ResearchonEnglishVocabularyTeachingMethodsinSeniorHighSchool高中英语词汇教学的策略研究.docx

ResearchonEnglishVocabularyTeachingMethodsinSeniorHighSchool高中英语词汇教学的策略研究.docx

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ResearchonEnglishVocabularyTeachingMethodsinSeniorHighSchool高中英语词汇教学的策略研究

ResearchonEnglishVocabularyTeachingMethodsin

SeniorHighSchool高中英语词汇教学的策略研究

ResearchonEnglishVocabularyTeachingMethodsinSeniorHighSchool

By

Athesis

submittedtotheForeignLanguageandLiteratureDepartmentof

BaojiUniversityofArtsandSciencesinpartialfulfillmentof

therequirementforthedegreeof

BACHELOROFARTS

in

ENGLISHLANGUAGE

Baoji,Shannxi

May,2012

ResearchonEnglishVocabularyTeachingMethodsin

SeniorHighSchool

Abstract:

Vocabularyisthebasicelementoflanguagelearning.ThemajorityofhighschoolstudentsagreethattheshortageofvocabularyisoneofthebiggestproblemsinEnglishlearning.Formoststudentspoorvocabularyisstillamainfactor,whichpreventthemfromimprovingtheirEnglish.ManyhighschoolstudentsspendmuchtimeandenergyinthestudyofEnglishvocabulary,buttheresultisoftenunsatisfactory.ForEnglishlearners,theonewhodoesn'tgraspenough

vocabularycan'tlisten,speak,readandwritefreely.ThusvocabularyteachingshouldplayamuchmoreimportantroleinEnglishteaching.Soitisimportantforteacherstomasterproperteachingmethods.Ifteachersgraspmuchmoreefficientandinterestingmethodsinvocabularyteaching,students'vocabularylearningmayimprovequickly.ThispapermainlyfocusesonthestudyofEnglishvocabularyteachingmethods,thepresentsituationofEnglishvocabularyteachingandthemainproblemsfacinginthestudyofEnglishvocabularyinseniorhighschool.ItalsoprobessomemethodsofvocabularyteachinginordertoguideseniorhighschoolteacherstolearnmoreefficientwaystoteachEnglishvocabulary.

Keywords:

vocabularyteaching;seniorhighschoolstudents;efficienttechniques

高中英语词汇教学的策略研究【内容提要】词汇是语言学习的基本元素，大多数的高中学生都认为词汇量的短缺是英语学习的一大问题。

对于大多数学生来说，英语词汇贫乏仍然是阻碍他们英语水平提高的一个重要因素，很多学生运用大量的时间和精力来学习英语词汇，但是结果往往都不尽如人意。

对于英语学习者而言，如果没有掌握足够的词汇量就不能自由的运用词汇来进行听说读写,因此词汇教学在英语教学中应该起着更加重要的作用。

对于教师来说掌握合适的词汇教学法非常重要，如果教师掌握了有效、有趣的词汇教学方法，那么学生的词汇学习就会迅速提高。

本篇文章主要专注于高中英语词汇教学的方法研究，高中英语词汇教学的现状和所存在的问题，同时提出了一些高中英语词汇教学的方法以指导高中教师学习更多有效的词汇教学法。

【关键词】词汇教学;高中生;有效技巧

CONTENTS

I.

Introduction

•••1

II.Thepresentsituationinvocabulary

teaching2

2.1Vocabularyteachingwithout

context

3

2.2Treatwordswithout

differences

3

2.3Tiringvocabularyteaching

methods3

2.4Ignoranceofcultural

connotations

4III.Problemsonstudents'vocabulary

learning4

3.1Theshortageof

vocabulary

4

3.2Thepoorabilityofusing

vocabulary

3.3Theimproperlearning

methods

5IV.Suggestionsonvocabulary

teaching5

4.1Theenhancementofpronunciationand

spelling5

4.2Thecultivationof

interest

5

4.3Guessingwordsin

context

6

4.4Teachingtheculturebackground

6

IV.Conclusion

6References

…..7

Acknowledgements

…8

ResearchonEnglishVocabularyTeachingMethodsinSeniorHighSchool

I.Introduction

BritishfamouslinguistD.A.Wilkinsoncesaid:

"Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed."（D.A.Wilkins,1972）.Alarge,usefulvocabularyisthebasisofwordpower.“Ithasbeensaidthatlearningasecondlanguagemeanslearningitsvocabulary”（Gass,1999）.Inteachingaforeign

language,oneofthemostimportantaspectsistoenlargelanguagelearners'vocabulary.

Wordvsessayislikebrickvsbuilding.Studieshaveshownthatifonehavemasteredsomebasicgrammarstructureandcommandedalargevocabulary,hisabilityofusinglanguagewouldbemuchbetterthanthosewhoareproficientingrammarbutpoorinvocabulary.Vocabularyisthebasicelementoflanguagecommunication.ThemajorityoflanguagelearnersagreethatvocabularyisoneofthebiggestproblemstheyoftenfaceindailycommunicationandinvariousEnglishtests.HoweverinthetraditionalEnglishteachinginChina,manyteachersthinkthatthestudentshavenoproblemsinrememberingvocabularyandtheypaylittleattentiontoit.Insteadtheypaymuchattentiontotheconveyofgrammaticalknowledgeandoftenignoretheteachingofvocabulary.Onthepartofthestudents,theynormallylearnEnglishvocabularybymechanicalrecitationandtheeffectisawful.Vocabularyisoneofthethreecoreelementsoflanguage.Theshortageofvocabularynotonlyaffectone'sreadingspeedandcomprehensionabilitybutalsoresricttheabilityofexpressioninsomedegree.Thenewcurriculumdemandhighschoolstudentstomaster4500wordsatleastwhentheygraduatefromschool.AndsuchstandardundoubtedlyputforwardhigherrequesttothehighschoolEnglishteaching,especiallyinvocabularyteaching.Thuspeopleshouldmakeinvestigationinthefiledofvocabularyteachinginseniorhighschoolinordertoseekformuchmoremeaningfulmethods.AllEnglishteachersofseniorhighschoolshouldtakethisintoconsiderationbecauseitisthebasisforEnglishlearning.Itisimportantforteacherstomasterproperteachingmethods.Andithelpsteachersgettwicetheresultwithhalftheeffort.

II.Thepresentsituationinvocabularyteaching

Foraverylongtime,vocabularyisneglectedinprogramsforteachers.Manyteachersspendmuchtimeinimprovingstudents'readingabilityandskillsfortext.Howeverwiththeincreaseofthecomprehensiveandapplicativequestions,vocabularyteachingseemstobemoreandmoreimportant.Inrecentyears,manyresearcheshaveprovedthecentralroleofvocabularyacquisitioninlanguageacquisition.Manyteachersbegintoknowthetheimportanceofvocabularyteaching.Vocabularyinstructionandlearninghasbeenthoughthighlyofbylanguageresearchers,languageteachersandlanguagelearners.

InpresentseniorhighschoolEnglishcalss,ateacherissupposedtoteachthestudentstheform,themeaningandtheappropriateusageofaword.ConsideringEnglishvocabularyteachinginseniorhighSchool,however,therearemanyproblemsontheEnglishteacherswhentheyinstructthenewwordsandexpressionstotheirstudents.Searchingmanyresearchers'findingsanddiscussionsfromtheInternet,

comparingthemwithmyownobservationanddiscussionswithmyseniorhighschoolteacherMr.MaJing,IfindthatmostcommonlyseniorhighschoolEnglishteacherswillspendequalamountofenergyoneachword,teachthevocabularywithoutcontextandpaylittleattentiontotheculturalmeaningofit.Theseproblemsleadtothelowefficiencyofvocabularyteachingandlearning.

2.1Vocabularyteachingwithoutcontext

Someteacherstreatvocabularyasanisolatedlanguageunittoexplain,theyneverputwordintotheirsentence,paragraphorcontext.Teachersjusttellstudentspronunciation,commonstructureanddifferentmeaningsandusages;studentsalwaysrecitewordsonebyone,theywillfeelboredthenlosinginterests.Althoughsomestudentsfollowedteachers'orderbuttheycan'tbeknowledgeable,becausetheyhave

neverunderstoodtherealmeaningandusagesofthisparticularword,whichleadtoimpreciseunderstandingandindefectofcoherentcomprehension,allabovewillinfluencethereadingefficiency,andblockthecultivationofEnglishintegratedskills.2.2Treatwordswithoutdifference

Someteachersalwaysteachallthewordsinthesameway.Wordsconsistofverb,adjective,noun,conjunctionansoon.Andthefunctionofeachwordvariesfromeachother.Soteachersshouldteachnewwordsindifferentwaysinordertodeepenstudents'understandingofeveryword.Someteachersimplystudentsshouldbeabletoproduceallthewords

presented.Butitisnotnecessaryforthestudentstorememberallthewordsinaunit.Vocabularyareclassifiedbyproductivevocabularyandreceptivevocabularyaccordingtoneeds.Receptivevocabularywhichoftenusedforcomprehension,isnotessentialforproductioninspeakingandwriting.2.3Tiringvocabularyteachingmethods

Whenteachingwords,teachersalwaysusingonlyonemethodtodeliverallthewordstostudents.Wordslearningisadifficultandboringprocess.Ifteachersonlyuseonewaytoteachwords,studentsmayfeelveryboredandcan'tunderstandallthenewwordswell.Itisimpossibletomotivatestudents'enthusiasminvocabulary,ifthereisanoldandoutdatedteachingmethod.Teachersshouldtrytochangethepositionastheyareintraditionaleducationsystem.Studentsmustbethefocusedpoint,theymustbeactive,andthatisthebaseforustomakevocabularymuchmoreinteresting.2.4Ignoranceofculturalconnotations

Languageisthetoolforcommunication.Insomecases,thoughyoucanspeakfluentEnglish,youwillstillfinditdifficulttocommunicatewithnativeEnglishspeakerandsometimesbecomeembarrassedbecauseofdifferentcustoms.Customispartofculture,andcultureisthedeep-seatedbasisoflanguage.Invocabularyteaching,theteachersonlyteachthestudentsthespelling,pronunciation,partofspeechandcollocationofthewords,seldomdotheymakeanymentionofinformationconcerningculture.Itisbettertotellthestudentssomecultural.

III.Problemsonstudents'vocabularylearning

ManystudentsstillregardEnglishlearningasasubjectofexamination.Thusitaffectsstudents'leaninginitiativeandenthusiasmtowardvocabularylearning.SomeotherStudentscan'tfindthesuitablewayforthemselvestostudyvocabulary.Sotherearestillmanyproblemsexistedinstudents'Englishlearninginseniorhighschool.

3.1Theshortageofvocabulary

Themotivationofsomestudents'Englishlearningistogethighmarksinexams.Sotheyareweakinthestudyofextracurricularknowledge.Howeverthevocabularyislimitedinthetextbooks.Ifstudentsdon'tlearnanyextravocabularytosupplementtheirEnglishlearning,theirvocabularywillbelimitedanditwillaffecttheircomprehensionoffurtherreading.Besidessomeseniorhighscho