初中英语词汇教学的误区及对策 英语专业论文.docx

初中英语词汇教学的误区及对策 英语专业论文.docx

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初中英语词汇教学的误区及对策英语专业论文

编号090401118

毕业论文

（2013届本科）

题目：

初中英语词汇教学的误区及对策

学院：

外国语学院

专业：

英语

作者姓名：

蒙新文

指导教师：

韩燕职称：

讲师

完成日期：

2013年5月25日

二○一三年五月

河西学院本科生毕业论文（设计）诚信声明

本人郑重声明：

所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。

对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。

本人完全意识到本声明的法律结果由本人承担。

作者签名：

二O一三年五月二十五日

OnProblemsandStrategiesinEnglishVocabularyTeaching

ofJuniorMiddleSchool

MengXinwen

UndertheSupervisionof

HanYan

CollegeofForeignLanguagesandLiterature

HexiUniversity

May2013

Contents

Abstract

Vocabularyisthebuildingmaterialoflanguage.Therefore,vocabularystudyisoneofthemostimportantpartsinanylanguagelearninganditplaysakeyroleinlanguageacquisition.However,studentsfeelvocabularylearningisoneofthedifficulttasks,especiallyformiddleschoolstudents.TheylearnvocabularybyChinese.Englishteachingisindispensabletovocabularyteaching.Accordingtotheextensionofsocial,scienceandtechnologyandinnovation.ButinEnglishteaching,vocabularyteachingisthemostdifficultproblemhasbeenplaguedbyteachers.Throughvocabularyteachingforproblemanalysis.Putforwardsomeeffectivevocabularyteachingstrategies,Byusingthesestrategieseffectively,juniorstudentscanpromotetheirinterestsofEnglishvocabularylearningandimprovetheirvocabularyleaningefficiency.

Keywords:

juniormiddleschoolEnglishvocabularyteaching;problems；

strategies

中文摘要

词汇是语言的建构材料，词汇学习是语言学习的重要组成部分，它对语言学习者语言能力的提高有着至关重要的作用。

然而，词汇学习是许多学生，尤其是中学生感到较困难的学习任务。

他们大多注重汉语意义并使用汉语拼音来帮助学习单词，忽视单词的拼写联系，重语义轻语法，。

与此同时，词汇教学也是英语教师在教学中较难处理的教学任务，教师在词汇教学中忽视学生主体地位，运用传统教学方法教授词汇且缺乏词汇教学策略。

因此，本文通过教师在初中英语词汇教学误区的分析，提出了一些应对策略，改善词汇教学，提高初中英语词汇教学的效率。

关键词：

初中英语词汇教学；误区；对策

1.Introduction

Vocabularyisthebasicelementoflanguage.Withoutit,languagewouldnolongerexist.Therefore,foreignlanguagestudyiscloselyassociatedwithvocabularystudy.Throughresearchesscholarshavefoundthatlexicalproblemsfrequentlyinterferewithcommunication.Andthesecondlanguagelearnersgenerallyholdtheviewthatitisvocabulary,notgrammarthathindersthemfromcommunicationwithothersinthetargetlanguage,withthereasonthatvocabularycarriesthebasicinformationtheyneedtounderstandandexpress.Inthethesis,itisviewedthatlearningEnglishvocabularymakesgreatcontributiontotheimprovementofEnglishstudy;inordertoimprovestudentsEnglishlevel,qualifiedacquisitionofthevocabularyiseasytowipeoffthebiggestobstacleinlistening,speaking,readingandwriting,whichalldependonvocabularylargely.However,bothlearnersandteachershaveignoredvocabularystudyforalongtime,whichresultsinslowprogressinEnglishlearning.SothegreatimportanceofvocabularyinEnglishstudyispointedout,butvocabularycan’tbelearnedbyrote.

Alllanguageshavewords.Languageemergesfirstaswords,bothhistorically,andintermsofthewayeachofuslearnedourfirstandanysubsequentlanguages.Experimentalstudyoftheacquisitionofasecondlanguagehasreportedabouttheinterrelationshipofreadingandvocabularylearning.Vocabularyisakeyelementinlanguagelearningbecauseawideproductivevocabularyisessentialinenhancingthefourlanguageskills.Readingspecialistsconcurthatvocabularyshouldbethefocusinlanguageinstructionfromthebeginningstages.

Chamot（1987）saidthat:

“Vocabularyteachingstrategyreferstostudentstaketechniques,methodsandmeaningfulactionsinordertopromptstudyandmemorizelanguageandcontextsinformation.”M.McCarthy（1990）indicates,“Nomatterhowgoodone’sgrammarisandhowbeautifulone’spronunciationis,butifonehasnoadequatevocabularytoexpressone’sownfeelingsortounderstandothers’opinions,onestillcannotcommunicatewithothersinthislanguage”.VocabularyisthemostimportantoneofthethreemajorcomponentsthatconstitutesEnglishlanguage;itisthefoundationofanykindofcommunication.However,vocabularylearningisthemostdifficulttaskinstudents’study.Itis,therefore,especiallyimportanttostudyvocabularylearningstrategiesandtheteachingofvocabularylearningstrategies.Becauseofpoorcommunication,littleknowledge,havinganarrowrangeoftheknowledge,inactivethinkingandslowcapacitytoreceiveetc,thejuniorhighstudentshaveworseinterpersonalskills,understanding,memory,thinkingabilityandmoveabilityetc,andtheseobstructtheefficiencyoftheirEnglishstudy.Becauseoftheirlackofnecessaryinstructionandtraining,someofthejuniorhighstudentshaveinappropriatemethodofEnglishstudyandbadself-educatedability.Thejuniorhighstudentshavemorevulnerablepsychologicalquality,particularlywhentheyfacethepressureofcollegeentranceexamination.ThesestudentsareverysensitivetothesuccessofEnglishstudy.Whentheymeetfrustrate,thiswillinfluencetheirconfidenceincontinueslearningEnglishwell.

WenQiufang（1996）,believesthatEnglishlanguagelearningstrategiesincludetwosubsystems一conceptsandmethods.Whenmostofthesestudentsgotojuniormiddleschools,theyhavetoremembergreatquantitiesofvocabularies,phrases,sentences,butmoststudentsknownothingaboutaphoneticsymbol,andtheyoftenpronouncevocabularieswiththehelpofChinese,andlearnvocabulariesbyrote.WhentheyareinGradeSeven,theycanstillcopewithvocabularies,becauseoffewcontentsandsimplevocabularies.Butalongwiththeincrementofthegrade,thedeepeningofEnglishcontentandtheincreaseinvocabulary,thestudentsfeelthatthememoryofvocabularyhasbecomethebiggestobstacleinEnglishstudy.Hence,theyaredisgustedwithEnglishstudygradually.Evensomestudentswanttogiveupthissubject.Therefore,thereisnecessitytore-studyandinstructthestudents’vocabularymemoryandhelpthestudentssetupconfidence,controlamethodandoverrunthedifficultpassinvocabulary.

ThetraditionalEnglishteachingmethodusedinChinaisdividedintotwopartsofthegrammarteachingandvocabularyteaching.Class,teachersspendalotoftimeongrammarandvocabulary;Afterclass,students,especiallymiddleschoolstudents,spendmostoftheirtimeonpracticeandmemorizingwords.Holdingthedictionaryandrecitinginalphabeticalorderbackdictionaryhaveevenbecomeonesceneinmanycollegesanduniversities.ThestudentswhohavelearnedEnglishforyearsandmemorizedwordsmorethanfivethousand,however,mostofthemstillmakemistakesandcan’texpresstheirideasasclearlyaspossible.

2.ProblemsinJuniorMiddleSchoolEnglishVocabularyTeaching

VocabularyteachingistheteachingemphasisanddifficultyinEnglish,however,intheteachingprocesswilloftenappearsomeproblems.Ingeneral,theseproblemsmainlydisplayinthefollowingrespects.

2.1TeachingAllVocabularyBeforeTextLearning

JuniormiddleschoolEnglishteachersinChinausuallyaskstudentstolearnvocabularylistsinwhichwordsareisolatedfromthecontext.Inonecase,theyletthestudentspickoutallthenewwordsinthetext,listthemonapaper,andconsultthedictionaryfortheChineseorEnglishmeanings;forexample,“display”mean“show”,“arrive”means“reach”.Inanothercase,theytrytogetthestudentstoassociateeachwordwithanimageoranobject;forexample,theyholdupapictureofacarandsay“Thisisacar.”Boththeseteachingtechniquesimplythatlearningvocabularymeanslearningindividualwordoneatatime.Thesetwomethodsmaysavetimeandbefast-effective.However,therelationshipsbetweenwordsareasimportantasthemeaningofthewordinisolation:

how“car”contrastswith“bus”and“truck”,andhowitisrelatedto“driver”and“engine”areasimportantastheworditself.

NeglectingthestudyoftherelationshipsinEnglishvocabularysystemmightresultinstudents’slownessincomprehensionandinappropriatenessinexploitingtheEnglishwords.Beingtaughtinthesewayswithoutachange,studentsmighthavedifficultyinworkingoutthemeaningsofsomewords,suchas“time”inthefollowingthreesentences:

①Sheisnearhertime.（means“Shewoulddiesoon.”）

②Theumpirecalledtime.（means“Theumpirecalledforastop.”）

③Heisinthetimeofhislife.（means“Thedaysheisexperiencingareveryenjoyable.”）

AndmanyChinesemiddleschoolstudentsoftenmakesuchsentencesas:

①ThepoliciesadoptedbytheChineseCommunistPartyisbeneficial.

②Myspoken-Englishisverybad.

Studentswhomakesuchsentencesonlyknowthemeaningofeachindividualword,buttheyarepoorintheproperuseof“beneficial”（whichshould“bebeneficialfor”people）and“bad”（whichshouldbechangedinto“poor”）.

ii.TeachEnglishwordsinone-to-onecorrespondencetoChinesewords：

ManyEnglishteacherstendtoteachEnglishwordsinone-to-onecorrespondencetoChinesewords;forexample,English“glass”is“玻璃”inChinese,English“cup”is“茶杯”inChinese,andsoon.Thistraditionaltranslationteachingmethodwhichhasbeenadoptedinchinaforalongtimeisconsideredtobehelpful.Butinthelongruntheoveruseofthismethodisharmfultothedevelopmentofstudents’languagecompetence.Especiallyintheelementarystage,thismethodshouldbeavoidedaspossibleasitcanbe.

WhenstudentssaythattheyknowthemeaningofanEnglishword,theyusuallymeanthattheyhavefoundanequivalentwordinChineselanguage,butthisequivalentwordmaybemisleading.Let’staketheword“with”forexample.Inthesentenceof“Ihavemilkforbreakfast”,theword“milk”inChineseculturereferstohotmilk,becauseChinesepeopleareusedtodrinkmilkhot;w