谈英语词汇教学法On Teaching English VocabularyWord文档下载推荐.docx

谈英语词汇教学法On Teaching English VocabularyWord文档下载推荐.docx

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谈英语词汇教学法

[摘要]词汇是语言的基础。

学习一门语言，没有词汇是不行的。

对外语学习者来讲，

词汇是学好外语的关键。

对外语教师而言，为了更为有效的帮助学生学习英语，在如何改进词汇的教与学方面上的讨论是极为必要的。

并且，在词汇教学中，教师最好能将学生分为三组：

初级学生，中级学生，还有高级学生。

本文将对针对这三组学生的词汇教学方法进行讨论。

[关键词]：

英语词汇；

教学方法；

初级学生；

中级学生；

高级学生

1.Introduction

Vocabularyisbasictolanguagelearning.Itwouldbeimpossibletolearnalanguagewithoutlearningvocabulary.Englishwordsarethemostimportantelementsinlinguisticstudy,justlikebricksinbuildingahouse.“Ifyouhavenobricks,howcanyousetupahouse?

Forexample,whenaChinesegoestoEnglandforthefirsttime,ifheknowswordsas“bus”,“food”,“money”,hecanconveymessages.However,evenwithagoodknowledgeofthegrammarofthelanguage,butnoknowledgeofthevocabulary,heorshewouldnotbeabletodothis.”[1]p30 

Asaresult,vocabularyteachingturnstobeoneofthemostimportantpartsofteachingtoforeignlanguageteachers.IfanEnglishteacherisabletoteachvocabularyinaninterestingandefficientmannerbyusingvariousmethods,hisstudentswillreceivebenefitfromhim.Variousefficientwayswillhelpstudentsremembernewwordsandphrasesmorequicklyandmucheasier,andtherefore,studentscansavealotoftimewhichtheycanspendlearningmore.Ontheotherhand,differentandusefulmethodscanarousethestudents’interestsinlearningandhelpthemgraspthetextbetter.

ButhowcanweteachEnglishvocabularyefficiently?

ThisisaquestionfacedbyallEnglishteachers.However,formanyyears,booksthatpreparedforlanguageteachersgavelittleattentiontotechniquesforhelpingstudentslearnvocabulary.Somebooksappearedtobetellingteachersthatstudentscouldlearnallthewordstheyneededwithouthelp.Infact,teachersweresometimestoldthattheyoughtnottoteachtoomanywordsbeforetheirstudentshadmasteredthegrammarandthesoundsystemofthelanguage.Inmanyarticlesforteachers,vocabularywasseldommentioned.Pronunciationandgrammarwereemphasized,buttherewaslittleornoemphasisonvocabulary.Inshort,vocabularyhasbeenneglectedintheprocessofEnglishteaching.Untilinrecentyears,afewbooksonmethodsforteachingEnglishareappearing. 

AndmanymethodsaresuitableandusefulforstudentswholearnEnglish.ThispaperisintendedtointroduceandillustratesomewaysandmeansforteachingEnglishvocabulary.

2.Teachingvocabularyinelementaryclasses

VocabularyteachingisoneofthemostimportantpartsofEnglishteaching,especiallyduringtheelementaryprocess—periodsofmiddleschool.VocabularymaydirectlyinfluencethequalityofEnglishteachingandstudents’interestsofEnglishlearning.Therefore,onvocabularyteaching,itisnecessaryforteacherstoadoptsomekindsofappropriateteachingapproachestohelpstudentslearnEnglishwordsactively.[2]p43

2.1Possiblyeffectivemethods

2.1.1Objectteaching

Thismethodisgenerallyappliedtotheexplanationofthosewordsthatdefineobjects,explainactionsandexpressfeelingsoremotions.

（1）Forexample,whenteachingsuchwordsas“classroom”,“boy”,“girl”,“book”,“pencil”,“window”,“door”,theresultwillbemuchbetteriftheteachersexplainthesewordsbyshowingthestudentspictures,modelsandobjects.Onereasonisthatthemeaningsofthesewordscaneasilybemadeclear.Windows,walls,desksanddoorsarethingsthatthestudentscanseewhiletheyarehearingtheEnglishwordsforthem.Furthermore,thingsintheclassroomcanalsobetouched.Thisisimportant,becausesuccessinlearningoftendependsonthenumberofsenseswhichareusedinthelearningprocess.[3]p7Whenstudentscantouchsomethinginadditiontohearingandseeingthewordthatnamesit,itmaybeeasierforthemtolearnthewords.Eveniftherearepracticalreasonswhyeachlearnercannottouchtheobject,justseeingitwhilehearingitsnameishelpful.Atleastthosetwosenses（sightandhearing）areworkingtogethertogainthelearners'

attention.Throughthismethod,eventhosewordsorexpressionsthatcanhardlybeexplainedclearlycanbemadeeasilyunderstandabletothestudents.

2.1.2 

Teachingvocabularybywayofcomparison

Thismethodislikewisefrequentlyemployedinteachingwordsandphrases.Asweknown,Englishisrichinvocabularyandwell-knownforitssynonymsandantonyms.So,bycomparison,sincestudentshavelearnedtheword“good”,itmayeasyforthemtolearnitssynonym“perfect”anditsantonym“bad”.Thus,studentsmayknowmorewordsthantheydidbefore.

e.g.

（2）Comparisonofsynonyms:

“couch/sofa,boy/lad,lawyer/attorney,toilet/lavatory,large/big”,[4]p115buy/purchase,world/universe,hide/conceal,etc.

Comparisonofantonyms:

long-short,young-old,big-small,high-low,far-near,alive/dead,present/absent,awake/asleep,hot/cold,fast/slow,happy/sad,etc.[5]p73

Butcomparisonofwordsshouldnotbeconsideredalonebutbeplacedinsentences.Indifferentcontext,themeaningof“nice”maybe“pleasant”“kind”“fine”andsomanydifferentwords.

e.g.（3）SheissonicethatwheneverIwasintrouble,shewouldhelpme.（“nice”means“kind”here.）

（4）Whatanicedaytoday!

Birdsaresingingoutside.

（“nice”means“fine”here.）

Therefore,whenteachingsynonymsorantonyms,teacherswouldbetterplacethenewwordsinsentences.ItisprovedbypracticethatstudentscanbemoreefficientinlearningEnglishandmoreexactinspeakingandwritingifthemethodofcomparisonisproperlyemployed.

2.1.3 

Teachingvocabularybyexplanation

ManyEnglishwordscanbetaughtbymeansofexplanation.

e.g.（5）author--anauthorisamanwhowritesabookforreading.

“barbarian—someonefromadifferenttribeorland,whopeoplebelievetobewildandnotcivilized”[6]p31

Sometimestheteacherscanevokethestudents'

thoughtbypointingoutallkindsofconnectionamongdifferentthings.Thus,thestudentsmayunderstandthenewwords'

meaning.

e.g.（6）“Itiswarminspring.Itishotinsummer.Itiscoolinautumn.Itiscoldinwinter”.[7]p44

Consideringconnectionsamongthesefourseasons,thestudentswilleasilygettoknowthemeaningofnewwords“warm”“hot”“cool”“cold"

.

2.1.4 

Teachingvocabularybycombiningwords'

pronunciation，formandmeaning

PronunciationishelpfultoEnglishvocabularylearning.Whenteachingwords,theteachersshouldpaymuchmoreattentiontoleadstudentstodiscovertheregularityofpronunciationofvowelandconsonant,makecleartherelationbetweenphonemesandunitsofletters,soastoknowthewords'

rightformofspelling.Therefore,thestudentscancombinethenewwords'

pronunciation,formandmeaningefficiently.

e.g.（7）samepronunciationbutdifferentmeaning:

[mi:

t]-meet,meat;

[greit]-grate,great,[wi:

k]-week,weak,etc.

similarpronunciation:

[prais]-prise,[praiz]-prize,

[risent]-recent,[ri’zent]-resent[8]p64 

Inaddition,therearesomewordsthatdonotconformtoregularityofreadingpronunciation,theyshouldbetreatedspecially.

2.1.5 

Teachingvocabularybycreatingcommunicationsituations

Intheprocessofvocabularyteaching,itiswiseforteacherstocreateacommunicationsituationintheclassroom.Therearemanyways,ofcourse.Suchas,showingpicturesandobjects,havingdialogues,broadcastingmusic,andmakingprograms,etc.Supposewehaveusedapicturethatshowsheadwithitsvariousparts:

hair,eyes,ears,nose,andmouth.ThosepartshavebeennamedinEnglish;

thestudentshaveprintedthenamesintheirnotebookswiththeircopiesofthepicture.NowthestageissetforanexperienceinwhichstudentsusethoseEnglishwordstocommunicate.Theactivitymaygolikethis:

（8）“Firsttheteacherintroducesthetopicoflifeonotherplanets,usingafewpicturesand（ifnecessary）afewsentencesinthestudents’language.Thestudentsarethentoldthattheyaregoingtoreadaboutavisitorfromanotherplanet.Theirjobistodrawapictureofthevisitor,accordingtothesentenceswhichtheyaregoingtoread.Forexample,iftheyreadthattheimaginaryvisitorhastwoheads,theymustdrawtwoheads.Nooneshouldlookataclassmate’sdrawing.Theywillhavefiveminutesforreadingthedescriptionanddrawingthepicture.（IfstudentscannotreadEnglish,thedescriptionshouldbereadforthembytheteacher.）”[9]p27

Eachstudenttakesapencilandablanksheetofpaperonwhichtomakehisdrawing.Thedescriptionofthevisitor（whichtheteacherhadpreviouslyprintedonalargesheet）istapedtothewall,andthestudentsbeginthetask.

Thesentencesthatdescribethevisitormaybethese:

（9）IhaveafriendfromMars.Myfriendhasabighead.Hehasthreeeyes.Hedoesnothavehair.Inplaceofhair,hehasfiveears.Hisfiveearsareontopofhead.Hisneckisverylong.Hismouthandhistwonosesareinhislongneck.PleasedrawapictureofthisvisitorfromMars.

Duringthetimeallowedf