How to do Vocabulary Teaching in Middle School英語專業(yè)畢業(yè)論文

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1、How to do Vocabulary Teaching in Middle School Abstract: Word is one of the three basic language units. It is essential to communication. Without vocabulary we can convey nothing, therefore, vocabulary teaching is an indispensable part of English curriculum. But some traditional vocabulary-teachi

2、ng methods seem to isolate the words from the context or break away from the scientific rules. They can’t help students to develop a language competence in the long run but cause them to lose interest in English. Middle school English teachers should pay attention it, since they are the premier ones

3、 who introduce students to the field of English .In this paper, I would provide six scientific vocabulary-teaching techniques. I think they could be valuable for middle school English teachers during their teaching process. Key words: technique, vocabulary, context, competence  摘 要：?jiǎn)卧~是語言

4、最基本的因素之一。它在人們的交流中起著很大的作用。如果沒有詞匯我們則完全無法表達(dá)任何東西。因此，詞匯教學(xué)是英語教學(xué)中不可缺少的一部分。一些中學(xué)英語教師在講授詞匯時(shí)，把詞匯從上下文中脫離出來，忽略了科學(xué)的學(xué)習(xí)規(guī)律；從長(zhǎng)遠(yuǎn)來看，這種傳統(tǒng)的詞匯教學(xué)方法不僅不利于學(xué)生形成和提高英語語言能力，反而會(huì)導(dǎo)致他們對(duì)英語失去興趣。作為中學(xué)生學(xué)習(xí)英語的啟蒙老師，中學(xué)英語教師在教學(xué)中需注意這些。在我的論文中，我提供了6種比較科學(xué)的詞匯教學(xué)方法。我希望這幾種方法對(duì)中學(xué)英語教師會(huì)有一定的參考價(jià)值。 關(guān)鍵詞:教學(xué)方法；詞匯；語境；語言能力 Contents Abstract………………………………………………

5、………………………i Contents……………………………………………………………………iii Introduction…………………………………………………………………1 1 The importance of vocabulary teaching in middle school…………2 1.1 The importance of word…………………………………………2 1.2 The importance of vocabulary teaching in English curriculum…2 2. The vocabulary teaching methods

6、 of middle school………………3 2.1 Three distinguishing features of English vocabulary………………3 2.2 The drawbacks of several traditional vocabulary teaching methods…5 2.3 Six scientific methods of teaching vocabulary……………………10 2.4 The useful of scientific methods in vocabulary teaching …………15 3. The

7、importance of keeping student interested and encouraged in learning vocabulary………………………………………………16 3.1 The importance of keeping student interested in learning vocabulary…17 3.2 The importance of encourage student to learning vocabulary………17 Conclusion…………………………………………………………………18 Bibliography…………

8、……………………………………………………19 Acknowledgements………………………………………………………20 Introduction In China, English teachers have sometimes tended to overlook the importance of lexical system. This is especially obvious in the middle school. This phenomenon might have resulted from the fact that linguists have wor

9、ked out a perfect equivalent Chinese vocabulary system to English vocabulary system, so that teachers and students can more easily deal with the vocabulary than with the grammar and sound of English which are quite different from the Chinese grammar and sound system. Lexical items may also have appe

10、ared to be of secondary importance because they have sometimes been seen as that which is used to “flesh out” the structure or to exemplify parts of the sound system. However, without lexicon the major meaning-caring element in language is missing. Therefore, the acquisition of vocabulary is an inte

11、gral part of English teaching. On the other hand, there are teachers who have tended to overemphasize the learning of words in the lengthy vocabulary lists. The solution is to seek scientific techniques of vocabulary teaching, so, in the following part, I will discuss three topics: I. The importance

12、 of vocabulary teaching in middle school. II: The vocabulary teaching methods of middle school. III The useful of scientific techniques of vocabulary teaching.  1 The important of vocabulary teaching in middle school 1.1 The importance of word Word is one of the three basic language units (so

13、und. word. Grammar ). It is essential 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). 1.2 The importance of vocabulary te

14、aching in English curriculum Little children learn to speak in isolated words and then in chains of nouns and verbs. A child who says “Mum bye-bye bike” is easily understood by English-speaking adult. Students who are immersed into a new linguistic settling tend to pick up vocabulary first, and

15、 then gradually develop a more accurate, structural framework in which to use these words. And they must continually be learning words as they learn structures and as they practice the sound system.. Therefore, vocabulary teaching is an important part of English lessons in middle school, and an impo

16、rtant task for the teachers. Weather a middle school English teacher can follow scientific methods to teach vocabulary or not directly bring good or 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

17、 on English and help them to develop a solid foundation of language acquisition ability; whereas if he fails to do so, it might result in the students′ diffidence toward themselves and might cause them to disgust English. 2. The Vocabulary teaching methods of Middle School 2.1 Three distinguishi

18、ng features of English Vocabulary Before studying the better techniques in Vocabulary teaching, we had better know about the characteristics of English words. English words. English words are quite different from Chinese characters, the former one is a spelling system While the later is a stroke s

19、ystem, English words have three distinguishing features: i. Firstly, the pronunciation of each word is corresponded to its Spelling, for example, look at the following two lists of words: ①old, cold, hold, whole, so[ ] ②smart, artist, mark, garden [ ] In list① the letter “o” in the five words a

20、re all pronounced as [ ];and in list ②the letter combination “ar” in the four words are pronounced as [ ].If students have noticed this relationship between English pronunciation and spelling, they would be easier in pronouncing and memorizing new words. But with a long history of development and va

21、riation, and with the influence by other languages, the spelling of English words don’t always observe this rule ;for example, the letter “u” is pronounced differently in the following words: Truth[u:],Uncle[ ], Until[ ], full[ ], music[ ] In another case, with the influence of American accent, the

22、 word “clerk[ ]” is also pronounced as [ ] ii. Another feature of English words is that they frequently have more than one meaning. The word “book”, for example, obviously refers to something you use to read from (a written work in the form of)a set of printed pages fastened together inside a cover

23、, as a thing to be read. According to one learner’s dictionary. But the same dictionary then goes on to list eight more meanings of “book” as a noun, tow meanings of “book” as a verb and three meanings where “book” +preposition makes phrasal verbs. So we will have to say that the word “book” sometim

24、es means the kind of thing you read from, but it can also mean a number of other things. In other words, students need to understand the importance of meaning in context. iii. The third characteristic is that English words can change their shape and their grammatical values, too. Students need to k

25、now facts about word formation and how to twist words to fit different grammatical contexts. Thus the verb “run” has the participles “running” and “ran”, the present participle “running” can be used as an adjective and “run” can also be a none .There is a clear relationship between the words “death”

26、, “dead”, “dying” and “die”. Students also need to know how suffixes and prefixes work. How can we make the words potent and .expensive opposite in meaning. Why do we preface one with in and the other with in? Knowing the three distinguishing characteristics of English vocabulary will help teachers

27、to deliver vocabulary teaching. 2.2 The drawbacks of several traditional vocabulary teaching methods i. Teach words in isolation Middle school English teachers in china usually ask students to learn vocabulary lists in which words are isolated from the context. In one case ,they let the stude

28、nts pick out all the new words in the text ,list them on a paper, and consult the dictionary for the Chinese or English meanings; for example, “display” mean “show”, “arrive” means “reach”. In another case, they try to get the students to associate each word with an image or an object; for example,

29、they hold up a picture of a car and say “This is a car.” Both these teaching techniques imply that learning vocabulary means learning individual word one at a time. These two methods may save time and be fast-effective. However, the relationships between words are as important as the meaning of the

30、word in isolation: how “car” contrasts with “bus” and “truck”, and how it is related to “driver” and “engine” are as important as the word itself. Neglecting the study of the relationships in English vocabulary system might result in students′ slowness in comprehension and inappropriateness in explo

31、iting the English words. Being taught in these ways without a change, students might have difficulty in working out the meanings of some words, such as “time” in the following three sentences. ii. Teach English words in one to one correspondence to Chinese words. Many English teachers tend to t

32、each English words in one to one correspondence to Chinese words; for example ,English “glass” is “玻璃”in Chinese, English “cup” is “茶杯”in Chinese, and so on. This traditional translation teaching method which has been adopted in china for a long time is considered to be helpful. But in the long run

33、the overuse of this method is harmful to the development of students′ language competence. Especially in the elementary stage, this method should be avoided as possible as it can be. When students say that they know the meaning of an English word, the usually mean that they have found an equivalent

34、word in Chinese language, but this equivalent word may be misleading. Let′s take the word “with” for example. in the sentence of “I have milk for breakfast”, the word “word” in Chinese culture refers to hot milk, because Chinese people are used to dink milk hot ; while the word “word” in the America

35、n culture refers to cold milk, because Americans never drink boiled milk as we Chinese do. This example shows us that the same word “milk” has different social meanings in different cultures, In fact, many linguists believe that no word can be exactly translated into another language. Learning the

36、vocabulary of a second language is not just to memorize the equivalent words of language one, but to learn the meaning relationship between “milk” and all other words in English within the context of cultural life. iii. Treat all words equally Some English teachers treat all vocabulary equally. Th

37、at is ,they generally imply that students should be able to produce all vocabulary presented. But as is suggested by the linguists that words can be classified into receptive vocabulary and productive vocabulary .according to the needs, language levels and professions of the learners. They point ou

38、t that all speakers are able to recognize more words them they usually use on a productive level. Productive vocabulary is that utilized in everyday speech. Receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing

39、. Teachers who do notice this fact ask students to concentrate equally on the acquisition of both receptive vocabulary and productive vocabulary. This method of vocabulary teaching adds much burden to students, and would cause them to become tired of vocabulary learning. iv. Neglecting the cooperat

40、ion of sense organs According to the experiments of linguists, an average English learner will better remember a new word and 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 s

41、tudents remember vocabulary by incorrect ways. On one hand, they treat the new words as if they are telephone numbers. They read 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, cla

42、ssroom” instead of “cl[ ]-[ ]-[ ]-[ ]-[ ]-[ ]-[ ]-[ ]-[ ]-, classroom”. This stupid method adds the difficulty in memorizing new words. On the 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, wh

43、en a teacher teach the word “mouth” and “mouth”, if he ask the students to pay attention to the key parts of these two words, and to underline “ou” in mouth. With [au] above it and underline “on” in month with n1 above it, students would easily remember these two words without a mistake with thei

44、r attentions to key parts 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 conversation. The second

45、 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 achieve but very important. It is to form mental image of the word. That means they can imitate, choose and give the reign t

46、o 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. v. Fail to follow the memory rule: There are two types of memory p

47、rocesses—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 memory process is a

48、recycling process. According to the survey of linguists, the more times the word is used, the better your 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 students’ memory. Th

49、ere might be some teachers seeing the long－term rule. However, they never succeed in applying the memory rule in classroom. They claim that the time of each period of class in limited that they can’t spend so much time on the repetition of vocabulary teaching. As for as I’m concerned, I don’t think

50、their excuses make any sense. What matters is their ignorance of scientific teaching techniques and irresponsibility for the development of students. vi. Harmful method of punishment I think the worst method of vocabulary teaching is the adoption of harmful method of punishment－copying new words f

51、or 100 even 1000 times. These teachers force their poor students to copy marry times of new words which they make mistakes in. This awkward punishment often cause students to year and worry about English lessons. It is true that most of the middle school students are interested in English at first,

52、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 to feel discouraged in English learning and even disgust their English teacher. 2.3 Six Scientific methods of teaching

53、Vocabulary i. Drawings Drawings illustrating vocabulary may be hung around the classroom. These are especially effective if they illustrate points where learning problems tend to occur: “He is lying on the bed” He is laying his coat on the bed” Another use of drawings is known as picture asso

54、ciation which means drew pictures for the troublesome words and the students themselves providing the association: He picture are made by students, here is a way to use students’ artistic talents for the introduction of new vocabulary. ii. Using Known Vocabulary The teacher can use known vocab

55、ulary to teach the meanings of new words: a. Synonyms and antonyms out of context: 1) A synonym of fest is rapidly. What is the synonym of rapidly? 2) The opposite of big is little. What is the opposite of little b. synonyms and antonyms in sentence context: Use the new word in sentences that c

56、ontain an antonym or contrary expression. 1) This meat is tough. I can only eat tender meat. 2) Tom was lazy while is brother Jack was industrious Jack worked all the time. Use the new word in sentences that contain a synonym or equivalent expression. 1) John was exhausted. His brother, too, was

57、 extremely tired. 2) Mary, why are you talking so fast? The Chinese don’t understand you when you speak so quickly. 3) Categories: Names of categories can be taught verbally if the students know some names if items that being within a particular category. Teacher: Coffee is a beverage. Coca－cola

58、is a beverage . Tea is a beverage. Give me some other examples of beverages. Student: Milk is a beverage. T: Tennis is a sport. Baseball is a sport. What is another sport? S: Football is a sport. 1) Definitions and paraphrases: Definitions and paraphrases may be given in the target language. Ta

59、rget language dictionaries are useful to the teacher, especially those dictionaries prepared to help foreigners learn the second language. ①A singer is a person who sings ②A girl who is “bad news” is not very pretty. She is ugly. iii. Grouping Many textbooks present vocabulary items in random o

60、rder. Some books have alphabetical lists of new words. In either case, new words may be further grouped to point out similarities and differences among them. Bright Students do this automatically, but often the shower students experience difficulty precisely because they do not notice the obvious

61、groupings. The teacher can prepare handouts that group words to help students remember them move easily. a) Nouns : Nouns can be grouped in families : 1) Color: white, black, yellow, brown, green, pink (2)Foods: bread, milk, apple pie, grapes, cake b)Verbs: verbs can be grouped by its usa

62、ge and collocation 1) enjoy, avoid ,escape, finish, cant help ……+doing 2) go V. go about: perform; go after: try to get go against for: oppose Go by: pass; go for: attack go along with: agree with…… c) Adjectives: Adjectives can be grouped according to the way they are used －ous: famous, dangerou

63、s, generous－able,　－ible: eatable. Accessible. －ant, —ent: important, different. d) Pares of words: Synonyms and antonyms can be grouped. Root words may be paired with forms using prefixes or suffixes. iv By communication Teaching Vocabulary by communication means teaching the new words throug

64、h thinking with students about the things presented or happening in our daily lift, since real experience can deepen the impressions of things upon people, teaching by communication have a great advantage that the new words presented in the conversation immediately become an active word which studen

65、ts can exploit freely and proper; for example, look at the following conversation between a teacher and a student: Teacher: do you enjoy yourself on the national day? Student: Yes! T: what did you do on national day? S: My father brought me to Beijing and that is the first time I raveled by plan

66、e? It’s very very …… T: Is it very exciting and pleasant. S: Yes, yes, it’s very exciting and pleasant. From the communication, the students consciously of unconsciously feel the relation ship between “enjoy”, “the National Day (holiday), “go to Beijing (travel)”, “exciting” and “pleasant”. And since he really has experienced the travel and urgently wants to express his happy feeling, with the teacher’s prompting, he would remember the verb “enjoy” and the adjective “exciting” and “pleasant”