Exploration in English Vocabulary Teaching.docx
- 文档编号:26247216
- 上传时间:2023-06-17
- 格式:DOCX
- 页数:23
- 大小:46.48KB
Exploration in English Vocabulary Teaching.docx
《Exploration in English Vocabulary Teaching.docx》由会员分享,可在线阅读,更多相关《Exploration in English Vocabulary Teaching.docx(23页珍藏版)》请在冰豆网上搜索。
ExplorationinEnglishVocabularyTeaching
初探英语词汇教学
ExplorationinEnglishVocabularyTeaching
Contents
Abstract………………………………………………..………………...1
Keywords………………………………………………...……………...1
.Introduction…………………………………….…………………….2
.WhatIsVocabularyandWhatNeedstoBeTaught?
……….…….3
2.1Whatisvocabulary?
…………………………………….………………….3
2.2Theroleofvocabulary………………….…………………………………..4
2.2.1InthetraditionalChineseapproach………………………………….4
2.2.2Inalexicalapproach…………………………………….……………..4
2.3Whatneedstobetaught?
……………………………………...….…………….5
2.3.1Form:
pronunciationandspelling………….…………………………5
2.3.3Collocation…………………………………………….………………..6
2.3.4Aspectsofmeaning
(1):
denotation,connotation,andappropriateness………………………...……………………...……………….6
2.3.5Aspectsofmeaning
(2):
senserelations……………….………………7
2.3.6Wordformation……………………………………….………………..7
.Presentingnewwords………………………………………………...……8
3.1Principlesofvocabularyteaching………………………………………..9
3.2Teachingvocabularylearningstrategy……………………..……………9
3.3Waysofpresentingnewvocabulary………………………..…………….10
.Mechanismofmentalmemory……………...…………….…………….11
4.1Methodsofmemorizingvocabulary………………………..……………12
.Ideasforvocabularyworkintheclassroomandtestingvocabulary
……………………………………………………………………….…………13
5.1Ideasforvocabularyactivities……………………………...…………….13
5.1.1Brainstormingroundanidea……………………………….……….13
5.1.2Identifyingwordsweknow…………………………………………..14
5.2Vocabulary-testingtechniques………………………...………………….14
.Conclusion………………..…………………………………...…………...17
References………………………………………………………………………....17
ExplorationinEnglishVocabularyTeaching
摘 要:
语音,语法和词汇是构成语言的三大要素.其中词汇是构成语言最基本的材料.但是在我国传统外语教学研究中,由于受结构主义理论的影响,过分强调语法规则而忽视了词汇的重要性.面对21世纪,英语教育应是动态的,发展的教育,改革传统的英语教学是势在必行的.随着教育改革的深入发展,人们对词汇有了新的认识:
词汇教学是语言教学的基础,在整个语言教学过程中起着举足轻重的作用,如何有效地进行英语词汇教学将直接关系到学生是否真正理解和掌握英语,能否切实有效地运用英语交际.本论题从词汇定义和词汇教学涵盖的内容出发,探讨了教授新单词,记忆生词,课堂词汇练习和测试词汇的方法.
关键词:
词汇教学;词汇教授;词汇记忆;词汇练习;词汇测试
Abstract:
Pronunciation,grammarandvocabularyarethethreecomponentsoflanguage.Amongthem,vocabularyisthemostfundamentalone.However,ourcountry’sforeignlanguageteachinghasbeenmisdirectedinhistory,influencedbystructuralismview,thetraditionalEnglishteachingoveremphasizedongrammaticalrulesandverymuchneglectedtheimportanceofvocabularyteaching.Facethe21stcentury,Englishteachingandlearningshouldbemoreactivethanbefore,innovatingtraditionalEnglishteachingisundoubtedly.Withthedevelopmentofeducationreform,peoplehavecometorealizethatvocabularyteachingisthebaseoflanguageteaching;itplaysanimportantroleinthewholeteachingprocess.TeachingEnglishvocabularyeffectivelyhasdirectaffectonstudents.Thispapertakesvocabularyteachingastheresearchquestionandmakesathroughdiscussiononthefiveaspectsofwhatisvocabulary,whatneedstobetaughtinvocabularyteaching,thewaysofpresentingnewwords,ideasforvocabularymemorizing,andvocabularyworkinclassroomandvocabularytestingtechniques.
Keywords:
vocabularyteaching;vocabularypresenting;vocabularymemorizing;vocabularywork;vocabularytesting
.Introduction
Theoriesoflanguageteachinghavegonethroughseveralperiodsofdevelopment.Thetraditional grammar-translationmethodhadprevailedforquitealong-timeuntilitwasreplacedbythedirect methodemphasizingproperinputofthetargetlanguage.Intheeyesofbehaviorists,languageisa formoflearnedbehaviorthroughstimulus-response-productionmodel.BehavioralpsychologistSkinner,whoappliedWatson,initiatedthisbehavioristtheoryoflanguagelearningandRaynor'stheoryofconditioningtothewayhumansacquirelanguage.Thistheoryoflearningisreferredtoasbehaviorism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyin America.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless"listenand repeat"drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Thismethodisstillusedinmanypartsoftheworldtoday.
Later,thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat,itseemstobelargelytheresultofNoamChomsky’s reactiontoSkinner'sbehavioristtheory,whichledtotherevivalofstructurallinguistics. AccordingtoChomsky,languageisanintricaterulebasedonsystemandalargepartoflanguage acquisitionisthelearningofthissystem.Undertheinfluenceofcognitivetheories,the communicativeapproachwaswidelyadoptedinmanycountries,withemphasisonauthentic situations andrealroles.Aclassconductedcommunicativelyisalwayslivenedup,andlearners arebettermotivated andmoreimaginative.Butinthisapproach,vocabularyandlinguisticforms arepaidlessattentiontothanarethemeanings,whichmayfailtohelplearnerscarryout successfulcommunicationthroughtheinteractionofstructuralmeaningsandlexicalmeaningswiththesituations.
However,Englishlearninginchinaisquitedifferentfromthesecondlanguageacquisitioninwesterncountries,asitisformallylearnedratherthannaturallyacquired.Further,ourcountry’sEnglishlearninghasbeenmisdirectedinhistory.BecauseofthegreatinfluenceoftraditionalstructuralismviewonEnglishteachingandlearninginChina,theteachers’teachingislimitedtothetextbook,tothepatternsandgrammar,itoveremphasizedongrammaticalrulesandverymuchneglectedtheimportanceofvocabularyteaching.Teacherinteachingtextsoftenconcentratesonlyonthegrammaticalformsandrestrictsitselftotheteachingofgrammar,whereasthemeaningofwholevocabularyisthoughttobeself-evident,whateveritscontextmaybe.Studentsarenottaughthowtousethesewordsappropriatelyinrealsituations.Asaresult,manystudentsonlyhavesimpleunderstandingonthosewordsandphrases,whichtheylearnedinclass.Theycanhardlyusethemcorrectly.Besides,theyalsocannotexpressthemselvesinEnglish.Ofcourse,itisratherdifficultforbeginnerstopickuptheirconfidenceinlearningEnglishwhentheyareinmiddleschool.Sosomeaveragestudentscometoloseheart.Thosewhoareslowlearnershavebeenforcedtogiveuplearning.ForcollegeEnglishlearners,theyarenolongerbeginnerssincetheyalreadyhaveconsiderableknowledgeofEnglish.TheirpurposeinlearningEnglishistheeffectiveuseofEnglishinsocialcommunicationandtheirfuturecareers.SoitisclearthattraditionalEnglishteachingmethodwillfailtomeettheneedsoflearnersintoday.
Withthedevelopmentofeducation,peoplehavecometorealizethatlanguageteachingandlearningmustgobacktotheplacewhereitwasignoredattheverybeginning.Incontrast,alexicalapproachmightbefeasibleforsuchintermediateandadvancedlearners.Foronething,itattachesmuchimportancetolexicalitems,whichisverysimilartothepatternofacquisitionoftheirmothertongue.Foranother,itishelpfulinfacilitatinglearnerstoturnmoreinputofEnglishintointakethroughtheprocessofincreasedawareness.Furthermore,thelearnerswillbenefittremendouslyfromthedevelopedstrategiesfortheirfuturestudyofEnglish.
Asweknow,conventionally,linguistshavebrokenlanguagedownintothreemaincomponents:
pronunciation,vocabulary,andgrammar.Amongthem,vocabularyisbuildingmaterialoflanguage.Wecansaythatnovocabulary,nolanguage.BritainfamouslinguistD.A.Wilkins(1972)oncementionedthatwithoutgrammar,verylittlecanbeconveyed;withoutvocabulary,nothingcanbeconveyed.LexicologistMcCarthy(1990)saidmoreclearlythatnomatterhowwellthestudentslearnsgrammar,nomatterhowsuccessfullyhemastersthesoundofasecondlanguage,withoutwordstoexpressawiderangeofmeanings,communicationinthatlanguagecannothappeninanymeaningfulway.Duetosuchgreatinfluence,muchimportanceisnowattachedtovocabularyteachingandlearning.Alexicalapproachcanbemoresuitableforstudents.Insuchanapproach,vocabularybeginstotakeonanewroleoforganizingthetargetlanguageinadditiontobeingmeaningfulinitself.
.WhatIsVocabularyandWhatNeedstoBeTaught?
2.1Whatisvocabulary?
Englishisoneoftheworld’shighlydevelopedlanguages.Naturallyitsvocabularyisoneofthelargestandrichest.Thegeneralestimateofthevocabularyisoveronemillionwords.Vocabularycanroughlymeanthewordsweteachandlearnintheforeignlanguage,vocabularyitemisaspeechsoundorcombinationofsoundshavingmeaningandisusedasabasicunitoflanguageandhumancommunication.Itmaybemorethanasingleword:
forexample,icecreamandgood-for-nothing,whicharemadeupoftwoorthreewordsbutexpressasingleidea.Therearealsomulti-wordidiomssuchasapieceofcake,wherethemeaningofthephrasecannotbeinferredfromananalysisofallthewordstogether.Ausefulconventionistocoverallsuchcasesbytalkingaboutvocabulary‘item’ratherthan‘words’.
2.2Theroleofvocabulary
2.2.1InthetraditionalChineseapproach
VocabularyisconsideredvitalinlearningEnglishbyChinesestudentsbecauseofthesimilarpatterninacquiringChinese.Attheirpre-schoolage,theyaretaughttorememberthemeaningsofsomeChinesecharactersbeforetheyareabletowritethemoutandmakesentencesinprimaryschools.SotheacquisitionofChinesealwaysfollowsthepattern:
word-phrase-sentence-paragraph-passage,inwhichvocabularyisthebasicunitforlinguisticcompetence.StudentsarealsoadvisedtohavemoreChineseinputt
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- Exploration in English Vocabulary Teaching