how to do vocabulary teaching in middle school怎樣教好中學(xué)英語詞匯

1、<p>　　How to do Vocabulary Teaching in Middle School</p><p>　　Abstract: Word is one of the three basic language units. It is essential to communication. Without vocabulary we can convey nothing, therefo

2、re, vocabulary teaching is an indispensable part of English curriculum. But some traditional vocabulary-teaching methods seem to isolate the words from the context or break away from the scientific rules. They can’t help

3、 students to develop a language competence in the long run but cause them to lose interest in English. Middle school English teachers should</p><p>　　Key words: technique, vocabulary, context, competence<

4、/p><p>　　摘 要：單詞是語言最基本的因素之一。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，反而會導(dǎo)致他們對英語失去興趣。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

5、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中學(xué)英語教師會有一定的參考價(jià)值。</p><p>　　關(guān)鍵詞:教學(xué)方法；詞匯；語境；語言能力</p><p><b>　　Contents</b></p><p>　　Abstract………………………………………………………………………i</p><p>　

6、　Contents……………………………………………………………………iii</p><p>　　Introduction…………………………………………………………………1</p><p>　　1 The importance of vocabulary teaching in middle school…………2</p><p>　　1.1 The import

7、ance of word…………………………………………2</p><p>　　1.2 The importance of vocabulary teaching in English curriculum…2</p><p>　　2. The vocabulary teaching methods of middle school………………3</p><p>　

8、　2.1 Three distinguishing features of English vocabulary………………3</p><p>　　2.2 The drawbacks of several traditional vocabulary teaching methods…5</p><p>　　2.3 Six scientific methods of teaching vo

9、cabulary……………………10</p><p>　　2.4 The useful of scientific methods in vocabulary teaching …………15</p><p>　　3. The importance of keeping student interested and encouraged in learning vocabulary………

10、………………………………………16</p><p>　　3.1 The importance of keeping student interested in learning vocabulary…17</p><p>　　3.2 The importance of encourage student to learning vocabulary………17</p><

11、p>　　Conclusion…………………………………………………………………18</p><p>　　Bibliography………………………………………………………………19</p><p>　　Acknowledgements………………………………………………………20</p><p>　　Introduction</p><p&

12、gt;　　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 w

13、orked 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 dif

14、ferent from the Chinese grammar and sound system. Lexical items m</p><p>　　1 The important of vocabulary teaching in middle school </p><p>　　1.1 The importance of word </p><p>　　Wor

15、d is one of the three basic language units (sound. 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 n

16、othing can be conveyed .”(wilkins .ENGLISH STUDY, Foreign language study Institute,1987).</p><p>　　1.2 The importance of vocabulary teaching in English curriculum</p><p>　　Little children learn

17、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

18、up vocabulary first, and 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 syste

19、m.. Therefore, vocabulary teaching is </p><p>　　2. The Vocabulary teaching methods of Middle School</p><p>　　2.1 Three distinguishing features of English Vocabulary </p><p>　　Before

20、 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 spellin

21、g system While the later is a stroke system, English words have three distinguishing features:</p><p>　　i. Firstly, the pronunciation of each word is corresponded to its Spelling, for example, look at the fo

22、llowing two lists of words:</p><p>　?、賝ld, cold, hold, whole, so[ ]</p><p>　?、趕mart, artist, mark, garden [ ]</p><p>　　In list① the letter “o” in the five words are all pronounced

23、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 memor

24、izing new words. But with a long history of development and variation, 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 d&

25、lt;/p><p>　　Truth[u:],Uncle[ ], Until[ ], full[ ], music[ ] In another case, with the influence of American accent, the word “clerk[ ]” is also pronounced as [ ]</p><p>　　ii. Another feature of Eng

26、lish 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 insi

27、de a cover, 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 “b

28、ook” +preposition makes phrasal ve</p><p>　　iii. The third characteristic is that English words can change their shape and their grammatical values, too. Students need to know facts about word formation and

29、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

30、 clear relationship between the words “death”, “dead”, “dying” and “die”. Students also need to know how suffixes and</p><p>　　2.2 The drawbacks of several traditional vocabulary teaching methods</p>

31、<p>　　i. Teach words in isolation</p><p>　　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

32、students 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

33、 to get the students to associate each word with an image or an object; for example, they hold up a picture of a car and </p><p>　　ii. Teach English words in one to one correspondence to Chinese words.</p

34、><p>　　Many English teachers tend to teach 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 tradition

35、al translation teaching method which has been adopted in china for a long time is considered to be helpful. But in the long run the overuse of this method is harmful to the development of students′ language competence. E

36、specially in the elementary stage, this method should be avoided as possible </p><p>　　iii. Treat all words equally</p><p>　　Some English teachers treat all vocabulary equally. That is ,they gen

37、erally 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 need

38、s, language levels and professions of the learners. They point out that all speakers are able to recognize more words them they usually use on a productive level. Productive vocabulary is that utilized in everyd</p>

39、;<p>　　iv. Neglecting the cooperation of sense organs</p><p>　　According to the experiments of linguists, an average English learner will better remember a new word and make it become an active one if

40、 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

41、 words as if they are telephone numbers. They read the new words letter by letter without observing the Pronunciation rules. For example, when </p><p>　　With [au] above it and underline “on” in month with n

42、1 above it, students would easily remember these two words without a mistake with their attentions to key parts Generally, a new word would well turn into an active one in students’ minds after at least three stages: Th

43、e 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 stage is probably forming a usual link. That is to sa

44、y, whe</p><p>　　v. Fail to follow the memory rule:</p><p>　　There are two types of memory processes—short—term memory and long—term memory. Short—term memory means that the storation of input on

45、ly 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 recycling process. Acco

46、rding to the survey of linguists, the more times the word is used, the better your remember it. But many teachers partially emphasize the function</p><p>　　vi. Harmful method of punishment</p><p&g

47、t;　　I think the worst method of vocabulary teaching is the adoption of harmful method of punishment－copying new words for 100 even 1000 times. These teachers force their poor students to copy marry times of new words whi

48、ch 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, because it is a new s

49、ubject that is full of novelty and interest. And they like their</p><p>　　2.3 Six Scientific methods of teaching Vocabulary </p><p>　　i. Drawings</p><p>　　Drawings illustrating voca

50、bulary 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

51、is known as picture association 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

52、for the introduction of new vocabu</p><p>　　ii. Using Known Vocabulary</p><p>　　The teacher can use known vocabulary to teach the meanings of new words:</p><p>　　a. Synonyms and ant

53、onyms out of context:</p><p>　　1) A synonym of fest is rapidly. What is the synonym of rapidly?</p><p>　　2) The opposite of big is little. What is the opposite of little</p><p>　　b.

54、 synonyms and antonyms in sentence context:</p><p>　　Use the new word in sentences that contain an antonym or contrary expression.</p><p>　　1) This meat is tough. I can only eat tender meat.<

55、/p><p>　　2) Tom was lazy while is brother Jack was industrious Jack worked all the time.</p><p>　　Use the new word in sentences that contain a synonym or equivalent expression.</p><p>

56、　　1) John was exhausted. His brother, too, was extremely tired.</p><p>　　2) Mary, why are you talking so fast? The Chinese don’t understand you when you speak so quickly.</p><p>　　3) Categories:

57、 Names of categories can be taught verbally if the students know some names if items that being within a particular category.</p><p>　　Teacher: Coffee is a beverage. Coca－cola is a beverage . Tea is a bevera

58、ge. Give me some other examples of beverages. </p><p>　　Student: Milk is a beverage.</p><p>　　T: Tennis is a sport. Baseball is a sport. What is another sport?</p><p>　　S: Football

59、is a sport.</p><p>　　1) Definitions and paraphrases: Definitions and paraphrases may be given in the target language. Target language dictionaries are useful to the teacher, especially those dictionaries pre

60、pared to help foreigners learn the second language.</p><p>　?、貯 singer is a person who sings </p><p>　?、贏 girl who is “bad news” is not very pretty. She is ugly.</p><p>　　iii. Group

61、ing</p><p>　　Many textbooks present vocabulary items in random order. Some books have alphabetical lists of new words. In either case, new words may be further grouped to point out similarities and differenc

62、es among them. Bright </p><p>　　Students do this automatically, but often the shower students experience difficulty precisely because they do not notice the obvious groupings. The teacher can prepare handout

63、s 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 </p><p>　　(2)Foods: bread, milk, apple p

64、ie, grapes, cake b)Verbs: verbs can be grouped by its usage and collocation1)enjoy, avoid ,escape, finish, can't help ……+doing2) go V. go about: perform; go after: try to get go against for: oppose </p>&

65、lt;p>　　Go by: pass; go for: attack go along with: agree with……</p><p>　　c) Adjectives: Adjectives can be grouped according to the way they are used －ous: famous, dangerous, generous－able,　－ible: eatable.

66、 Accessible. －ant, —ent: important, different.</p><p>　　d) Pares of words: Synonyms and antonyms can be grouped. Root words </p><p>　　may be paired with forms using prefixes or suffixes.</p&

67、gt;<p>　　iv By communication</p><p>　　Teaching Vocabulary by communication means teaching the new words through thinking with students about the things presented or happening in our daily lift, since

68、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 students can exp

69、loit freely and proper; for example, look at the following conversation between a teacher and a student:</p><p>　　Teacher: do you enjoy yourself on the national day?</p><p>　　Student: Yes!</p

70、><p>　　T: what did you do on national day?</p><p>　　S: My father brought me to Beijing and that is the first time I raveled by plane? It’s very very ……</p><p>　　T: Is it very exciting

71、and pleasant.</p><p>　　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

72、 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 a

73、djective “exciting” and “pleasant” well, and have o difficulty in exploiting them next time. Ano</p><p>　　v. Teaching vocabulary in context</p><p>　　The same word can have various meanings in di

74、fferent contexts. To convey the meaning of a new word exactly, it is better to present the word in the sentence or in the text. There are at last three advantages of teaching vocabulary in context:</p><p>　　

75、Firstly, assessing the meaning of a word in context obliges the learner to develop strategies, such as anticipating and inference , which become increasingly profitable as learning progresses because they instill an atti

76、tude of self-reliance that is the hallmark of proficiency.</p><p>　　Secondly, systematically meeting new words in context underlines the fact that words are indeed used in discourse for purposes of communica

77、tion.</p><p>　　Finally, context provides an indication of the way the words are used .All these factors may contribute to a learner’s autonomy to learn English and facilitate the transfer of knowledge that a

78、ccompanies it. For example, look at the following passage: “Mary is a very diligent student. She gets up very early every morning. She reads a lot of books and studies very hard. This year she gets the school prize.” whe

79、n teaching the word “diligent” ,teacher can present the above context so that students c</p><p><b>　　vi.</b></p><p>　　By introducing the knowledge of culture background English vocab

80、ulary system is an open system. It consistently adopts variation, transformation and has been influenced by other languages in the world for a long history, with the knowledge of the culture background of the vocabulary,

81、 teacher can make vocabulary teaching move vivid, interesting and impressive. For example, when teaching the word “NEWS”, teacher can tell the students how this word came into being, It is said that ,“NEWS” originat<

82、/p><p>　　2.4 The useful of scientific methods in vocabulary teaching </p><p>　　By adopting scientific vocabulary teaching techniques, teachers can help students improve their language acquisition

83、 ability and language competence: with the forgoing, I don’t mean to disagree all traditional vocabulary teaching methods and take in all the new methods without discrimination, But I’m caring about the bad influence bro

84、ught by some awkward traditional vocabulary teaching methods which are overused and exploited inflexibly by many teachers in middle school classroom. As far as I’m </p><p>　　3. The importance of keeping stud

85、ent interested and encouraged in learning vocabulary</p><p>　　3.1 The importance of keeping student interested in learning vocabulary</p><p>　　Keeping the students′ minds alert is a particular p

86、roblem in many middle schools. Teachers often mention the need to increase the students′ interest.</p><p>　　A beginning student is usually somewhat interested; the experience of learning the language is new

87、enough so that he is pleased to be able to say and understand a few foreign words. When students reach the Intermediate level, however, the experience is no larger new. Furthermore, the students have become aware of the

88、difficulties .Their efforts may bring less satisfaction, fewer rewards.</p><p>　　3.2 The importance of encourage student to learning vocabulary</p><p>　　When students come to the Intermediate cl

89、ass in a discouraged stare of mind, they need activities which offer immediate rewards for making an effort to learn. One of the best rewards is the satisfaction of being able to do something by means of the English word

90、s that one knows .That is one of the principal reasons for using simplified reading at the Intermediate level of instruction.</p><p>　　Simplified readings create a helpful sense of achievement.</p>&l

91、t;p>　　The student feels encouraged by being able to read a story or essay in English without great difficulty.</p><p>　　Conclusion</p><p>　　There are many factors contributing to the ineffici

92、ency in English teaching. Inappropriate teaching methods by teachers are among these factors. But, I think, the basic reason for the inefficiency lies in the traditional teaching system…teach…dominant curriculum system.

93、To improve the effectiveness and efficiency of English teaching, we should focus on the reformation of the old teaching system. Middle school English teachers should try to convert their roles for the needs of the studen

94、ts. They </p><p>　　Bibliography</p><p>　　[1] Li Ting xiang. English Teaching Techniques[M]. Hier Education Publisher,1987.</p><p>　　[2]Zhao Ming. The Interest of English vocabulary[

95、M].Beijing: Chinese Knowledge publisher, 1991. </p><p>　　[3]Lu Titai. English Language Learning Series[M]. Guilin: Guangxi People′s Publisher, 1983.</p><p>　　[4]Virginis French Allen. Technique