毕业设计how to improve english vocabulary teaching in middle school论文 定稿.docx

毕业设计how to improve english vocabulary teaching in middle school论文 定稿.docx

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毕业设计howtoimproveenglishvocabularyteachinginmiddleschool论文定稿

HowtoImproveEnglishVocabularyTeachinginMiddleSchool

Abstract:

EnglishvocabularyisthebasicassignmentofEnglishlearninganditplaysaveryimportantroleinEnglishacquisiion.ThispaperfirstillustratesthesignificanceofvocabularyinstructioninmiddleschoolinChina.ItthendiscussesproblemsarisingfromEnglishvocabularyteachingintoday’smiddleschool,suchasstickingtotraditionalmethodstoomuch,neglectingitsculturalmeaningandsoon.ItfinallyexploressomeeffectivestrategiestoimproveEnglishvocabularyteachingaccordingtosometheoriesandpracticalskillsofEnglishvocabularyteaching.

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

HowtoImproveEnglishVocabularyTeachinginMiddleSchool

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