初中英語(yǔ)教學(xué)論文 如何改進(jìn)初中英語(yǔ)的詞匯_圖文

1、論文題目:如何改進(jìn)初中英語(yǔ)的詞匯教學(xué)ContentsAbstract中文摘要IntroductionI.The importance of vocabulary teaching in middle schoolII.Problems in Traditional Vocabulary Teaching in Junior English 2.1 Equal Time on Active and Passive Vocabulary2.2 Vocabulary Teaching Without Context2.3 Ignoring Cultural Meaning2.4 Neglecting

2、 the cooperation of sense organs2.5 Fail to follow the memory rule2.6. Harmful method of punishmentIII. Strategies in Junior Middle School English Vocabulary Teaching3.1Visual Aids3.2Games3.3English Explanations in Class3.4Contextual Teaching3.5Multimedia3.6Strategies of Consolidating VocabularyIV.

3、ConclusionHow to Improve Vocabulary Teaching in Junior EnglishAbstractThe English language has a very large vocabulary. Vocabulary is the basic element of language.it is very important for foreign language learner . In the discussion of the relationship between words and strcuture , Wilkinss(1972 as

4、serts , “Without grammar very little can be conveyed , without vocanbulary nothing can be conveyed ” . Therefore , Vocabulary teaching plays a very important role in foreign language teaching , it is an indispensable part of English curriculum.It is also an onerous but arduous task in the learning p

5、rocess .But some traditional vocabulary-teaching methods seem to isolate the words from the context or break away from the scientific rules, that they cant help students to develop a language competence in the long run but cause them to lose interest in English. Middle school English teachers should

6、 take great responsibility for this, since they are the premier ones who introduce students to the field of English. I would provide some vocabulary-teaching techniques in this paper. I think they could be valuable during our teaching process.Key words: improve ,vocabulary teaching, junior English摘要

7、英語(yǔ)詞匯量巨大。英國(guó)著名的語(yǔ)言學(xué)家威爾金斯說(shuō)過(guò)沒(méi)有語(yǔ)法而有恰當(dāng)?shù)脑~匯的話,一個(gè)人用外語(yǔ)傳達(dá)信息不會(huì)有太大問(wèn)題,但是如果沒(méi)有詞匯,那就什么也傳達(dá)不了了。因此,詞匯教學(xué)在外語(yǔ)教學(xué)中扮演非常重要的角色,它是英語(yǔ)課程中不可或缺的一部分。同時(shí)它也是一項(xiàng)繁重而又艱巨的學(xué)習(xí)過(guò)程。但一些中學(xué)英語(yǔ)教師在講授詞匯時(shí),把詞匯從上下文中脫離出來(lái),忽略了科學(xué)的學(xué)習(xí)規(guī)律;從長(zhǎng)遠(yuǎn)來(lái)看,這種傳統(tǒng)的詞匯教學(xué)方法不僅不利于學(xué)生形成和提高英語(yǔ)語(yǔ)言能力,反而會(huì)導(dǎo)致他們對(duì)英語(yǔ)失去興趣。作為中學(xué)生學(xué)習(xí)英語(yǔ)的啟蒙老師,中學(xué)英語(yǔ)教師應(yīng)對(duì)此承擔(dān)一定的責(zé)任。本文中的一些詞匯教學(xué)方法或許對(duì)我們初中英語(yǔ)教學(xué)有一定的參考價(jià)值。關(guān)鍵詞: 改進(jìn),詞匯教學(xué)

8、,初中英語(yǔ)IntroductionIn teaching a foreign language, one of the most important aspects is to enlarge language learners vocabulary. A large, useful vocabulary is the basis of word power. Word to essay is brick to building. “It has been said that learning a second language means learning its vocabulary” (

9、Gass, 1999. In China, English teachers have sometimes tended to overlook the importance of the lexical system. This is especially obvious in the middle school.I.The importance of vocabulary teaching in middle school:Word is one of the three basic language units(sound, word , grammar. It is essential

10、to communication. One of the famous linguists Wilkins once said that, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”(Wilkins, ENGLISH STUDY, Foreign Language Study Institute, 1987 Little children learn to speakin isolated words and then in chains of nouns

11、and verbs. A child who says “Mum bye-bye bike” is easily understood by English-speaking adult. Students who are immersed intoa new linguistic settling tend to pick up vocabulary first, and then gradually developa more accurate, structural framework in which to use these words. And they must continua

12、lly be learning words as they learn structures and as they practice the sound system. Therefore, vocabulary teaching is an indispensable part of English lessons in middle school, and an important task for the teachers. Whether a middle school English teacher can follow scientific methods to teach vo

13、cabulary or not directly bring goodor bad influence toward the students. If his methods are suitable for the students and beneficial for them in the long run, he could arouse their interest on English and help them to develop a solid foundation of language acquisition ability; whereas if he failsto

14、do so, it might result in the students diffidence toward themselves and might cause them to disgust English.II.Problems in Traditional Vocabulary Teaching in Junior EnglishIn vocabulary teaching, a teacher is supposed to teach the students the form, the meaning and the appropriate usage of a word. C

15、onsidering English vocabulary teaching in Junior Middle School, however, there are many problems on the English teachers when they instruct the new words and expressions to their students. Searching many researchers findings and discussions from the Internet, comparing them with my own observation a

16、nd discussions with the teachers and students in Baidishi Middle School where I have been teaching for over ten years, I find that most commonly High School English teachers in China will spend equal amount of energy on each word, teach the vocabulary without context and pay little attention to the

17、cultural meaning of it and so on. These problems lead to the low efficiency of vocabulary teaching and learning.2.1 Equal Time on Active and Passive VocabularyThere are two basic criteria for judging which lexical items should be taught. One is frequency of items and the other is usefulness of items

18、. The New English Syllabus requires the students of junior high school to master the usages of 15001600 words and 200300 idioms, and it has Specific requirements on the learning of each word on the aspects of listening, speaking, reading and writing. Many teachers, however, spend equal time pouring

19、new words and expressions of the word-list to the students, without notifying which one is the most important that should be learned to the fullest extent and which one only needs to be recognized. This teaching method puts much more burden on the students in vocabulary learning and causes their psy

20、chological repercussions, resulting in their failure of mastering the vocabulary, even the easier ones. The students will become worried and doubt their ability oflearning English vocabulary. Gradually, they will lose interest it and give up learning. In teaching vocabulary, the occurrence of a word

21、 is relevant. Just as Nation (1994 says, vocabulary can be considered from a cost-benefit viewpoint. High frequency words are essential and the “cost” of teaching them is justified by the resulting benefit, but low frequency words will not generally be met often enough to merit individual explicit t

22、eaching. Therefore, teachers should spend more time in teaching high frequency words than that of the low frequency ones.2.2 Vocabulary Teaching Without ContextIn the vocabulary of the junior high school students, many words will have quite different meanings in different sentences and contexts. For

23、 example, the word “l(fā)ight” means quite differently in the following sentences:(1 This light is too poor to read by.(2 I prefer light-colored clothes.(3 This coat is very light but very warm.Because of the various meanings and usages of the English word, when instructed, it must be put into context s

24、o as to let the students know when to use it and how to useit in a proper way. In real English vocabulary teaching, however, for the sake of convenience, some teachers just teach vocabulary directly from the word-listand some even play the roles of dictionaries, copying the meanings of the words dir

25、ectly from the dictionary to the students and asking them to recite after class. Teaching vocabulary out of context like this makes the students bored and tired. It is difficult for the students to learn the vocabulary well if they are tired of the teachers teaching method.2.3 Ignoring Cultural Mean

26、ingLanguage is the tool for communication. In some cases, though you can speak fluent English, you will still find it difficult to communicate with native English speaker and sometimes become embarrassed because of different customs. Custom is part of culture, and culture is the deep-seated basis of

27、 language. In vocabulary teaching, the teachers only teach the students the spelling, pronunciation, part of speech and collocation of the words, seldom do they make any mention of information concerning culture. It is better to tell the students some cultural knowledge of vocabulary to broaden thei

28、r vision and stimulate their learning interest. It will also benefit the students to think in English more and thus enhancing their English learning.2.4Neglecting the cooperation of sense organs:According to the experiments of linguists, an average English learner will better remember a new word and

29、 make it become an active one if he observes, speaks out, hears, and writes as well as recites it. But many teachers seem to be unaware of this rule that there are not a few students remember vocabulary by incorrect ways. On one hand, they treat the new words as if they are telephone numbers. They r

30、ead the new words letter by letter without observing the pronunciation rules. For example, when they read the word “classroom”, they do it in this way: “c-l-a-s-s-r-o-o-m, classroom” instead of “clkl-aa:-sss-rr-oou:-mm, classroom”. This stupid method adds the difficulty in memorizing new words. On t

31、he other hand, since the teachers do not ask students to notice the key parts of the new words, they meet much difficulty when remembering them; for example, when a teacher teach the word “mouth” and “month”, if he ask the students to pay attention to the key parts of these two words, and to underli

32、ne “ou” in mouth with au above it and underline “on” in month with /n/ above it, students would easily remember these two words without a mistake with their attentions to key parts. But many middle school English teachers, especially those in the non-standard ones lack in the study of pedagogy. They

33、 do not see the advantage of concentrating on key parts, that they arbitrarily require students to write down ? as well as machine completely and perfectly with the false belief that the more you can write down, the better you remember it. Finally, most students do not cooperate the functions of eye

34、s, ears, mouth and hands when memorizing new words. Generally, a new word would well turn into an active one in students minds after at least three stages: The first stage is known as forming an acoustic link. That means students are able to link the pronunciation to the word when they hear it in a

35、conversation. The second stage is probably forming a usual link. That is to say, when students come across this word in reading materials, they can understand it. The third stage is more difficult to achievebut very important. It is to form mental image of the word. That means they can imitate, choo

36、se and give the reign to it freely and accurately in speaking and writing as if it is their native word. Most students can only achieve the first and second stages but never reach the third stage partly due to their poor cooperation of the sense organs.2.5 Fail to follow the memory rule:There are tw

37、o types of memory processes-short-term memory and long-term memory. Short-term memory means that the storation of input only stay in your memory temporarily; while the long-term memory means the storation of input can stay in your memory for more than 10 days, ever for the whole life. In fact, our m

38、emory process is a recycling process. According to the survey of linguists, the more times the word is used, the better you remember it. But many teachers partially emphasize the function of short-term memory. They seem to care more about the amount of vocabulary input than those actually stay in st

39、udents memory.轉(zhuǎn)Being forced to remember a large amount of vocabulary in this way, students are treated as if they were a funned. In appearance they take in thousands of new words, but in effect only a few which are frequently used really stay in their store and can be exploited. It is not amazing th

40、at a senior middle school student who is required to master 3000 words has misused or made mistakes in 60 words when asked to write down a passage of 100 words because of his poor vocabulary storation. Many of teachers put all the blame to the students laziness. They explain for themselves that thos

41、e students are too lazy to enlarge their size of vocabulary.There might be some teachers seeing the long-term memory rule. However, they never succeed in applying the memory rule in classroom. They claim that the time of each period of class is limited that they cant spend so much time on the repeti

42、tion of vocabulary teaching. As far as Im concerned, I dont think their excuses make any sense. What matters is their ignorance of scientific teaching techniques and irresponsibility for the development of students.2.6. Harmful method of punishment:I think the worst method of vocabulary teaching is

43、the adoption of harmful method of punishment-copying new words for 100 even 1000 times. There are still some teachers in favor of the copy method. These teachers force their poor students to copy many times of new words which they make mistakes in. This awkward punishment often cause students to fea

44、r and worry about English lessons. It is true that most of the middle school students are interested in English at first, because it is a new subject that is full of novelty and interest. And they like their English teacher, too. But with the misuse of teaching methods by teachers, they might begin

45、to feel discouraged in English learning and even disgust their English teacher.The six traditional methods of vocabulary teaching which I have mentioned? are frequently used by many middle school English teachers, especially those working in common middle schools in rural areas where teacher-dominan

46、t classes are typical. Beingtaught in these ways, although students take painful efforts in vocabulary learning, they achieve little. As a result, they cant find much pleasure in English and become more and more lazy in study. Not only are their English ability not improved, but they are discouraged

47、 in English learning.It is particularly important and necessary to try to make vocabulary teaching interesting and affective for the students. Their study will become a lot more effectiveif the students come to the classroom willingly instead of being forced to. That is to say, how can teachers succ

48、eed in arousing the students interest in English and making the students more active and aggressive in thinking by vocabulary teaching? To do so we should discard the drawbacks of traditional vocabulary teaching methods, reserve their advantages and combine them with scientific vocabulary teaching t

49、heories. But how?轉(zhuǎn)貼于 中國(guó)論文下III. Strategies in Junior Middle School English Vocabulary TeachingIn junior Middle school, there are several strategies, based on the features of the students age, for the English teachers to adopt in their teaching of English vocabularyin the classroom so as to help the s

50、tudents learn the target words and expressions better.3.1 Visual AidsB.Spolsky states that the motivation of second language learningincludes the attitude towards it, the eagerness of it and the effort put to it as well. If the teaching aids presented by the teacher can attract the students attentio

51、n and arouse their interest, the students will thirst for learning the language. In teaching some nouns of concrete things such as apple, pear, cake, dog, car and moon, the teacher can bring to class the real objects or some pictures of them. Concrete images are easily accepted by the students and t

52、he teacher doesnt have to tell the students the Chinese meanings of those words. While teaching some verbs such as eat, walk, jump, open, close, write, sit, stand, and some adjectives like delicious, hard and hot, the teacher can show the students vivid actions and facial expressions, then there is

53、no need for the teacher to explain anything more about the words, because the students already understand them tacitly with their eyes.3.2 GamesUsing games in classroom English vocabulary teaching will make the class alive. Junior Middle school students are active and they like playing games. Sparin

54、g some time in playing some competitive games in vocabulary teaching will excite them and enhance their eagerness to learn English. For example, guessing riddles is a good game in vocabulary teaching to practice the students abilities of listening, and speaking, and at thesame time help them to reme

55、mber the target words.What has four legs but only one foot? (a bedWhat has a bed but never sleeps, and what has a mouth but never speaks? (a riverWhat fruit is never found singly? (a pearTeenage students like attracting others attention. In order to fulfill this amour-propre, they will be active in

56、guessing the words and really learn them by heart.3.3 English Explanations in ClassTo learn a language, the learner must listen more to get enough language input. Enough comprehensible language input is the premise to form the language rules. Therefore, the teacher should use English to explain voca

57、bulary and sentences in English class and enlighten students to think in English. The English Syllabus also requires the teachers to use English in class as often as possible and only use the mother tongue as assisted language. The students in China learn English in a Chinese environment, so it is v

58、ery important to create an English environment in the English class for the students to practice their listening and speaking skills. When teaching new vocabulary, the teacher uses some simple words that the students have learned to explain the new ones. Learning in this way, the students get more c

59、hances to practice their listening skill and can have more exposures to the words they learned before to enhance memory. When the students can understand the English explanations the teacher gives and learn the new vocabulary at the same time, they will become more and more confident in learning English. For instance, the following words can be explained in this way: (1 holiday: time