扩大学生词汇量的方法.docx

扩大学生词汇量的方法.docx

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扩大学生词汇量的方法

ProjectTitle:

SomeApproachestoEnlargeStudents’Vocabulary

Practicalprojectdesign

Acknowledgment

Ireallyappreciatemytutor,whosehelpandpatiencemadethisprojectgetoffthegroundandcometoaclosesmoothly.

Iamalsogratefultomycolleagues,thankfortheirtimespentonbrainstormingandpaneldiscussionswithme.

Noamountofthankswillbeadequateformystudents,withoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnotleast,thanksaregiventomyhusbandandmydaughter,whohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject.

摘要:

本论文以学生词汇量匮乏从而影响他们进一步学习英语为中心，在解决实际问题和具体贯彻教学方案等方面做出了详细的研究。

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?

A:

Ofcoursenot.

B:

Why?

A:

BecausethemainreasonisthatIhaven’tbeentrainedinthatway.

B:

Didyouteachyourstudentssomeproperskillstorecitethenewwords?

A:

Oh,perhapsnot,becauseIamtoobusyincarryingoutmyteachingplansandoverlookingsomedefinitemethodstoimprovestudents’vocabulary.

B:

Howaboutthosestudentswhoarerichinvocabulary?

A:

Oh,Isee,theymusthavesometricksinmasteryofthenewwords.

B:

That’sright.Howaboutyou?

Haveatry?

1.2.3Causeanalysis

Intermsofcauseanalysis,Icompilewhy-questioncorrespondedwithagroupofbecause-question.Thequestionsarearrangedlikethis:

Whyaresomeofmystudentslimitedinvocabulary?

Arethereanyblocksthathindertheirnewwordsstock?

WhatmethodsshouldIusetohelpthembuilduptheirvocabulary?

△IsitbecausetheythinkEnglishisnotsoimportant?

or

△Isitbecausetheyfeelratherdifficulttorecitenewwords?

or

△Isitbecausetheydon’tformhabitofmemorizingnewwords?

or

△IsitbecausetheygoshortofproperlearingmethodsintheEnglishlearing?

or

△IsitbecausetheyaretoobusyengagingothersubjectsandoverlooktheirEnglishcourse?

or

△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