How to Teach Vocabulary in Middle School中学如何教英语词汇.docx

How to Teach Vocabulary in Middle School中学如何教英语词汇.docx

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HowtoTeachVocabularyinMiddleSchool中学如何教英语词汇

HowtoTeachVocabularyinMiddleSchool

Abstract:

Asweallknow,awordislikeabrick,itisthemostbasicmaterialforputtingupahighbuilding.vocabularyteachingisanindispensablepartofEnglishcurriculum.Butsometraditionalvocabulary-teachingmethodsseemtoisolatethewordsfromthecontextorbreakawayfromthescientificrules,sothattheycan’thelpstudentstodevelopalanguagecompetenceinthelongrunbutcausethemtoloseinterestinEnglish.MiddleschoolEnglishteachersshouldtakegreatresponsibilityforthis,sincetheyaretheinitialoneswhointroducestudentstothefieldofEnglish.Thisarticlefirstanalysetheimportanceofvocabularyteachinginmiddleschools.Thenitreviewssometraditionalvocabularyteachingmethodsandtriestotelltheteachershowtoteachvocabularyeffectivelyfromdifferentperspectives,suchasteachingmeaninganduseincommunication,teachingpronunciationandspelling,teachinggrammar.Lastlyitsuggestssomepracticalvocabularyteachingideasinmyteachingpractice.

KeyWords:

EnglishVocabulary，interests,Context，Teaching.

1.Introduction

Ihavebeenteachingthestudentswhoareintheirthirdyearofamiddleschool.Inmyteaching,I’vefoundtherearesomeproblems,NowI’llfinishmystudyinHunanRadio&TVuniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometime.ThroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopracticewhichIlearnedfromHunanRadio&TVUniversity.EnglishisaninternationallanguageandEnglishisbecomingmoreandmoreimportant.IamanEnglishteacher,Butinmyteachingexperience,thereisoneproblemthatsomeofmystudentsdon’tlikeEnglishandespeciallydon’tliketomemorizethevocabulary.Theythinkitisdifficulttomemorizethewordseasilyandeffectively.VocabularyisoneofthefundamentalsofEnglish.Studentsneedtobepreparedwithawideandvividvocabularytocompeteintheworld'smarketplace.Thechallengeofteachingvocabularyiscreatinglessonplansthatarebotheffectiveandentaining.

2.Problemsandproblemanalysis

（1）Studentsinterests

Alotofstudentsdon’tliketomemorizethevacabularies.Becausetheythinkitisboringanddifficult.

（2）Teachwordsinisolation

MiddleschoolEnglishteachersinchinausuallyaskstudentstolearnvocabularylistsinwhichwordsareisolatedfromthecontext.Inonecase,theyletthestudentspickoutallthenewwordsinthetext,listthemonapaper,andconsultthedictionaryfortheChineseorEnglishmeanings.NeglectingthestudyoftherelationshipsinEnglishvocabularysystemmightresultinstudents’slownessincomprehensionandinappropriatenessinexploitingtheEnglishwords.Beingtaughtinthesewayswithoutachange,studentsmighthavedifficultyinworkingoutthemeaningsofsomewords

（3）TeachEnglishwordsinone-to-onecorrespondencetoChinesewords

ManyEnglishteacherstendtoteachEnglishwordsinone-to-onecorrespondencetoChinesewords;forexample,English“milk”is“牛奶”inChinese.Thistraditionaltranslationteachingmethodwhichhasbeenadoptedinchinaforalongtimeisconsideredtobehelpful.Butinthelongruntheoveruseofthismethodisharmfultothedevelopmentofstudents’languagecompetence.especiallyintheelementarystage.

Infact,manylinguistsbelievethatnowordcanbeexactlytranslatedintoanotherlanguage.Learningthevocabularyofasecondlanguageisnotjusttomemorizetheequivalentwordsoflanguageone,buttolearnthemeaningrelationshipbetween“milk”andallotherwordsinEnglishwithinthecontextofculturallife.

（4）Treatallwordsequally

SomeEnglishteacherstreatallvocabularyequally.Thatis,theygenerallyimplythatstudentsshouldbeabletoproduceallvocabularypresented.Butasissuggestedbythelinguiststhatwordscanbeclassifiedintoreceptivevocabularyandproductivevocabularyaccordingtotheneeds,languagelevelsandprofessionsofthelearners.Theypointoutthatallspeakersareabletorecognizemorewordsthantheyusuallyuseonaproductivelevel.Productivevocabularyisthatutilizedineverydayspeech.Receptivevocabulary,ontheotherhand,althoughneededforcomprehension,isnotnecessarilyessentialforproductioninspeakingandwriting.Teacherswhodonoticethisfactaskstudentstoconcentrateequallyontheacquisitionofbothreceptivevocabularyandproductivevocabulary.Thismethodofvocabularyteachingaddsmuchburdentostudents,andwouldcausethemtobecometiredofvocabularylearning.

PossibleSolutions

Withthesereasons,Ihavecorrespondingprovidedsomepossiblesolutionswhichareasfollows

1.Usinginterestingpictures,realthings,tohelpmystudentstounderstandandstudythenewwords.

2.Organizinghelpfulandinterestingactivitiestomotivatethestudentstomemorizethewords.

3.Guidethevividsituationstoletthestudentsguessthemeaningofthewords.

4.Creatingaharmoniousteachingcircumstanceandagoodteacher-studentrelationship.

5.Choosealistofwordstofocusonthat'sanintegralpartofthestudents'existingcurriculum.Includewordsthatstudentsfindintheireverydaylives.Providevocabularywordsthatareageappropriate.

6.Motivatestudentsbycreatingrewards,games,puzzlesandotherfunactivities.Mixavarietyofactivitiescenteredonvocabularytoreachabroaderrangeofstudents.

7.Modelproperuseofvocabularywords.Uselanguagecreativelyandwithgusto.Havefunwithyourownvocabularyandstudentswillwanttohavefunwiththeirs.

8.Createawordwallwherestudentswritenewandinterestingvocabularywords.Refertothewalloftenduringclasssostudentsbecomefamiliarwithitanditspurpose.

9.Quizandtestthestudentsontheirvocabularywords.Disguisethepurpose,learningvocabulary,ofthequiz.Explainthatquizzesandtestsonlyhelptheteacherknowhowwellthestudentshavebeentaught.

10.Revisetheoldvocabularywordsoften.Bringthemupcasuallyinclassandonquizzes.Tellstudentsthatlearningdoesnotendafterthetest.Itisimportantforthemtorecallvocabularywords.

3.Projectobjective

Myresearchobjectiveisthattoenhancemystudents’abilitytomemorizethevocabularyeasilyandcorrectlybyusingthenewmethods.

4.Projecthypothesis

Itishypothesizedthatpictures,realthings,comunication,context,pronunciationandspellingcanincreasemystudents’abilitytomemorizethevocabulary.

5.Projectrationale

Asweknowinterestisthebestteacherofthestudents.Interestisoneofthemostimportantfactorinlearningaforeignlanguage.AsDarwinsaid“Justaseatingwithoutlikingdoesharmtoone’shealth,learningwithoutinterestharmsmemoryandretainsnothingwhenonetakesinit”Formerexperimentsshowthatamongthefactorscontributingtosuccessoflearners,interestaccountsforabout35%.

Psychologicalstudiesindicatethathumanbeingsmainlydependoneyesandearstoobtaininformationreceivedbyeyeswhichwillremain60%inmemoryafter3hoursandonly40%after3dayswhiletheinformationobtainedbothbyeyesandearswillobtain90%inmemoryafter3hoursandstill75%after

3days.Anotherstudyindicatethatthedevelopmentofhumanbeings’ideationisaprocessfromthinking

fromimagestoabstraction.Theteenagersinmiddleschoolhavedevelopedthinkingmoreinimagesthan

inabstraction.ApplicationofpicturesandrealthingsinEnglishteachingwillcreatelanguage

circumstancesforstudentsandmobilizetheirinterestinthinkinginmages,fortheabstractlanguage

materialtoturnintoconcreteimageshencepicturesandrealthingsaresuitableforthepsychological

developmentofteenagers.Itisnotonlyabetterwaytoimprovestudents’interestandremovetheir

anxiety,butalsohelpfultotheirmemory.

FirstIcansolvetheproblemthatmanyofmystudentsarenotinterestedinmemorizingthewords.

Theylearnculturalinformationinaveryeasyandrelaxingway.Interestingpicturesandrealthingsmakethemmemorizethewordsandarousetheirinteretstosearchformorevocabularylikethis.

Secondmethodisassociations.Ilovetotakeawordandshowpeoplehowthewordhasbeeninamovie,inamovietitle,inasongthattheylike.There'sadeodorantIthinkcalledAridExtraDryforexample.Soariditturnsoutmeansverydry.Sowhenyoulearnthataridmeansverydry.Youassociateitwiththisdeodorant,whichobviously,youknow,AridExtraDryisnotgoingtobeadeodorantthat'scalledwetorsmellyorsomethinglikethat.It'sgoingtobedry.That'swhatit'sdoing.It'sanantiperspirantdeodorant.So,it'sagreatassociationforaridandthenpeoplewillneverforgetit.AndagainIlovetodothiswithmovies.Alotofmovieshavereallygreatvocabinthemandwhenyoupointthatouttostudents...evenwatchamovieinclass.MontyPythonandtheHolyGrail,PiratesoftheCaribbean...thesearesomemoviesthatactuallyhavegreatvocab.Andwhenyouputitinyoucanevenwatchthemovietogetherandthengooverthefiftyormorewordsthatareinthemovie.

Inordertoarousethestudents’interestinlearningvocabularyandmemorizeefficiently,theteachermayhavespecificvocabularyexerciseandorganizepracticeactivitiesinclasswarm-upsorinthelead-instothepresentationofnewitemswhenestablishingthecontextorsituation.

6.ProjectDesign

Onthebasisoftherationale.IplantousesomeunitsinGrade9Students’BookGoforitasmylanguagematerials.

Newteachingmethodsandnewtasksweredesignedwiththeaimsofprovidingstudentswithachancetomemorizeandguessthemeaningofthevocabulariesbyusingthe