A Brief Study of English Vocabulary Teaching in High School 高中英语词汇教学初探.docx

A Brief Study of English Vocabulary Teaching in High School 高中英语词汇教学初探.docx

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ABriefStudyofEnglishVocabularyTeachinginHighSchool高中英语词汇教学初探

ABriefStudyofEnglishVocabularyTeachinginHighSchool

高中英语词汇教学初探

Abstract:

VocabularyisthebuildingmaterialoflanguageandthebasisofunderstandingandexpressingofEnglishcontext.Duringthehighschoolperiod,studentshavealreadymasteredanumberofEnglishwords.Inordertomasterandexpandplentifulvocabulary,improvetheabilityofusingtheEnglishlanguage,teachersshouldpaymoreattentiontotheuseofvocabularyteachingdevices.Thistextoffersusaudio-visualmethodsforpresentingvocabularysuchasusingsimplewords,games,picturesandsynonyms,antonyms,homonymsafteranalyzingthepresentproblemsaboutEnglishvocabularyteachingmethods,pointsoutthatthenecessityandimportanceofconsolidatingEnglishvocabularyinmodernhighschool,meanwhileprovidesusitsparticularmeasuresandwaysforwords’consolidation.

Keywords:

highschoolEnglishvocabularyteaching,methodsanddevices,vocabularyconsolidation

摘要：

词汇是构筑语言的材料，是英语语篇理解和表达的基础。

在高中阶段，学生已有一定的词汇基础，要扩大词汇量，掌握丰富的词汇，提高英语语言使用和实用能力，应注重词汇教学策略的使用。

本文通过分析英语词汇教学现状问题，提出了运用简单句子，游戏，图片和近反义，相近义等直观词汇呈现方法，结合记忆与遗忘规律，指出现代高中英语词汇巩固复习的必要性与重要性，并同时给予词汇巩固复习的具体策略与方法。

关键词：

高中英语词汇教学,方法与策略,词汇巩固

Outline

1.Introduction

1.1Theresearchbackground

1.2Thebriefintroductiontothestudy

1.3Thelayoutofthispaper

2.Literaturereview

2.1ThemeaningofEnglishvocabularyteachingandacquisition

2.2TherelevantresearchesonvocabularyacquisitioninEnglishclass.

2.2.1RelevantresearchesoutsideChina

2.2.2RelevantresearchesinChina

2.3ProblemsinTraditionalVocabularyTeachinginHighSchool

3.StrategiesinEnglishvocabularypresentationinhighschool

3.1UsingsimpleEnglishwordstoshowmeaningsofwords

3.2Usinggamesandpicturesforvocabularypresentation

3.3Usingstickdrawings,models,slides,films,videotapes,radiosandTVstopresentEnglishwords

3.4Usingtheirownsynonymsandantonyms

3.5Presentingnewwordsbyofferinghomonyms

4StrategiesonConsolidatingVocabulary

4.1SomeTheoriesaboutForgetting

4.1.2DecayTheory&Cue-DependentForgetting

4.1.1Short-TermMemoryandLong-TermMemory

4.2TheNeedofConsolidatingVocabulary

4.3PracticalStrategiestoconsolidatevocabulary

4.3.1VocabularyRevision

4.3.2MoreExposurestoVocabularybyReading

4.3.3CooperativeGroupLearning

4.3.4Imagery,LinkingWords&Grouping

5.Conclusion

5.1Themajorfindingsofthestudy

5.2Theimplicationsofthestudy

5.3Somesuggestionsforfutureresearches

1.Introduction

1.1Theresearchbackground

EveryoneknowsthatEnglishvocabularyisthemostimportantessentialsofitslanguage,anditisalsothebasisoflanguagecommunication.AndlotsofexperiencedteachersofEnglishalsoexpressthesameopinion,thatis,theimportanceofvocabulary.TheyknowstudentsmustlearnthousandsofwordsthatspeakersandwritersofEnglishfrequentlyuseintheirdailylife.Fortunately,theneedforvocabularyisonepointonwhichteachersandstudentsagree!

Althoughnumerousin-serviceandpersevereteacher-trainingprogramsareofferedthroughouttheworld,theseoftensufferfromlackofappropriateinstructionalmaterials.Fewbooksarewrittentopresentpracticalinformationthatrelatesdirectlytodailyclassroominstruction.Whatteacherswantareusefulideas,suggestions,demonstrations,andexamplesofteachingtechniques,whichhavebeenprovensuccessfulintheclassroom.

Intheearlydecadesofthe20thcentury,vocabularyteachingandresearchwererespectable.TheGrammarTranslationMethodaimedtoprovidethestudentwithadetailedliteraryvocabularywhichislearnedthroughlonglistsoftranslateditemsandabilingualdictionaryandpracticedthroughsentencetranslationwithlittleopportunitytotryoutpronunciation,andtheReadingApproachattachedmoreimportancetovocabularythangrammaticalskills.TheReformMovementstressedtheprimacyofspokenlanguageandthepresentationofthewrittenwordonlyafterthespokenformhadbeenprovided,andwasemphasizedthatnewvocabularyshouldonlybemetinsentencesandmeaningfulcontexts.TheDirectMethodintroducedvocabularythroughclassroomobjects,mime,drawingsandexplanationsoreventextssupplementedbypictures.Inrecentyears,Content-basedInstructionhasgainedpopularityinforeignlanguagelearningandteaching.Inthisapproach,vocabularyiscompletelycontextualizedandcourseswhichhavecarefullydesignedthescopeandthespiralingsequenceofthecontentmanagetorecycleboththecontentandtheassociatedvocabulary.Manylanguageprogramsalsochoosecontenttoconformtotheknowledgestudentsalreadypossessedtextsmayeitherbeauthenticorspeciallywritten.Soitisinrecognitionofthisneedthatwebeginoursearchforteacherswhohavedistinguishedthemselvesinparticularinstructionalaspectsofsecondlanguageteaching.

1.2Thebriefintroductiontothestudy

ThisthesismainlystudieswaysofEnglishvocabularyteachinginhighschool.ItisbasedontheEnglishlearnerswhoaretryingtostudythelanguageEnglish.ItpresentswaysandmethodstoEnglishlearners,stronglyprovidesideasandprinciplestotheteacherswhohavebeenteachingintheseniorhighschoolandmeanwhilegivesaconclusionabouttheusefulideasconcerningtheEnglishvocabularyteachinginhighschool.Theauthorofthethesisintroducesthebackground,literaturereview,anditanalyzessomememorytheoriespracticalstrategiesintheend,whichgivesusaclearunderstandingaboutvocabularyteachinginhighschool.Besidesthosetalkedabout,italsodigsdeeplyintothefurtherstudyofEnglishvocabularyteachingandadvancestheblueprintandprospectinthefuture.

1.3Thelayoutofthispaper

Inthisthesis,therearefivesectionstoelaboratethestudiesofEnglishvocabularyteachinginhighschool.SectionOneisintroduction,whichincludestheresearchbackgroundofthestudyandthebriefintroductiontothestudy.SectionTwoitgivestheliteraturereviewofthestudyandtherelevantresearchesonEnglishvocabularyteaching-bothinandoutsidechina.InSectionThreeitgivestheanalysisofEnglishvocabularyteachingforstudents,italsoshowsusstrategiesinseniorhighschoolEnglishvocabularyteaching.InSectionFourittalksaboutthestrategiesonconsolidatingvocabulary.Thelastsectionistheconclusionofthispaper,includingthemajorfindings,theimplicationsandsomesuggestionsforfutureresearches.

2.Literaturereview

Fromancienttimestonowadays,lotsofresearchesandfindingsaboutlanguageacquisitionhavebeenbroughtout.Andinthefollowingpart,theauthorwillreviewsomeconceptsofvocabularyandsomemajortheoriesofvocabularyacquisitiontogetagoodpreparationforfurtherdiscussion.

2.1ThemeaningofEnglishvocabularyteachingandacquisition

Vocabularyreferstothewordswemustknowtocommunicateeffectively.Vocabularyteachingcanbe“taughtandcaught”.Mostvocabularyislearnedindirectly,whilesomewordsaredirectlytaught.Becauseoftheinadequateresearchonvocabularyacquisition,therelacksauniversallyaccepteddefinitionofitintheliterature.Channel（1996）defineditasfollow:

“IregardanL2wordashavingbeenacquiredbyalearnerwhen

（1）itsmeaningcanberecognizedandunderstoodratherthanguessedatbothinandoutofcontext,and

（2）itcanbeusednaturallyandappropriatelytosituation.”

2.2TherelevantresearchesonvocabularyacquisitioninEnglishclass.

2.2.1RelevantresearchesoutsideChina

Hendrickson（1999）describestheacquisitionofwordmeaningastwointerrelatedprocesses:

itemlearning（addingitemstolexicalstorebycreatingextensionallinks）andsystemchanging（re-coding/changingthelexicalstorethroughnetworkbuilding）.

SecondLanguageVocabularyAcquisitionisacomplexphenomenonwithseveraldifferentlearningprocessesinvolved.Themostoftenciteddistinctionisthatbetweenimplicitandexplicitlearning.Implicitlearningisoftendefinedas“accidentallearningofinformationwithouttheintentionofrememberingthatinformation”.Explicitlearningmeanstheapplicationofvocabularylearningstrategiesonthepartoflearners.Themostextremepositionsconcerningvocabularyacquisitionprocessesarereflectedby“ImplicitVocabularyLearningHypothesis”and“ElicitsVocabularyLearningHypothesis”.BasedonKarahen’s（1985）InputHypothesis,theImplicitVocabularyLearningHypothesisarguesthatthemeaningofnewwordsareacquiredsubconsciouslyasaresultofrepeatedexposuresinvariouscontexts,wheretheconsciousfocusisonthemessageratherthanontheform.TheExplicitVocabularyLearningHypothesispostulatesthattheadoptionofvarietiesofvocabularylearningstrategiescanconsiderablyfacilitateandenhancevocabularyacquisition.Ellis（1995）arguesthatbothhypothesesareapplicabletodifferentaspectsofvocabularyacquisition.Theformerconcernssimplepatternrecognitionofsurfaceform,i.e.,“shallowprocessing”ofinputandoutput;thelatterisnecessaryforthemappingofthosesurfaceinputandoutputtothecorrespondingsemantic/conceptualrepresentations.TheAmericanFederationofTeachersnotesthatresearchonvocabularyteachingconsistentlysupportspracticesthatinclude"avarietyofcomplementarymethodsdesignedtoexploretherelationshipsamongwordsandtherelationshipsamongwordstructure,origin,andmeaning.“Itcanbesaidthatallteachersarereadingteachersandthereforeitisnecessarythatallteachersdeveloptheknowledgeandskillsinlanguageartsinstructiontopromotestudentlearninginthecontentareas.TheNationalBoardProfessionalTeachingStandardsinla