How to Teach Vocabulary in Middle School中学如何教英语词汇文档格式.docx
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How to Teach Vocabulary in Middle School中学如何教英语词汇文档格式.docx
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EnglishVocabulary,interests,Context,Teaching.
1.Introduction
Ihavebeenteachingthestudentswhoareintheirthirdyearofamiddleschool.Inmyteaching,I’vefoundtherearesomeproblems,NowI’llfinishmystudyinHunanRadio&
TVuniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometime.ThroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopracticewhichIlearnedfromHunanRadio&
TVUniversity.EnglishisaninternationallanguageandEnglishisbecomingmoreandmoreimportant.IamanEnglishteacher,Butinmyteachingexperience,thereisoneproblemthatsomeofmystudentsdon’tlikeEnglishandespeciallydon’tliketomemorizethevocabulary.Theythinkitisdifficulttomemorizethewordseasilyandeffectively.VocabularyisoneofthefundamentalsofEnglish.Studentsneedtobepreparedwithawideandvividvocabularytocompeteintheworld'
smarketplace.Thechallengeofteachingvocabularyiscreatinglessonplansthatarebotheffectiveandentaining.
2.Problemsandproblemanalysis
(1)Studentsinterests
Alotofstudentsdon’tliketomemorizethevacabularies.Becausetheythinkitisboringanddifficult.
(2)Teachwordsinisolation
MiddleschoolEnglishteachersinchinausuallyaskstudentstolearnvocabularylistsinwhichwordsareisolatedfromthecontext.Inonecase,theyletthestudentspickoutallthenewwordsinthetext,listthemonapaper,andconsultthedictionaryfortheChineseorEnglishmeanings.NeglectingthestudyoftherelationshipsinEnglishvocabularysystemmightresultinstudents’slownessincomprehensionandinappropriatenessinexploitingtheEnglishwords.Beingtaughtinthesewayswithoutachange,studentsmighthavedifficultyinworkingoutthemeaningsofsomewords
(3)TeachEnglishwordsinone-to-onecorrespondencetoChinesewords
ManyEnglishteacherstendtoteachEnglishwordsinone-to-onecorrespondencetoChinesewords;
forexample,English“milk”is“牛奶”inChinese.Thistraditionaltranslationteachingmethodwhichhasbeenadoptedinchinaforalongtimeisconsideredtobehelpful.Butinthelongruntheoveruseofthismethodisharmfultothedevelopmentofstudents’languagecompetence.especiallyintheelementarystage.
Infact,manylinguistsbelievethatnowordcanbeexactlytranslatedintoanotherlanguage.Learningthevocabularyofasecondlanguageisnotjusttomemorizetheequivalentwordsoflanguageone,buttolearnthemeaningrelationshipbetween“milk”andallotherwordsinEnglishwithinthecontextofculturallife.
(4)Treatallwordsequally
SomeEnglishteacherstreatallvocabularyequally.Thatis,theygenerallyimplythatstudentsshouldbeabletoproduceallvocabularypresented.Butasissuggestedbythelinguiststhatwordscanbeclassifiedintoreceptivevocabularyandproductivevocabularyaccordingtotheneeds,languagelevelsandprofessionsofthelearners.Theypointoutthatallspeakersareabletorecognizemorewordsthantheyusuallyuseonaproductivelevel.Productivevocabularyisthatutilizedineverydayspeech.Receptivevocabulary,ontheotherhand,althoughneededforcomprehension,isnotnecessarilyessentialforproductioninspeakingandwriting.Teacherswhodonoticethisfactaskstudentstoconcentrateequallyontheacquisitionofbothreceptivevocabularyandproductivevocabulary.Thismethodofvocabularyteachingaddsmuchburdentostudents,andwouldcausethemtobecometiredofvocabularylearning.
PossibleSolutions
Withthesereasons,Ihavecorrespondingprovidedsomepossiblesolutionswhichareasfollows
1.Usinginterestingpictures,realthings,tohelpmystudentstounderstandandstudythenewwords.
2.Organizinghelpfulandinterestingactivitiestomotivatethestudentstomemorizethewords.
3.Guidethevividsituationstoletthestudentsguessthemeaningofthewords.
4.Creatingaharmoniousteachingcircumstanceandagoodteacher-studentrelationship.
5.Choosealistofwordstofocusonthat'
sanintegralpartofthestudents'
existingcurriculum.Includewordsthatstudentsfindintheireverydaylives.Providevocabularywordsthatareageappropriate.
6.Motivatestudentsbycreatingrewards,games,puzzlesandotherfunactivities.Mixavarietyofactivitiescenteredonvocabularytoreachabroaderrangeofstudents.
7.Modelproperuseofvocabularywords.Uselanguagecreativelyandwithgusto.Havefunwithyourownvocabularyandstudentswillwanttohavefunwiththeirs.
8.Createawordwallwherestudentswritenewandinterestingvocabularywords.Refertothewalloftenduringclasssostudentsbecomefamiliarwithitanditspurpose.
9.Quizandtestthestudentsontheirvocabularywords.Disguisethepurpose,learningvocabulary,ofthequiz.Explainthatquizzesandtestsonlyhelptheteacherknowhowwellthestudentshavebeentaught.
10.Revisetheoldvocabularywordsoften.Bringthemupcasuallyinclassandonquizzes.Tellstudentsthatlearningdoesnotendafterthetest.Itisimportantforthemtorecallvocabularywords.
3.Projectobjective
Myresearchobjectiveisthattoenhancemystudents’abilitytomemorizethevocabularyeasilyandcorrectlybyusingthenewmethods.
4.Projecthypothesis
Itishypothesizedthatpictures,realthings,comunication,context,pronunciationandspellingcanincreasemystudents’abilitytomemorizethevocabulary.
5.Projectrationale
Asweknowinterestisthebestteacherofthestudents.Interestisoneofthemostimportantfactorinlearningaforeignlanguage.AsDarwinsaid“Justaseatingwithoutlikingdoesharmtoone’shealth,learningwithoutinterestharmsmemoryandretainsnothingwhenonetakesinit”Formerexperimentsshowthatamongthefactorscontributingtosuccessoflearners,interestaccountsforabout35%.
Psychologicalstudiesindicatethathumanbeingsmainlydependoneyesandearstoobtaininformationreceivedbyeyeswhichwillremain60%inmemoryafter3hoursandonly40%after3dayswhiletheinformationobtainedbothbyeyesandearswillobtain90%inmemoryafter3hoursandstill75%after
3days.Anotherstudyindicatethatthedevelopmentofhumanbeings’ideationisaprocessfromthinking
fromimagestoabstraction.Theteenagersinmiddleschoolhavedevelopedthinkingmoreinimagesthan
inabstraction.ApplicationofpicturesandrealthingsinEnglishteachingwillcreatelanguage
circumstancesforstudentsandmobilizetheirinterestinthinkinginmages,fortheabstractlanguage
materialtoturnintoconcreteimageshencepicturesandrealthingsaresuitableforthepsychological
developmentofteenagers.Itisnotonlyabetterwaytoimprovestudents’interestandremovetheir
anxiety,butalsohelpfultotheirmemory.
FirstIcansolvetheproblemthatmanyofmystudentsarenotinterestedinmemorizingthewords.
Theylearnculturalinformationinaveryeasyandrelaxingway.Interestingpicturesandrealthingsmakethemmemorizethewordsandarousetheirinteretstosearchformorevocabularylikethis.
Secondmethodisassociations.Ilovetotakeawordandshowpeoplehowthewordhasbeeninamovie,inamovietitle,inasongthattheylike.There'
sadeodorantIthinkcalledAridExtraDryforexample.Soariditturnsoutmeansverydry.Sowhenyoulearnthataridmeansverydry.Youassociateitwiththisdeodorant,whichobviously,youknow,AridExtraDryisnotgoingtobeadeodorantthat'
scalledwetorsmellyorsomethinglikethat.It'
sgoingtobedry.That'
swhatit'
sdoing.It'
sanantiperspirantdeodorant.So,it'
sagreatassociationforaridandthenpeoplewillneverforgetit.AndagainIlovetodothiswithmovies.Alotofmovieshavereallygreatvocabinthemandwhenyoupointthatouttostudents...evenwatchamovieinclass.MontyPythonandtheHolyGrail,PiratesoftheCaribbean...thesearesomemoviesthatactuallyhavegreatvocab.Andwhenyouputitinyoucanevenwatchthemovietogetherandthengooverthefiftyormorewordsthatareinthemovie.
Inordertoarousethestudents’interestinlearningvocabularyandmemorizeefficiently,theteachermayhavespecificvocabularyexerciseandorganizepracticeactivitiesinclasswarm-upsorinthelead-instothepresentationofnewitemswhenestablishingthecontextorsituation.
6.ProjectDesign
Onthebasisoftherationale.IplantousesomeunitsinGrade9Students’BookGoforitasmylanguagematerials.
Newteachingmethodsandnewtasksweredesignedwiththeaimsofprovidingstudentswithachancetomemorizeandguessthemeaningofthevocabulariesbyusingthe
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