussingthreetypicalkindsofproblem.
3.1Stickingtotraditionalmethodstoomuch
Traditionally,vocabularyteachingismoreemphasisonteachingthemeaning.Teacher'
sroleistohelpstudentsmasterthedictionarymeaningofnewwords,andthestudents'
maintaskistolearnthenewwords.ThetraditionalEnglishvocabularyinstructionattachesimportancetovocabularyteachingbyfocusingonspeechaffixesandwordclassteaching.Althoughtheycanhelpstudentsmaylayasolidfoundation,theirteachingprocessaremoreboringandeasytoincreasetheburdenonstudents.Asaresult,studentsjustonlyknowthemeaningoftheword,butdonotknowspecificusagesoftheword.Andlanguageusingabilitystillcannoteffectivelybeimproved
GeneralperformanceintraditionalEnglishvocabularyteachingisthatteachersleadtoreadingwords,then,goontoexplaintheusageofthewordonebyoneasiftalkingdictionary.Then,teachersusuallyaskthestudentstocopywordsafterclassandrecite.Finally,teacherscheckwordsofmemorythroughdictation.Accordingtoteachingpractice,thetraditionalvocabularyteachingisnotideal.Studentscannotachievesatisfactorylearningeffectbypayinggreater.Asaresult,manystudentscannotaffordtotheburdenoflearningEnglish,eveneventuallycompletelygiveuplearningEnglish.
3.2NotprovidingstudentswithpropercontextofEnglishvocabularylearning
Asafoundationforlanguagelearning,theimportanceofvocabularyisself-evident.Butsometimesvocabularyisnotproportionaltothecompetenceoflanguage.BecausethetraditionalEnglishvocabularyteachingpayslittleattentiontoprovidingpropercontextinthecourseoflearningnewwords.Thatitis,thetraditionalvocabularyteachingonlytoteachwordseparately,neglectingofconsolidatingvocabularybyinstructingstudentstolearnwordsinreal-worldandputtingwordsincertaincontexts.Teachersjusttellstudentspronun-
ciation,commonstructureanddifferentmeaningsandusages;
studentsalwaysrecitewordsbyrote,theywillfeelboredthenlosinginterests.Althoughsomestudentsfollowedteachers’orderbuttheycan’tbeknowledgeable,becausetheyhaveneverunderstoodtherealmeaningandusagesofthisparticularword,whichleadtoimpreciseunderstandingandindefectofcoherentcomprehension,allabovewillinfluencethereadingefficiency,andblockthecultivationofEnglishintegratedskills.Asaresult,itbringalotofproblem,themosttypicalexampleis"
dumpEnglish"
meaningthatsomepeoplehavemasteredenoughvocabularyandgrammar,butnotsayingcompleteEnglishsentencesinsuitablesituation.Thelackofcontextualizedlearningvocabularymustbeplacedinacontextwherelearning.However,someteachersdon’tteachwordsinacertaincontextsothatmanystudentsfeelthatlearningwordsistoodull,andgraduallylostinterestinlearningwords.Allinall,thetraditionalEnglishteachingdoesn’tcreateavisual,hearingandspeakingsituationtohelpstudentslearnwords.Itpreventsstudentstolearnwordseffectivelyanddevelopotherlinguisticskills.inpracticeteaching.
3.3NeglectingtheteachingofculturalmeaningofEnglishvocabulary
OurtraditionalmethodsofteachingEnglishseemtodeterminethatlanguagesystemsonlydifferinthesymbols,havingnomaterialdifferencebetweentheEnglishsystemofWesterncultureandChinesesystemofEasternculture.Invocabularyteaching,teachersareaccustomedtoneglectingabriefexplanationofculturalbackgroundofnewwords.Asaresult,thisbringsaboutconfusingmeanings,sometimesevenmakesafool.Forexample,inthetranslationof"
timidasamouse,"
weusuallythinkthatitwas"
astimidasamouse"
underthemothertongueofthinking.Thisisawrongexpressionmainlyduetolackofknowledgeofculturaldifferences.Itscorrectsayingshouldbe"
astimidasarabbit"
.Theexampleinvolvingthesurfaceofthemeaningandconnotationofthewordmeaningprovesthatlanguagecompetenceisrelevanttocultureissues.Whenstudentsareawareofdifferentculturalmeaningofwordsbetweentwolanguages,theywouldnotmisunderstandsomeexpressionsandusethemeffectively.However,manyEnglishteachersintheteachingofvocabularyignoretheinfiltrationofculturalawareness.Thus,studentsonlyknowthedictionarymeaningsofwordssothattheycannotusevocabularyappropriately.
4.EffectivestrategiestoimproveEnglishvocabularyteaching
4.1Makinguseofwordformation
Asweknow,word-formationplaysanimportantroleintheexpansionofinEnglishvocabularylearning.ThisteachingmethodtreatsvocabularyastheexplicittaskofEnglishinstruction.Itincludestheanalysis,andexplanationofthestructure,meaningandusageofvocabulary.Whenanalyzingthestructureofvocabulary,teacherscanapplysomemethodsofwordformation.Thiscandogoodtothestudents’understandingofthewordsandcanhelpthemtokeepthewordsinminddeeply.Themostcommonwordformationprocessesare:
affixation,compounding,conversion,blendingandsoon.Ifstudentscangraspword-formation,wecanlearnEnglishvocabularyeffectively.Sohowcanwedealwithword-formation?
Inword-formation,affixation,compounding,andconversearethemostproductiveways.Thispape