初一英语词汇优秀教学方法.docx

初一英语词汇优秀教学方法.docx

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初一英语词汇优秀教学方法

Abstract

Vocabularyacquisitionisthemaintaskoflearningasecondlanguage.Therefore,vocabularyteachingisasignificantprocedureinEnglishteaching;effectivevocabularyteachingplaysanimportantroleinlearners’learning.Thisthesisismainlyaimingatexploringthevocabularylearningstrategiesusedbythesampledstudentsandprovidingseveralvocabularyteachingandlearningmethods.Itishopedthatthelearnerscanemployeffectivevocabularylearningstrategiestoimprovetheirvocabularylearning.ThethesisaimstoofferhelpforbothEnglishteachersandbeginnersinjuniorschool.

Keywords:

beginnersinjuniorschool;vocabularylearning;vocabularyteachingstrategyb5E2R。

摘要

词汇地获取是第二语言学习地主要任务，因此词汇教学是英语教学中一个重要地组成部分，有效地词汇教学对于初学者学习语言有着重要地影响.本文通过对部分学生词汇策略使用地调查，讨论了较为科学地词汇教学方法和学习方法，旨在为中学英语教师地词汇教学和中学生词汇学习提供参考.p1Ean。

关键词：

初学者；词汇学习；词汇教学

Content

1.Introduction………………………………………………………………………...1

1.1BackgroundoftheResearch…………………………………………………...1DXDiT。

1.2SignificanceofthePresentStudy……………………………………………...1RTCrp。

1.3AimofthePresentStudy………………………………………………………2

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

2.1LearningStrategies…………………………………………………………….2

2.2RelatedTheory………………………………………………………………....3

3.ResearchDesign…………………………………………………………………...3

3.1ResearchQuestion……………………………………………………………..4

3.2ResearchSubjects……………………………………………………………...4

3.3ResearchInstruments…………………………………………………………..4

3.4DataCollection………………………………………………………………...4

3.5TheResultsandAnalysisofQuestionnaire……………………………………45PCzV。

4.VocabularyTeachingStrategiesforBeginners…………………………………..8jLBHr。

4.1LearningtheListontheTextbookPage………………………………………8xHAQX。

4.1.1PronunciationandSpelling……………………………………………..9LDAYt。

4.1.2ShowingtheMeaningoftheWords…………………………………...10Zzz6Z。

4.2LearningVocabularyinContext……………………………………………...10dvzfv。

4.3CultivatingLearners’Motivation……………………………………………..12rqyn1。

4.3.1ClassifyingWords……………………………………………………..12

4.3.2ReviewingVocabularyRegularly……………………………………..13Emxvx。

5.Conclusion…………………………………………………………………………..14

References……………………………………………………………………………..16

Appendices.....................................................................................................................17SixE2。

1.Introduction

1.1BackgroundoftheResearch

Asisknown,grammar,soundandvocabularyarethethreemainelementsofalanguage.JustasWilkinssaidifthereisnovocabulary,peoplecanexpressnothing（Wilkins,1972）.However,itisacommonphenomenoninjuniorschoolthatmanystudentshavenointerestsinlearningEnglishaftertheylearnEnglishforafewdaysorafewmonthsbecausetheycannotkeepnewwordsinminds.ManyEnglishbeginnerscomplainthattheyspendalargeamountoftimeinmemorizingnewwordsbutwithpoorresults.AsAllen（2002）pointsout,“Pronunciationandgrammarwereemphasized,buttherewaslittleornoemphasisonvocabulary”.Mostlanguagelearnersbeginlearninganotherlanguagebystartingwithvocabularyandthelearningofvocabularyseemstoaccompanyalearnerthroughoutthelearningprocessevenafterallthebasicgrammaticalruleshavebeenlearned（Wang,2006）.What’smore,languageteachersgivelittleattentiontotechniquesforhelpingbeginnerslearnvocabulary.ThatisthemainreasonwhybeginnersfinditdifficulttolearnanewlanguageandgraduallyloseconfidenceinEnglishlearning.Therefore,vocabularyisabigobstacleinEnglishlearning.6ewMy。

1.2SignificanceofthePresentStudy

Wilkinsindicates:

“Ifthereisnogrammar,peoplecanonlyexpresssomething;butifthereisnovocabulary,peoplecanexpressnothing（Wilkins,1972:

36）”.TheacquisitionofvocabularyisanintegralpartofEnglishteachingandthesuccessofvocabularyteachinghasabearingonimprovementofstudents’Englishcompetenceforthebeginners.Especially,vocabularyisthemostfundamentalwhenlearnersbegintolearnalanguage.McCarthyindicatesthat“Nomatterhowgoodone’sgrammarisandhowbeautifulone’spronunciationis,butifonehasnoadequatevocabularytoexpressone’sownfeelingsortounderstandother’opinions,onestillcannotcommunicatewithothersinthislanguage”（1990:

140）.Harmer（1990）alsopointsoutthat“Ifwecomparelanguagestructureasthesketchoflanguage,vocabularyisthethingthatprovidesimportantorganaswellasbloodandflesh.”Teachingbeginnersgoodvocabularylearningknowledgecannotonlyenablethemtomemorize,classifyandstorewordsmoreefficiently,butalsotoraisetheirstudyinterests.kavU4。

1.3AimofthePresentStudy

Inthispaper,theauthorfocusesonvocabularyteachingtechniquesandaimsatdemonstratingtheapplicationofvocabularyteachingtechniqueswiththehopethatitcanofferbothteachersandstudentssomethinguseful.y6v3A。

2.LiteratureReview

2.1LearningStrategies

Englishlearningstrategy,whichderivesfromtheterms“learningstrategy”,referstotechniquesandapproachesordeliberateactionsthatlearnersofEnglishtakeinordertofacilitatetheacquiring,storing,retrievingandmanipulatingofinformationwhilelearningEnglish（Li,2005:

80）.M2ub6。

Learningstrategiesaretheparticularapproachesortechniquesthatlearnersusedtolearnasecondlanguage.Theycanbemental,forexample,usingthelinguisticorsituationalcontextstoinferthemeaningofnewword.0YujC。

2.2RelatedTheory

“Phoneticsisdefinedasthestudyofthephoneticmediumoflanguage;itisconcernedwithallthesoundsthatoccurintheworld’slanguage（He,1999）”;ThelexicologistMcCarthy（1990）echoedthatlearninggrammarwellandmasteringthesoundofaL2successfullyarefarfromenough.Communicationinacertainlanguagecanhappenonthebasisthattherearewordstoexpressawiderangeofmeaning.Schmitt（1997:

213）claimsthatcultureisanotherlearner’scharacteristicthathasbeenshowntobeimportantforvocabulary.Wangsaid:

“mechanicalpracticeisnecessaryformanyskills”（Wang,2006:

94）.Soafterteaching,thelonglistsofvocabularyandtheirtranslationsintheexercisebookswefindwhatwedosomehowalwaysseemtodefymemory,andrecallthevocabularywewant,itdoesnotalwaysseemtofitcomfortablyintoourownsentence（JimScrivener,2002:

73）.Awordcannotbeencounteredatleastseventimesindifferentcontextbeforeitcanbeproducedbythestudents（Wang,2006:

125）.Fromtheabovetheories,itiseasytoknowthatteachingstrategiesplayanimportantroleinlanguagelearning,andanylanguagelearningneedstohavegoodteachingmethods.eUts8。

3.ResearchDesign

3.1ResearchQuestion

Theresearchmainlyfocusesononequestion,thatis,whatproblemsexistinvocabularyteaching.sQsAE。

3.2Subjects

Thisstudychoosesasampleof40studentsintwoclasses,allofwhomarefromClass96and97inGradeOneofManWanmiddleschool.GMsIa。

3.3ResearchInstruments

Inthisthesis,onlyquestionnaire（seeAppendixI）isused,whichfocusesonsurveyingbeginners’vocabularylearningstrategies.Thequestionnaireprovides15questionsforstudents;theychoose“often”,“seldom”or“no”toexpresstheirviewsaboutlearningstrategies.TIrRG。

3.4DataCollection

Atthebeginningofthestudy,theresearcherselectedtwoclassesfromjuniorschoolwith40studentsasthesubject.Then,theyarerequestedtofinishthequestionnairewithin20minutesandtorespondhonestlytoeachquestion.Becausethestudentsareallbeginners,theresearcherputtheChinesemeaningaftereachquestion（seeAppendixII）.Afterstudentsfinishedansweringthequestionnaires,answerstothequestionnairewerecollectedandscored.7EqZc。

3.5TheResultsandAnalysisofQuestionnaire

Learningstrategies

Often

Seldom

No

1

Studyingwordsbyusingphonetic.

87﹪

13%

0﹪

2

UsingChinesewords,whichhavethesamesoundsasEnglishwords.

68%

13%

19%

3

Whenyoulearnwords,youonlyreadrepeatedly,butdonotwriteoronlywriteinsteadofreading.

16﹪

27%

57﹪

4

Learningwordsaccordingtosimilarpronunciationorspelling.

26%

19%

55%

5

UsingwordsliststomemorizewordsmeaningonebyonetoChinese.

61﹪

16%

23%

6

UsingnewEnglishwordsinasentence.

33%

27%

40%

7

Learningwordsintext.

39%

30%

31%

8

Usingnewwordsintopractice.（Communication,dialogue,makingstory.）

17%

10%

73%

9

Makingaplan,andaskingyourselftolearncertainwordsperdayorweek.

41%

34%

25%

10

Groupingwords,forexample,youcanputthecolorwordstogethertostudythem.

27﹪

11%

62%

11

Usingkeywordstoreviewvocabulary.（family—mother,father）

14﹪

22%

64%

12

Usinganotebooktowritedownthewordsyouarenotfamiliarwith.

37﹪

10%

53%

13

Usingsynonymsandantonyms

22﹪

27%

51%

14

Learningwordsaslongasyouhavetime.

56%

30%

14%

15

YouhaveconfidenceinEnglishvocabularylearning.

33﹪

40%

27%

Fromthequestionnaireabove,wewaneasilyfindthatEnglishbeginnersdonothavetherealizationsthattheyshouldusestrategiestolearnvocabulary.Accordingtothequestionnaire,therearethreeproblemsinvocabularyteaching:

lzq7I。

（1）Fromquestion1to4,wecanseethatbeginnersdonotknowwhatstrategyis,andthemethodstheychoseareverysimple,usuallymostofwhicharesometraditionalways,suchasreadingandwritingbyrepetition.What’smore,beginnersevenchooseChinesewordsinsteadofEnglishsound,andtheytrytheirbesttofindasimilarChinesesoundtoreplacethewordspronunciation,sincetheyareafraidofforgettingthepronunciationofthewords.Beingtaughtinthisway,beginnersmightloseinterestsinEnglishlearning.zvpge。

（2）Fromquestion5to8,itappearsthatmoststudentsadoptthetraditionalstrategiestolearnvocabularymeaning,thatis,learningwordsonebyonetoChinese.Someinteresti