浅析中学英语中词汇教学的策略.docx
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浅析中学英语中词汇教学的策略.docx
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浅析中学英语中词汇教学的策略
StrategiesofEnglishVocabularyTeaching
inMiddleSchool
I.Introduction
NowadaysEnglishhasbeenplayingmoreimportantroleineveryfieldintheworld.Englishhasbecomeaninternationallanguagespokenwidelyaroundtheworldinlessthan50years.EnglishhasbeenthemostimportantforeignlanguageeverinChina.Asitiswidelyknown,vocabulary,thebuildingmaterial,isessentialtoalanguage.It’soneofthethreebasiccomponents(pronunciation,vocabularyandgrammar),andisofutmostimportancetopeople’scommunicationandlanguagelearning.
Inrecentyears,vocabularyteachingstrategieshaveincreasinglybecomeaninterestofresearchinthecontextoflanguagelearningandteaching.Moreandmoreresearchersadvocateexplicitclassroomattentiontovocabularystrategiesonthegroundthattheyareintegralpartofanylanguageteachingandlearningandshouldnotbeignoredespeciallyinthedevelopmentofindependentandefficientleaning.
ButsomeoftheEnglishteachersstillkeepatraditionalEnglishvocabularyteachingprocedure:
a.presentingnewwords
b.correctingthepronunciation
c.explainingthemeaning
d.makingsentenceswithnewwords.
Someteachersseparatethevocabulariesfromthepassages.Inthoseteachers’viewsvocabularyteachingismorethanteachingthemeaningsofvocabularies.Theythinktheirrolesaretohelpthestudentsmasterthedictionarymeaning.Soaphenomenonarisesthatthestudentsmemorizethenewwords’meaningbuttheydonotknowhowtousethem.Therefore,thestudents’languageskillsarestillnotimproved.
Itdeservesattentiontosomebasicdetailsdependsofvocabularystrategiesteachingattheoutsetofdiscussion.
Whatisastrategy?
Itisnoteasytoarriveatanextradefinitionofwhatastrategyis,buttodeserveattentionastrategywouldneedto:
·involvechoice,thatis,thereareseveralstrategiestochoosefrom
·becomplex,thatis,thereareseveralstepstolearn
·requireknowledgeandbenefitfromtraining
·increasetheefficiencyofvocabularyteaching
(Nation,2001)
Soteachingstrategiescanbedescribedasproceduresusedinteaching,studentslearning,etc.whichserveawayofreachingagoal.Therearenumerousvocabularystrategieswhichhavethesefeatures.Teachersnotonlyneedtoknowaboutthesestrategies,butalsoneedtohaveskillsinusingthemtomakestudentswelllearningvocabulary.
II.TheImportanceofTeachingEnglishVocabularyinMiddleSchool
NowadaysEnglishhasbeenplayingmoreimportantroleineveryfieldintheworld.Englishhasbecomeaninternationallanguagespokenwidelyaroundtheworldinlessthan50years.EnglishhasbeenthemostimportantforeignlanguageeverinChina.Asitiswidelyknown,vocabulary,thebuildingmaterial,isessentialtoalanguage.Thispartwillstalkaboutthedefinitionofvocabularyandtheimportanceofteachingvocabulary.
2.1TheDefinitionofVocabulary
Vocabularyisallthewordsandphrasesusedinparticularlanguage.Vocabularyisthebasicunitofthesentence,usuallywhattheone’ssayisallformedbyvocabularies.Therefore,onlearninglanguage,especiallyEnglish,thevocabularyisjustmadeofthelettersonebyone,onlybasedonitwecanlearnphrases,sentencesandpassages.ThefamouslinguistRiversalsothinks,“ControllingtheenoughvocabularyisthekeytosucceedinginusingEnglish,theideawhichhasnovocabularyandtheycannottakeuseofstructureandfunctionlearnedreadsaloud.”Because“wecan’tneglectagiantofexistence”,andinfact,thelearner’svocabularysizeindicateshisEnglishlevel,asaninternationallanguage,itsimportantstatusgetseverybody’scommonunderstandingrised.
2.2TheImportanceofTeachingEnglishVocabularyinMiddleSchool
Vocabularyformsthebiggestpartofthemeaningofanylanguage,andvocabularyisthebiggestproblemformostlearners.Vocabularyisthemostfundamentalmeansforthelanguagelearningandalsothepreconditionsofthelanguageapplication.Vocabularyisindispensablewhenlanguagefunctionsasamediumforcommunication,asnotedbyMcCarthy(1990:
viii)"nomatterhowwellthestudentlearnersgrammar,nomatterhowsuccessfullythesecondlanguagearemastered,withoutwordstoexpressawiderrangeofmeanings,communicationinansecondlanguagejustcannothappeninanymeaningfulway".Therefore,itisreasonabletobelievevocabularyisofcriticalimportancetothetypicallanguagelearner.Formostmiddleschoolstudents,thereisacommonfactthatitisdifficulttoremembersomanywords.Alimitedvocabularywillpreventstudentsfromdevelopingideasorargumenteffectivelyinwriting.Sotheimportanceofvocabularylearningisnevertoofartobeemphasized.AsEnglishteacherstheymustbeattentiontoadoptsystematicvocabularyteachingtoteachvocabularyandhelpthestudentstoovercomethedifficultyinrememberingvocabularyefficiently.
III.StrategiesofEnglishVocabularyTeachinginMiddleSchool
BasedonthepreviousanalysisofthecurrentsituationofEnglishvocabularyteachingandlearning,thewriterwouldliketoputforwardsomepracticalsuggestionforEnglishteachersandEnglishlearners.Therearesometechniquesofvocabularyteachingwhichthewriterconsiderswouldbevaluableforbothteachersandstudentsinmiddleschools.
3.1ThePrinciplesofEnglishVocabularyTeaching
AccordingtoHuChundong(胡春洞,1990),theprinciplesofEnglishvocabularyteachingincludethefollowingthreeaspects:
(1)Qualityandquantitydeepenstepbystep.(
(2)Basedonthevocabularyteachingsystem,focusonvocabularyteachingoutside.(3)Centralizedanddecentralized,alternativecomplementary."
InthecourseofEnglishvocabularyteaching,teachersmustfollowthe5basicprinciplesasfollowing:
Systemprinciple.Eachwordhasacloseconnectionwithotherwordsinpronunciation,spellingandmeaning.AlsoeachwordisamemberofthewholeEnglishvocabularysystem.SooneofthekeystepinEnglishvocabularyteachingistoshowthenatureofEnglishvocabularysystemandconnection,makingstudentsacquiretherulesinvariationandconversionofEnglishvocabulary.Encouragestudentstolearntoobserveandthinkovertheconnectioninpronunciation,spellingandmeaningamongeachwordtheyhadlearnt,findoutthe“excitingpointinmemorizing”,andthenchangethemechanicalmemorizingintounderstandingmemorizing.Forexample,usingsynonyms,antonymsandhomonymsmemoryapproach,byanalysizingthelimitationofmeaningcollocationandsyntaxcollocation,tounderstandandacquiretherulesinvocabularycomposition.
Communicateprinciple.Languageisthetoolofcommunication.Theaimoflanguagestudyistocommunicate.Themostimportantthinginlanguagecommunicationisthemeaningproducedbycombiningvocabularyandcontext.
Ifthecontextisnotenough,themeaningofvocabularycannotcomeup.Sowhenteachersintroduce,explainandpracticethemeaningandusageofanewword,theymusttrytosetupallkindsoflanguagecommunicatecontext.Inthiswaystudentscanacquirethevocabularyandtheabilitytocommunicateinarealcontextormockcontext.
Cognitiveprinciple. StudentshaveacquiredquitealotofcognitionbeforetheylearnEnglish.However,theessenceofvocabularylearningbetweenEnglishandChineseisabsolutelydifferent.Moreover,thestudents’Chineseknowledge,generalknowledgeaboutlanguageandentireCognitiveCompetencewouldinfluencealotinEnglishvocabularylearning.Therefore,teachersshouldmakefulluseofthestudents’formerknowledgewhileselectingthematerialsofvocabularyteaching,makingarrangementsandgivingexplanations.Itisforthesakeofexcavatingstudents’formercognitivecompetence,soastoimprovestudents’subjectiveinitiativeofEnglishlearning.Inthisway,thestudentscanconsciouslydistinguishthedifferenceofvocabularystructurebetweenEnglishandChinese.Meanwhile,thestudentscangetadeeperunderstandingofnewvocabulary.
Emotionprinciple.Comparedwithpronunciationandgrammarlearning,vocabularylearningsoundsmuchmorearduous.Inthissense,thefactorsofnon-mentalitygetpriority.Itisknowntoallthatconsiderablyconcentratedlearningvocabularyisagreattrialandtraintothewill.Teachersshouldcultivatestudents’greatinterest,far-reachingmotivation,strongwill,cooperativeattitudeandpleasantemotion.Allthesearethekeytoupgradethelearningeffect.Whilemobilizingallthestudents’learninginitiatives,theteachersshouldhelpstudentsovercometheover-anxiety(i.e.,keepingcommonanxietyisbestforlearningeffect)duringtheprocessoflearning.
Cultureprinciple.Vocabularyisthecarrierofculture:
Culturalfeaturesarereflectedinthevocabularyofacertainlanguage.AsapartoftheEnglishlanguage,Englishvocabularycarriesrichculturalinformationintheirmeaningstructureandcollocation.InEnglish,Words’conceptualmeaningcanbeentirelydifferentfromtheirculturalmeaning.Forexample,inthewesternculture,dragonisakindoffierceandcruelmonster:
itisthesynonymforevil,while,inChineseculture,dragonsymbolizesnobility,sacredness,mightandgreatvitality.Therefore,itisverynecessarytointroducetheculturewhichrelatestosemanticmeaningandpragmaticoftargetmeaningintoEnglishteaching.Whileteachingstudentstomastertheword’sconceptualmeaning,teachersshoulddigouttheculturalconnotationand,ifnecessary,compareChinesecultureandWesternculture.ThisteachingmethodcanhelpstudentsfurtherunderstandtheessentialcharacteristicofWesternculture,cultivatetheirinterestinEnglishcultureandEnglishlearning,andenhanceth
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