扩大学生词汇量的方法Word文档下载推荐.docx
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论文中假设良好的词汇训练方法定会激发学生的词汇学习兴趣,并以这个假设为前提,采用全新的教学计划,经过四周的课堂实践,从而证实这个假设的正确性。
在科学的调查实践中采用的主要方法有:
苏格拉底式的问答,原因分析,问卷调查和集体探讨等方法。
关键词:
方法、词汇、训练。
Abstract:
ItpresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatsomeofmystudentsarelimitedinVocabulary,whichhinderstheirfurtherEnglishleaning.Itishypothesizedthatlearners’interestinnewwordswillbearousedbybetter-designedwordstudyapproaches.Thishypothesisisverifiedbyafour-weekclassroomteachingofthenewlydesignedwordstudyapproachexercises.
Amongthemethodsofscientificinvestigationusedareanalyticmethod,Socraticdialogue,causeanalysis,questionnaire,andbrainstorming.
KeyWords:
Approach,vocabulary,training.
MainHeadingoftheprojectReport
Contents
1.ReferencesProblemandProblemAnalysis-----------------------------------------------1
2.Projectobjective----------------------------------------------------------------4
3.Projecthypothesis--------------------------------------------------------------5
4.Projectrationale----------------------------------------------------------------6
5.Subjectdescription-------------------------------------------------------------7
6.Projectdesign-------------------------------------------------------------------9
7.Projectimplementation--------------------------------------------------------12
8.Projectevaluation--------------------------------------------------------------14
9.Projectfindingsanddiscussion----------------------------------------------16
10.Conclusion----------------------------------------------------------------------19
References
AppendixAThequestionnaireforproblemanalysis
AppendixBThePost-trialquestionnaire
1ProblemandProblemanalysis
1.1problem
TheproblemIencounteredinmyteachingisthatsomeofmystudentsarelimitedinvocabulary,whichrestrictsthemintheirfurtherEnglishstudy.
1.2Problemanalysis
Thisproblemhasremainedaheadacheforquitealongtimeinmyteaching,Itriedeverymeanstosolvethisproblem.EventuallyIworkedout5mainreasonsthatblockthestudents’enlargingEnglishwordsandphrases.
(1)Thestudentsdon’tpaygreatattentiontotheimportanceofthevocabularyintheirEnglishlearning.
(2)Veryoften,theyrecitethenewwordsmechanically,butneglecttheirlexicalchange.
(3)Studentslearnthewordsfromtheconceptualmeaningratherthanfromthefunctionalfeatures.
(4)Intermsofcontextualism,theylackabilityofclassifyingthewordsincertaingroups.
(5)Teacherhavetoadopteffectiveteachingmethodsinordertoactivatestudents’interestinthemasteryofEnglishwords.
Indoingmystudy,Iemploytheanalyticmethod,socraticdialogue,causeanalysis,questionnaires,andbrainstormingrespectively.
1.2.1Analyticmethod
Ithinkoutseveralquestionsconcerningthestudents’wordproblems:
Whyaresomeofmystudentsrichinvocabulary,whileothersarenot?
Howcanweteachershelptheweakertoimprovetheirvocabulary?
Inwhatway?
1.2.2Socraticdialogue
Inthefollowingdialogue,IserveasAandSocraticservesasB.
A:
Iasked:
whyaresomeofmystudentslimitedinvocabulary?
B:
Doyouthinkyoucanswimfasterthanaswimmingathlete?
Ofcoursenot.
Why?
BecausethemainreasonisthatIhaven’tbeentrainedinthatway.
Didyouteachyourstudentssomeproperskillstorecitethenewwords?
Oh,perhapsnot,becauseIamtoobusyincarryingoutmyteachingplansandoverlookingsomedefinitemethodstoimprovestudents’vocabulary.
Howaboutthosestudentswhoarerichinvocabulary?
Oh,Isee,theymusthavesometricksinmasteryofthenewwords.
That’sright.Howaboutyou?
Haveatry?
1.2.3Causeanalysis
Intermsofcauseanalysis,Icompilewhy-questioncorrespondedwithagroupofbecause-question.Thequestionsarearrangedlikethis:
Whyaresomeofmystudentslimitedinvocabulary?
Arethereanyblocksthathindertheirnewwordsstock?
WhatmethodsshouldIusetohelpthembuilduptheirvocabulary?
△IsitbecausetheythinkEnglishisnotsoimportant?
or
△Isitbecausetheyfeelratherdifficulttorecitenewwords?
or
△Isitbecausetheydon’tformhabitofmemorizingnewwords?
△IsitbecausetheygoshortofproperlearingmethodsintheEnglishlearing?
△IsitbecausetheyaretoobusyengagingothersubjectsandoverlooktheirEnglishcourse?
△Isitbecausemyteachingmethodslackflexibilityandvarietyinteachingstudentswiththeirmasteryofvocabulary?
1.2.4Questionnaire
Inordertofindoutreasonsthatstudentshaveproblemswiththeirvocabulary.IdesignedaworksheetbasedontheabovequestionsbytheendofFebruaryandletstudentsanswerthembrieflyin10mins.Theywrappedupthequestionnairesseriouslyandhandedthemin.Icheckedtheresultsandponderedthefindings.Fromtheresult,Iconductedasurvey;
Over80%ofthemthoughtEnglishisoneoftheirmajorcourse,theysaiditwasveryimportantandnecessarytolearnEnglish.Over60%ofthemthoughtitwasahardworktorecitethenewwords.30%ofthemwerenotinterestedinmemorizingthenewwords.10%ofthemwerequiteinterestedinlearingEnglishandnearly90%ofthemwantedtousescientificmethodstomemorizeEnglishwords.
It’squiteclearthatmostofmystudentsareinterestedinlearingEnglish.Theythinkit’simportantandurgentforthemtolearnEnglish,buttheyfeelawkwardabouttheirlimitedVocabularyanddon’tknowhowtoincreasetheirvocabularyefficiently.
1.2.5Brainstormingaction
WheneverIcameacrossdifficulties,IconsultedmytutorMrLiuandmycolleagues.Quiteoftentheygavemeadvice,solutionssincerely.Asawell-designedplanwasaroundthecorner.Ibegantolaunchaprojecttosolvetheproblem.
2.Projectobjective
MyresearchobjectiveistohelpthestudentstoenlargetheirVocabularysothattheirgeneral-levelofEnglishcanbeimproved.
3.Projecthypothesis
ItishypothesizedthatifmystudentsknowsomeapproachesortechniquestomemorizethenewwordstheycanmastermoreEnglishwords.Andiftheyhavemorewords,theirEnglishwillbeimprovedevenbetter.
4.Projectrationale
4.1Theroleofword
Weuselanguageeveryday.Weliveinaworldofwords.Agoodlanguagelearnershouldfirstlyknowtheinternalstructureofwords,thatistherulebywhichwordsareformed.Secondly,goodlanguagelearnermayexplorealltheaspectsofvocabularyuse.Suchassynonymy,antonymy,hyponymy,collocationetcandhasabilitytoworkoutthemeaningsofunknownwordsfromthecontext.Alloftheseskillsabovecomefrommorphology,semanticsandcontextualism.SoIregardthemasmybasictheoriesandtocarrythemoutinmyteaching,whatIwilldothereforeisbasedonthesetheoriescoordinatelytodesignsomeapproachesincultivatingstudentstoenlargetheirvocabulary.
4.2Theroleofthestudents
Afully-motivatedlearnercannaturallyincreasehislearinginterest,widenhisknowledgeviewandgraduallyformahabitofindependentanalysisratherthanalwaysdependondictionarytoconsultthenewwords,besides,prolonghisattention-spaninclasstoabsorbmoreknowledgeandinitiativelyshareothers’techniquesandshortcutsinmemorizingthenewwordsaftertheclass.
4.3Theroleoftheteacher
Thenatureofagoodteachershouldbefriendly,patient,considerate,justice,humorous,what’smore,well-educatedandrichexperienced.Intheclass,hecanserveasacontroller,assessor,instructor,prompterandcoordinator.Whilecarryingouthisteachingplan,hewillfocusonmotivatingstudents’learninginterest,adjustingclassatmosphere,linkingthelearingobjectiveswiththestudents’personalneeds,theclassroomactivitiesshouldbestudent-centredasawhole.
5.SubjectDescription
Ihave2classes,eachcontainsroughly30students.TheyareallinthesecondyearofaprivateseniormiddleschoolandtheyhavefourEnglishlessonsperweek.TheleveloftheirEnglishisnearlythesameexceptafewofthemwithagreaterdifference.ThetextbooktheyuseisReader’sChoice.Forthepurposeoffindingouttheeffectofmyresearchproject.Iteachoneofthemwithwell-designedapproaches,andtheotherwiththetraditionalapproaches.
6.ProjectDesign
Generaltimetableforprojectdesign
week
Unit/Title
Methods
Objectives
Generaldescription
Time
1
Unit1
STEMSand
AFFIXES
Usethemorphologyoftheword,thatisitsstemsandaffixestoworkoutthemeaningsofanunfamiliarEnglishword.
Ssknowthefunctionofthewords’stemsandaffixesandtheycanusethisskilltounderstandthegeneralmeaningoftheword
Writesometypicalstems,prefixes,suffixesandinfixesontheblackboard,introducetheirfunctionhandoutThestemsandaffixesFormstotheSs,letthemreciteanddoexercises
45
minus
2
Unit2
VOCABU
LARYfromCONTEXT
UsethecontextcluesprovidedtodeterminethemeaningsoftheunfamiliarEnglishwords.
Sscanusethecontext