A Brief Study of English Vocabulary Teaching in High School 高中英语词汇教学初探.docx
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A Brief Study of English Vocabulary Teaching in High School 高中英语词汇教学初探.docx
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ABriefStudyofEnglishVocabularyTeachinginHighSchool高中英语词汇教学初探
ABriefStudyofEnglishVocabularyTeachinginHighSchool
高中英语词汇教学初探
Abstract:
VocabularyisthebuildingmaterialoflanguageandthebasisofunderstandingandexpressingofEnglishcontext.Duringthehighschoolperiod,studentshavealreadymasteredanumberofEnglishwords.Inordertomasterandexpandplentifulvocabulary,improvetheabilityofusingtheEnglishlanguage,teachersshouldpaymoreattentiontotheuseofvocabularyteachingdevices.Thistextoffersusaudio-visualmethodsforpresentingvocabularysuchasusingsimplewords,games,picturesandsynonyms,antonyms,homonymsafteranalyzingthepresentproblemsaboutEnglishvocabularyteachingmethods,pointsoutthatthenecessityandimportanceofconsolidatingEnglishvocabularyinmodernhighschool,meanwhileprovidesusitsparticularmeasuresandwaysforwords’consolidation.
Keywords:
highschoolEnglishvocabularyteaching,methodsanddevices,vocabularyconsolidation
摘要:
词汇是构筑语言的材料,是英语语篇理解和表达的基础。
在高中阶段,学生已有一定的词汇基础,要扩大词汇量,掌握丰富的词汇,提高英语语言使用和实用能力,应注重词汇教学策略的使用。
本文通过分析英语词汇教学现状问题,提出了运用简单句子,游戏,图片和近反义,相近义等直观词汇呈现方法,结合记忆与遗忘规律,指出现代高中英语词汇巩固复习的必要性与重要性,并同时给予词汇巩固复习的具体策略与方法。
关键词:
高中英语词汇教学,方法与策略,词汇巩固
Outline
1.Introduction
1.1Theresearchbackground
1.2Thebriefintroductiontothestudy
1.3Thelayoutofthispaper
2.Literaturereview
2.1ThemeaningofEnglishvocabularyteachingandacquisition
2.2TherelevantresearchesonvocabularyacquisitioninEnglishclass.
2.2.1RelevantresearchesoutsideChina
2.2.2RelevantresearchesinChina
2.3ProblemsinTraditionalVocabularyTeachinginHighSchool
3.StrategiesinEnglishvocabularypresentationinhighschool
3.1UsingsimpleEnglishwordstoshowmeaningsofwords
3.2Usinggamesandpicturesforvocabularypresentation
3.3Usingstickdrawings,models,slides,films,videotapes,radiosandTVstopresentEnglishwords
3.4Usingtheirownsynonymsandantonyms
3.5Presentingnewwordsbyofferinghomonyms
4StrategiesonConsolidatingVocabulary
4.1SomeTheoriesaboutForgetting
4.1.2DecayTheory&Cue-DependentForgetting
4.1.1Short-TermMemoryandLong-TermMemory
4.2TheNeedofConsolidatingVocabulary
4.3PracticalStrategiestoconsolidatevocabulary
4.3.1VocabularyRevision
4.3.2MoreExposurestoVocabularybyReading
4.3.3CooperativeGroupLearning
4.3.4Imagery,LinkingWords&Grouping
5.Conclusion
5.1Themajorfindingsofthestudy
5.2Theimplicationsofthestudy
5.3Somesuggestionsforfutureresearches
1.Introduction
1.1Theresearchbackground
EveryoneknowsthatEnglishvocabularyisthemostimportantessentialsofitslanguage,anditisalsothebasisoflanguagecommunication.AndlotsofexperiencedteachersofEnglishalsoexpressthesameopinion,thatis,theimportanceofvocabulary.TheyknowstudentsmustlearnthousandsofwordsthatspeakersandwritersofEnglishfrequentlyuseintheirdailylife.Fortunately,theneedforvocabularyisonepointonwhichteachersandstudentsagree!
Althoughnumerousin-serviceandpersevereteacher-trainingprogramsareofferedthroughouttheworld,theseoftensufferfromlackofappropriateinstructionalmaterials.Fewbooksarewrittentopresentpracticalinformationthatrelatesdirectlytodailyclassroominstruction.Whatteacherswantareusefulideas,suggestions,demonstrations,andexamplesofteachingtechniques,whichhavebeenprovensuccessfulintheclassroom.
Intheearlydecadesofthe20thcentury,vocabularyteachingandresearchwererespectable.TheGrammarTranslationMethodaimedtoprovidethestudentwithadetailedliteraryvocabularywhichislearnedthroughlonglistsoftranslateditemsandabilingualdictionaryandpracticedthroughsentencetranslationwithlittleopportunitytotryoutpronunciation,andtheReadingApproachattachedmoreimportancetovocabularythangrammaticalskills.TheReformMovementstressedtheprimacyofspokenlanguageandthepresentationofthewrittenwordonlyafterthespokenformhadbeenprovided,andwasemphasizedthatnewvocabularyshouldonlybemetinsentencesandmeaningfulcontexts.TheDirectMethodintroducedvocabularythroughclassroomobjects,mime,drawingsandexplanationsoreventextssupplementedbypictures.Inrecentyears,Content-basedInstructionhasgainedpopularityinforeignlanguagelearningandteaching.Inthisapproach,vocabularyiscompletelycontextualizedandcourseswhichhavecarefullydesignedthescopeandthespiralingsequenceofthecontentmanagetorecycleboththecontentandtheassociatedvocabulary.Manylanguageprogramsalsochoosecontenttoconformtotheknowledgestudentsalreadypossessedtextsmayeitherbeauthenticorspeciallywritten.Soitisinrecognitionofthisneedthatwebeginoursearchforteacherswhohavedistinguishedthemselvesinparticularinstructionalaspectsofsecondlanguageteaching.
1.2Thebriefintroductiontothestudy
ThisthesismainlystudieswaysofEnglishvocabularyteachinginhighschool.ItisbasedontheEnglishlearnerswhoaretryingtostudythelanguageEnglish.ItpresentswaysandmethodstoEnglishlearners,stronglyprovidesideasandprinciplestotheteacherswhohavebeenteachingintheseniorhighschoolandmeanwhilegivesaconclusionabouttheusefulideasconcerningtheEnglishvocabularyteachinginhighschool.Theauthorofthethesisintroducesthebackground,literaturereview,anditanalyzessomememorytheoriespracticalstrategiesintheend,whichgivesusaclearunderstandingaboutvocabularyteachinginhighschool.Besidesthosetalkedabout,italsodigsdeeplyintothefurtherstudyofEnglishvocabularyteachingandadvancestheblueprintandprospectinthefuture.
1.3Thelayoutofthispaper
Inthisthesis,therearefivesectionstoelaboratethestudiesofEnglishvocabularyteachinginhighschool.SectionOneisintroduction,whichincludestheresearchbackgroundofthestudyandthebriefintroductiontothestudy.SectionTwoitgivestheliteraturereviewofthestudyandtherelevantresearchesonEnglishvocabularyteaching-bothinandoutsidechina.InSectionThreeitgivestheanalysisofEnglishvocabularyteachingforstudents,italsoshowsusstrategiesinseniorhighschoolEnglishvocabularyteaching.InSectionFourittalksaboutthestrategiesonconsolidatingvocabulary.Thelastsectionistheconclusionofthispaper,includingthemajorfindings,theimplicationsandsomesuggestionsforfutureresearches.
2.Literaturereview
Fromancienttimestonowadays,lotsofresearchesandfindingsaboutlanguageacquisitionhavebeenbroughtout.Andinthefollowingpart,theauthorwillreviewsomeconceptsofvocabularyandsomemajortheoriesofvocabularyacquisitiontogetagoodpreparationforfurtherdiscussion.
2.1ThemeaningofEnglishvocabularyteachingandacquisition
Vocabularyreferstothewordswemustknowtocommunicateeffectively.Vocabularyteachingcanbe“taughtandcaught”.Mostvocabularyislearnedindirectly,whilesomewordsaredirectlytaught.Becauseoftheinadequateresearchonvocabularyacquisition,therelacksauniversallyaccepteddefinitionofitintheliterature.Channel(1996)defineditasfollow:
“IregardanL2wordashavingbeenacquiredbyalearnerwhen
(1)itsmeaningcanberecognizedandunderstoodratherthanguessedatbothinandoutofcontext,and
(2)itcanbeusednaturallyandappropriatelytosituation.”
2.2TherelevantresearchesonvocabularyacquisitioninEnglishclass.
2.2.1RelevantresearchesoutsideChina
Hendrickson(1999)describestheacquisitionofwordmeaningastwointerrelatedprocesses:
itemlearning(addingitemstolexicalstorebycreatingextensionallinks)andsystemchanging(re-coding/changingthelexicalstorethroughnetworkbuilding).
SecondLanguageVocabularyAcquisitionisacomplexphenomenonwithseveraldifferentlearningprocessesinvolved.Themostoftenciteddistinctionisthatbetweenimplicitandexplicitlearning.Implicitlearningisoftendefinedas“accidentallearningofinformationwithouttheintentionofrememberingthatinformation”.Explicitlearningmeanstheapplicationofvocabularylearningstrategiesonthepartoflearners.Themostextremepositionsconcerningvocabularyacquisitionprocessesarereflectedby“ImplicitVocabularyLearningHypothesis”and“ElicitsVocabularyLearningHypothesis”.BasedonKarahen’s(1985)InputHypothesis,theImplicitVocabularyLearningHypothesisarguesthatthemeaningofnewwordsareacquiredsubconsciouslyasaresultofrepeatedexposuresinvariouscontexts,wheretheconsciousfocusisonthemessageratherthanontheform.TheExplicitVocabularyLearningHypothesispostulatesthattheadoptionofvarietiesofvocabularylearningstrategiescanconsiderablyfacilitateandenhancevocabularyacquisition.Ellis(1995)arguesthatbothhypothesesareapplicabletodifferentaspectsofvocabularyacquisition.Theformerconcernssimplepatternrecognitionofsurfaceform,i.e.,“shallowprocessing”ofinputandoutput;thelatterisnecessaryforthemappingofthosesurfaceinputandoutputtothecorrespondingsemantic/conceptualrepresentations.TheAmericanFederationofTeachersnotesthatresearchonvocabularyteachingconsistentlysupportspracticesthatinclude"avarietyofcomplementarymethodsdesignedtoexploretherelationshipsamongwordsandtherelationshipsamongwordstructure,origin,andmeaning.“Itcanbesaidthatallteachersarereadingteachersandthereforeitisnecessarythatallteachersdeveloptheknowledgeandskillsinlanguageartsinstructiontopromotestudentlearninginthecontentareas.TheNationalBoardProfessionalTeachingStandardsinla
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