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西昌学院毕业论文 参考文献、资料:
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北京:
人民教育出版社,2000。
崔美丽,“中学英语词汇教学策略浅析”,《英语教学研究》2(2007):
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OntheStrategiesfortheVocabularyTeachinginMiddleSchool
Abstract
Withthecontinualreformoflanguageteachingandlearningmethods,teachersarefacedwithchallengeshowtoorganizetheclassesinEnglishandcreateEnglish-learningcircumstance.Vocabularyisthelanguageofconstructionmaterialsandthebasisforthedevelopmentofthefiveskills:
listening,speaking,reading,writing,andtranslating.Asthemostbasicmaterialoflanguage,foreignlanguageteachingcannotexistwithoutthevocabularyteaching.VocabularyundoubtedlyplaysanimportantroleinEnglishlanguagestudyandapplication.Therefore,itseemsespeciallyimportantforustoadoptascientificteachingstrategyinvocabularyteaching.Inrecentyears,thesignificantdevelopmenthastakenplaceinbothbreadthanddepthofthisareainChina,whichhasgreatlyenrichedtheunderstandingofvocabularyteachingprocessoftheChineseteachers.
Thisthesissummarizestheprocessofitsdevelopment,thedirectionofitsdevelopmentandthedefectsinthecurrentpracticalteaching.Basedontheadvancedtheoryofeducationalvocabularyteaching,theinvestigationonfront-lineteachersandtheauthor'sownpracticalteaching,thisthesisattemptstoputforwardaneffectiveproposaltoimprovevocabularyteaching.Hopingcanimprovetheefficiencyofvocabularyteaching,andpromotethestudents‟vocabularyaccumulation.
KeyWords:
vocabularyteaching;currentdefects;strategies
论中学英语词汇教学策略
内容摘要
随着英语教学和学习方法的不断改进,教师在如何组织课堂教学和为学生创造良好的学习环境方面面临着挑战。
词汇是语言的建筑材料,是培养听、说、读、写、译五种基本技能的基础。
作为组成语言最基本的材料,外语教学自然离不开词汇教学。
词汇在英语语言学习和应用中的地位和重要性是毋庸置疑的。
如何采用科学有效的教学策略进行词汇教学显得尤为重要。
最近几年来,国内对词汇教学策略这一领域的研究从广度和深度都有了很大发展,这大大丰富了对于中国教师英语词汇教学策略的了解。
本文总结了目前实际教学过程中的发展状况,前进方向和存在的弊端。
基于近几年来优秀语言教学策略研究,对一线教师的调查和作者自己的教学实践,本文试图提出行之有效的英语词汇教学策略,以期提高词汇教学的效率,促进学生的词汇积累。
关键词:
词汇教学;目前弊端;策略
OntheStrategiesofEnglishVocabularyTeachinginMiddleSchool
Contents
1Introduction……………………………………………………………………1
2DisadvantagesofVocabularyTeaching………………………………………3
2.1InsufficientUnderstandingtheNecessityofVocabularyTeaching……….3
2.2InsufficientUnderstandingtheNecessityofVocabularyTeaching……….4
2.3TheWrongOpinionsontheTeachingVocabularyTeaching……………..6
3TheCharacteristicsofEnglishVocabulary………………………………….9
3.1AttentiontoSpelling,PronunciationandWriting………………………...9
3.2AttentiontotheMeanings,CollocationsandUsages……………………..9
4ImprovingtheEfficiencyofEnglishVocabularyTeaching……………….11
4.1StrategiesforEnglishTeachers‟TeachingVocabulary…………………11
4.2PlacingEmphasisonTrainingStudent‟sAbilitiestoLearn…………….16
4.3TheCulture‟sBackgroundofLanguageandVocabulary………………..175Conclusion…………………………………………………………………….19Notes…………………………………………………………………………………20
WorksCited…………………………………………………………………………21Acknowledgements………………………………………………………………….22
DeclarationofThesisOriginality…………………………………………………..23
OntheStrategiesofEnglishVocabularyTeachinginMiddleSchool
1Introduction
Languageismadeupofthreemainelements:
grammar,phoneticsandvocabulary;However,vocabularyisthemostimportantone.Vocabularyisnotonlythecarrierofphoneticsandgrammar,butalsotheconstructionmaterialoflinguisticbuilding.ThegreatEnglishlinguist,Wilkins,said:
“Ifthereisnogrammar,peoplecanonlyexpresssomething;butifthereisnovocabulary,peoplecanexpressnothing.”1SovocabularyteachingandlearningisthebasicpointinEnglishteachingandlearning.
Word,oneofthethreebasiclanguageunits(sound,word,andgrammar),isessentialtocommunication2.Whenyouspendmostofyourtimelearninggrammar,yourEnglishwillnotimproveverymuch.However,youwillmakegreatprogresswithyourEnglishifyoulearnmorewordsandexpressions.Aswordsarethebasicandcorepartofcommunication,whichdirectlyinfluencesone'sabilityoflistening,speaking,reading,writingandtranslating.Soonlyaftermasteringenoughvocabulariescanyoupossiblyunderstandwhatotherssayandwhatotherswrite,andcanyouexpressyourthoughtfluentlyandcommunicatewithotherssuccessfully.Infact,thedifficultiesincommunicatingoftenresultfrominsufficientvocabulary.Thewell-knownAmericanauthorandeducator,L.RonHubbardadvised:
“Failuretolearndefinitionsresultsinalaterinabilitytounderstandexplanations,whichincludethosedefinitions.Easilythemostimportantfactorinanystudyisacomprehensionofwhatismeantbycertainwords.”3.VirginiaFrenchAllenwritesinhisbook,TechniquesinTeachingVocabularythat“experiencedESL(EnglishasaSecondLanguage)orEFL(EnglishasForeignLanguage)teachersknowverywellhowimportantvocabularyis”4.Withcomprehensionandapplicationplayingamoreandmoreimportantrolein西昌学院毕业论文2examination,vocabularyintermsoftheEnglishteachingstatusshouldbecomemoresignificant.CorrectingacquaintanceforteachingandlearningvocabularyiscrucialsubjectforourbetterEnglishteaching.Inordertofindtheefficientwaysofteachingvocabulary,vocabulary-teachingstrategieshavebeenstudiedfordecadesofyears.Nowitisahotissueinthestudyoflanguageteachingstrategies.LotsofresearchhasbeendonebothabroadandinChina.ThesignificantdevelopmenthasbeentakenplaceinbothbreadthanddepthofthisareainChina,whichhasgreatlyenrichedtheunderstandingofvocabularyteachingprocessoftheChineseteachers.Inthisthesis,thedefectsofcurrentvocabularyteachingwillbeanalyzed.Inaddition,basedonadvancedtheoryofeducationalvocabularyteachingandpracticalteaching,thisthesiswilltrytoputforwardaproposaltoperfectvocabularyteaching.西昌学院毕业论文3
2DisadvantagesofVocabularyTeaching
TraditionalvocabularyteachingonlyrequiresstudentstoreadthenewwordsandspellthemoutthenofferedthecorrespondingorsimilarChineseexplanation.Astheresultwefondthatmanystudentsspendalotoftimeonrememberingthenewwords.Althoughtheyknewthemeaningofwordsbuttheydon‟tknowhowtousethemcorrectly.Althoughmanycurrenteducationaltheoriespromotevocabularyteaching,therearemanyproblemsexistinginEnglishvocabularyteaching.Andthenthestudentsfinditdifficulttolearnvocabularyandgraduallylosetheinterestinmemorizingvocabulary
2.1InsufficientUnderstandingtheNecessityofVocabularyTeaching
Thoughpeopledonotdenytheroleofvocabulariesinlanguagecommunication,manypeoplethinkthatvocabulariesshouldbetaughtbytheteachersandaccumulatedbystudentsthemselves.Itisexactlyundertheinfluenceofthemistakeconcept.Fromprimaryschooltotheuniversity,manystudentsbelievethattolearnEnglishwellwastolearngrammarswell;hewhoispoorintheabilitytouseEnglishisjustbecauseheisnotgoodatgrammars.Sotheypaymoreattentionongrammar,aboutvocabularyjustknowthemeaningandthepronunciation.InfactwhentalkaboutthegrammaranalysismanyChinesestudentsaregoodatit.Incontrarylotsofforeignteachersarenotasgoodasthem.However,Chinesestudents‟actualabilitytouseEnglishisdisappointing.Whycannotsomestudentsusethewords,whichrememberedfirmlybythem?
Whyistheirwriting‟scontentsopoor?
WhycannottheygetridofthinkinginChinese,expressingone'sownthoughtwithsomewordsandexpressionscoined?
西昌学院毕业论文4Doesthevocabularyreallynotneedtobetaught?
Asweknow,ignoringvocabularyteachinghasalreadyproducedsomebadconsequences.Ifwecanmakevocabularyteachingbeequalofgrammarteaching,Ibelievethatthesituationwillbechangedgreatly.Teachernotonlyhasthedutytoteachstudentstheknowledgeofvocabulary,butalsoshouldstudyandprobeintotheteachingapproachesofthevocabulary,vocabularyteachingshouldbeanessentialimportantlinkinEnglishteachingnaturally.
2.2ThreePhenomenaExistingintheTraditionalEnglishVocabulary
TeachingItiswellknowntoallthatvocabularyteachingisahardwork;traditionalEnglishteachingapproachinChinaisateacher-centeredone.ThetraditionalEnglishvocabularyteachinghasexistssomeproblemsteachersshouldhavethecorrectattitudeonthissituation,andchangetheirteachingmethodsonvocabularyteaching.
2.2.1BreakingAwayFromtheSentenceandArticleContent
Teachersareusedtoteachingwordsandphrasesbeforetext,whicharethecommonfeaturesofmostofthem.Whentheclassbeginsteacherswritedownthenewwordsontheblackboardandthenteachthewordsinisolation,ignoringthecontentandmeaningofthelanguage.Sotheteachersbreakvocabulariesawayfromsentenceandtext.Forinstance,therearemanyvocabularymeansscenery,suchas,landscape,sight,view,scene,prospect,andoutlook.Ifteachersjustlistandwritedownthenewwordsontheblackboardandth
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