英语词汇学学习的误区及对策.docx

英语词汇学学习的误区及对策.docx

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英语词汇学学习的误区及对策

陕西学前师范学院

本科学年论文

英语词汇学习的误区及对策

姓名郗阳

学号2013134234

指导教师姓名：

吕姗

职称：

单位：

外国语言文学系

专业名称：

英语

论文提交日期：

2015年6月

二○一五年五月

MISUNDERSTANDINGSANDCOUNTERMEASURESOFENGLISHVOCABULARYLEARNING

By

XiYang

Supervisor：

LvShan

Athesis

submittedinpartialfulfillment

oftherequirementsfortheschoolyear

toDepartmentofForeignStudies

ShaanxiXueqianNormalUniversity

June,2015

MisunderstandingsAndCountermeasuresOfEnglishVocabularyLearning

Abstract:

Vocabularyisthe"bricks"oflanguage"building",anditplaysaveryimportantroleinEnglishlearning.Leftthevocabulary,languageisempty.Therefore,vocabularyisthefoundationoflanguagelearning.One'svocabularydirectlyaffectshislistening,saying,reading,writing,translatingandotherlanguageskillsdevelopment.Visible,vocabularyhasanimportantpositioninlanguageteaching.

Keywords:

Misunderstandings;Influence;Countermeasures;

英语词汇学学习的误区及对策

摘要：

词汇是语言的学的“砖块”,它在语言教学中起着非常重要的作用。

离开词汇,语言是空的。

因此,词汇是语言学习的基础。

他的词汇量直接影响听、说、阅读、写作、翻译和其他语言技能的发展。

可见,词汇在语言教学具有重要的地位。

词汇是语言的三个要素之一，是各项语言能力的基础。

词汇的学习和掌握会直接影响外语学习者各项语言能力的提高。

然而，虽然许多大学生已意识到词汇学习的重要性，但他们在英语词汇学习中却有很大的盲目性，存在着诸多问题和误区，本文拟对此作客观的分析，并对如何解决此问题提出一些科学可行的建议和方法.

关键词：

误区；影响；对策

Outline

ThesisStatement:

ThispapergivesabriefintroductionofthemisunderstandingsandthecountermeasuresofEnglishVocabularylearningandanalysestheresultsofit,showingtheeffectivewaystolearnEnglishwordswell.

Ⅰ：

Introduction

EnglishvocabularyinlearningEnglishisaveryimportantpartofEnglishvocabularyislarge,richincontent,andmoredifficulttoremember.NowadayspeopletolearnEnglishmoreandmore,everyonehastheirdifferentlearningmethods,someeasilytolearn,butforsomepeople,Englishislikearuggedmountain,anditismoreandmoredifficult.Forthosewhoarenotmasterinthemethodofmemorizingvocabularyisachallenge.

Today,astheEnglishpositionintheworldisgettingmoreandmorestable,weneedEnglishurgentlyinordertogointotheworld.Likeanyotherlanguage,Englishconsistsofspeechsound,grammaticalstructureandvocabulary.TolearnEnglishwell,theveryessentialistoenlargehis/hervocabulary.EnglishlinguistWilskin（1972）said,“Withoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingcanbeconveyed.”ItdemonstratethatEnglishvocabularylearningplaysanimportantroleinourlife,however,somanypeoplearestillfindidhardtolearnthevocabularywell.Whyisthis?

Generallyspeaking,thereasonisverysimple.ManypeoplefailtomasterthecorrectwaytolearnEnglishwords,andwhatismore,manyofthemhasalotofmisunderstandingsintheirlearning.ThesemisunderstandingswillhavethebadeffectontheirEnglishstudy,sointhispaper,itgivesabriefintroductionofthemisunderstandingsandcountermeasuresinEnglishvocabularylearning.

Ⅱ：

Background（theory）

Englishlexicologyisbasedonmodernlinguistictheoryastheinstruction,vocabularyastheresearchobjectoftheclassinEnglish.

Ⅳ：

Misunderstandings

A：

Rememberthewordsonlyrememberonemeaning,onepartofspeechandusage

B：

Onlyrememberthewordsmeaningitself,wereunabletoidentifythesimilarwords

C：

cannotutilizethewords

Ⅴ:

TheinfluenceofthoseerrorsinEnglishlearning

A:

Can'trememberthewords

B:

Losepatience

C:

Beagitated,giveupstudy

Ⅵ:

Countermeasures

A:

Fromlesstomore,repeatmemory

B:

Accordingtotheroot,affixtomemory

C:

Tosentence,formingstylisticawarenesstohelpmemory

Ⅶ:

Conclusion

Theultimategoalofvocabularylearningistoenableustolearneffectively.Itisnotenoughtohavemasteredthesestrategies.LearningEnglishvocabulary,weneedtospendalotoftimeandenergytoaccumulateit.

Body

Tracy,theadvocateofnaturalteaching,hesaid:

vocabularylearningisveryimportanttounderstandinglanguageandspeakingoutput.Ifwehaveenoughvocabulary,evenifourunderstandingofthegrammarstructureisalmostzero,wealsocanunderstandandspeakalotofsecondlanguage.Secondlanguageacquisitiontheoryalsothinksthatalotofrecognitionvocabularyisthebasisoftraininglanguageskills.Forstarters,thevocabularyisfarmoreimportantthanaccuracystructure.

LinguistsMauriceWilkins（1972）wasbrilliantlypointsoutthatlanguageiscomposedoftwoparts:

onepartiscomprehensive,itisthememorychunk.Theotherpartistoanalyzetherulesofgrammar.Nogrammarcan'texpressusverywell,andwithoutvocabulary,nothingcanbeexpressed.StudyoflisteningteachingscholarsallknowtheimportanceofEnglishvocabularyknowledgeinlisteningtraining.Theythinkthatthesizeofthevocabularyfromonesidetodeterminethedegreeofthelisteningcomprehension.

Itisnoexaggerationtosay,thevocabularyisthemostimportantfactorsofrestrictingforeignlanguagelearning.InEnglishteachingpractice,therearequiteafewteachersandstudentsofvocabularyteachingunderstandingisone-sided,andsomanystudentswillonlybemechanicallyreciteEnglishtextbookaftereachEnglishwordinthevocabularyandthecorrespondingChineseexplanation.WhentheywanttousetheseEnglishwordsintowritingandspeaking,turnedouttobemistakes.Thereasonisthatstudentsmakethemistakeofthinkingthat:

vocabularyisthesumofthestillnessoftheindividualwords,aslongasthemasterofasingleEnglishwordisenough.Actuallythiskindofunderstandingislimited,notisatruemaster.Vocabularyis,infact,thereislife,activities,arenotisolated.

MisunderstandingA:

Inthebeginning,Ifindthatthefirstproblemisonlyknowingonemeaningoftheword.WhenwebegantolearnEnglish,weusuallyrememberameaningofawordandausage,buttheexaminationsandotherleveltestsasthehigherdegreeofEnglishexam,theyrequiresthefullunderstandingofthemeaningoftheword,thatiswhatwecalled“polysemy”andonewordismulti-purpose.Becausesomestudentsdoesn'thavetheunderstandingonthischangeinthinking,rememberingwordsstillstaysinonemeaning.Ifyouweretakeanexaminationoffurtherusetheword,andyouonlyknewtheword“regard”hasthemeaningof“put...as...”butdidnotknowitalsohasthemeaningof“respect”,youwillfinditisdifficulttosolvetheeasyquestion.Forexample,theword“company”,youmustknowitmeansthe“firm”,butdoyouknowtheothermeaningofit?

Italsomeans“friend”.Andyoumustbefamiliarwiththeword“further”,butdoyouknowthat"further"exceptforadjectivesandadverbscanalsobeusedasaverb,means“promote",“improve”.Thatiswhywethoughtwehavealreadyknewonewordbutcannotchoosetherightanswer.

MisunderstandingB:

Thesecondproblemisthatwealwaysknowsawordroughly,butdonotknowthespecificaboutit.BecausemostEnglishexamquestionsusingmultiplechoiceform,thestudentsinthelearningprocessiseasytoformthisproblem.Suchas“raise”,“rise”,“arise”threewords,weshouldunderstandthedifferencesbetweenthesewordsbeforetheexam,butsomestudentsdidn’t,sotheymeetthemarestillambiguous,andfeelconfusedaboutthem.Studentslosepointsisnotbecausethelessvocabularymemory,buttheycannotstoredenoughdetailedandaccurate.

MisunderstandingC:

Thethirdproblemisthatweonlyrecognizewords,butdonotknowhowtodifferentiateandanalyzewords.Thatisthemostbasicrequestofvocabulary.Justknowthemeaningofawordisnotenough,wemustalsoknowthewordandtheotherword,especiallythedifferenceofsynonymsandnearsynonyms.Forexample,wecanseethesentence:

“Withourowncar,wedon'thavetocostalotoftimewaitingforabus.”Theword"cost"shouldbereplacedWith"spend",whatwentwrongisobviously,theauthordidnotmakeclearthedifferencebetweenthetwowords.Althoughallofthemhavethemeaningof"cost",”cost”commonlyused“something”asthesubject,and“spend”oftenused”somebody”asthesubject.Inthissentence,thesubjectis”somebody”,soweneedtouse“spend”astheverb.Anotherclassicexample:

“carry”and“shoulder”bothcanmean"bear",andusedwithnouns”responsibility”,butbecauseofthe“shoulder”isonepartofthehumanbody,soitshouldbeusedwhenpeoplesendouttheverb"to"action,ifthewordsinthesubjectisa“position”,choosethe“shoulder”isnotappropriate,thenweshouldchoose“carry”astherightanswer.

Englishlearningisalongway,andithasmanydifficulties,ifwedonothavetheeffectivemeasures,wewilloftenwasteoureffort.Manystudentswanttofindawaytogetridofthispredicament.Ithink,studentsEnglishlearnersshouldhavesomebasicstrategies:

setuptheconfidence,thedifferenceofthinking,culturalconcepts,comparedagainst,therelationshipbetweenthestyleconsciousnessandwordgroup.IhopethroughtheinterpretationofbelowcangivesomeinspirationtothestudentswhentheyareintroubleinlearningEnglish.

CountermeasureA:

Wemustrepeatthememoryandrememberthewordsfromonetomore,stepbystep.LearningEnglishwordslikelearningChinesecharacters,weshouldlearnthewordsonebyone,thenaphrase,asentence,thelasttospeakslowly.Englishasasecondlanguage,itcertainlywon'tbeaseasyasmothertongue.Soweshouldbepatientmore,andlearningafewnewwordseveryday,thenreadthemrepeatedforstrengthenmemory.Thiswillhelpustorememberthewords.Weshouldbetterwritetheminanotebook,itwon'tbetootiredbutconvenientlytocarryandlook.Itisaeffectivewayforustostrengthenourmemory.IntheprocessoflearningEnglish,wealwayspayattentiontothelearningmemoryeffectatthatmoment,butwedonotknowifwewanttostoreagoodlearningmemory,justpayattentiontothemomentof