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1、中学英语词汇教学技巧Effective Techniques of Vocabulary Teaching in Middle SchoolContentsAbstract.1Key words1I. Introduction.2II. Literature Review.2III. Changes of Vocabulary Teaching31. Vocabulary teaching is ignored in the past 32. Vocabulary teaching is valued today . 4IV. Problems on Vocabulary Teaching a
2、nd Learning.41. Problems on students vocabulary learning.42. Problems on teachers vocabulary teaching 5V. Effective Techniques of Vocabulary Teaching .61. Techniques of introducing new vocabulary .62. Techniques of drilling and using new vocabulary . 83. Techniques of expanding vocabulary 9VI. The S
3、tudents Different Feeling to Every Technique.9VII. Conclusion.10References.10Effective Techniques of Vocabulary Teaching in Middle SchoolAbstract: Vocabulary is the material to make up the language and the scale to measure the learners levels. For English-learners, the one who does not have enough v
4、ocabulary can not listen, speak, read and write freely. These are symbols to show the importance of vocabulary. A lot of students spent much time and energy to study vocabulary, but the result is still not satisfactory. And the efficiency of vocabulary learning can not be promoted a little higher. R
5、emembering vocabulary slowly, forgetting the vocabulary easily and using vocabulary unsuitably are the common phenomena. Inefficient learning vocabulary with a lot of time is closely linked with teaching methods. Most of teachers teach vocabulary obeying the traditional way instead of adjusting to t
6、he current situation. In order to solve this problem, the paper, after describing the changes of vocabulary teaching, points out the current problems existing in vocabulary teaching. At the same time, it shows some effective techniques of vocabulary teaching in order to guide teachers to help studen
7、ts enhance their motivation of learning vocabulary. Key words: effective techniques；motivation；interest 摘要：词汇是组成语言的基本材料，是衡量一个外语学习者水平高低的重要标准。对英语学习者而言，没有足够的词汇就不能有效地进行“听、说、读、写”。这些都足以证明英语学习中词汇的重要性。长期以来，词汇一直是我国学生学习英语的一个难点。许多学生虽然花费了大量时间来学习英语单词，但词汇学习的效率依然很低。词汇记忆速度慢，遗忘速度快，不能恰当运用词汇是学生英语单词学习中的普遍现象。学生词汇学习的费时低效
8、问题和老师的词汇教学方法有密切的联系。许多教师教词汇的时候依照老的套路。针对这种现状，本文作者在简单描述了词汇教学经历的变化之后，指出了当前中学词汇教学中存在的种种问题，并提出了一些行之有效的新式词汇教学方法，旨在引导教师帮助学生增强其词汇学习动力和提高其学习成效。关键词：教学技巧;动机;兴趣 I. IntroductionEnglish, as the widely used language in the world, has been coming into our lives. Since we were opened to the world, our country is fill
9、ed with a fresh air. That is, “Lets all come to study English!” Whether women or men, the young or the old, even the children of three or four and the elderly of sixty or seventy are all indulging themselves into the common trend. China has been revolved around the sea of English learning. So the En
10、glish teaching has been promoted more highly than before. What is vocabulary teaching? What is the most important component in vocabulary teaching? Maybe we all know the word. A word is one of the three basic language units (sound, word, grammar). There are three distinguishing features of English v
11、ocabulary. Firstly, the pronunciation of each word is corresponded to its spelling; another feature of English words is that they frequently have more than one meaning; the third characteristic is that English words can change their shape and their grammatical values, too. One of the famous linguist
12、s Winkins once said that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Learning vocabulary is so important, but most of the students in middle school can not master and accumulate vocabulary to satisfy the current situation. Here are some numbers in some mi
13、ddle schoolthe students are required to master 800 words. That is to say, a middle school graduated student should learn 800 words in three years, more than 250 words per year. Generally, in china, English teachers in middle school are required to teach 250 words in 260 classes every semester, which
14、 means they teach one and a little more words on the average of each class. Apparently, the English vocabulary teaching does not seem to bring much pressure on students. But what is the result? After each test, when most students are asked about the feeling of the test, the answer is often: “Too man
15、y fresh words!” The teachers always feel that they spent a lot of time and energy with little effect. Why? The reason is that the students remember all the words at that time, but they just remember them instead of understanding them. If they do not review the words for many times, they will find th
16、at they can not remember the words at all. According to this phenomenon, I introduce some effective techniques of vocabulary teaching in middle school in my thesis to help middle school English teacher teach vocabulary easier. II. Literature ReviewDating from 1987, Wilkins has done the research on E
17、nglish study. In his works foreign language study institute, he analyzed the steps for little children learning to speak language. Little children learn to speak in isolated words and then in chairs of nouns and verbs. A child who says “Mum bye-bye bike” is easily understood by English-speaking adul
18、t. Students who are immersed into a new linguistic setting tend to pick up vocabulary first, and then gradually develop a more accurate structural framework. And they must continually be learning words as they learn structures and as they practice the sound system. In Winkins work, we can find the c
19、hildren learn to speak language experiencing “one word period”, “two-word period”, “sentence period”(in this period, there may be some grammar mistake in their sentences), “structural sentence period”. The vocabulary is the basic of communication.In the following years, the field of vocabulary has a
20、lways been researched. The field of vocabulary studies is anything but a neglected area. At that time, Norbert Schmitt and Michael McCarthy published their work-Vocabulary: description, acquisition and pedagogy. The book is in three parts. This division is not arbitrary, but correspond to what we fe
21、el are three main strands that contribute to an applied linguistic theory of vocabulary. Firstly, vocabulary must be defined and described. Secondly, vocabulary is also acquired, and is stored in and retrieved from the human mind. Thus no theoretical framework is complete without consideration of qu
22、estions of acquisition and mental processing. Finally, the book applied linguistic purpose is a pedagogical one, and pedagogical questions relating to materials, methods and syllabuses complete the framework for an applied linguistic perspective of lexis. I think that vocabulary learning is a long j
23、ourney. Students will lose their interest in only remembering. Then they even give up studying as time goes by. So we also have the duty to make them keep and even increase their interest in English. After all, developing the interest of vocabulary learning is an important thing. We should pay more
24、attention and energy to it. There still is a long way in front of us. III. Changes of Vocabulary Teaching1. Vocabulary teaching was ignored in the pastAccording to the research on vocabulary teaching, Zimmerman in his work Sencond Language Vocabulary Acquisition pointed out that vocabulary teaching
25、has never been paid attention to during the foreign language learning. This problem that vocabulary teaching was ignored was more serious in middle school. Why was the vocabulary teaching always ignored? One reason is that some special meaning of words could not be adequately taught. So it was bette
26、r not to try to teach the students. Until the mid twentieth, many people noticed that vocabulary learning is not a simple matter that a certain word in one language has the same meaning as in another language. There is much more needs to be learned, not only the words but also the culture. Then a lo
27、t of people felt the complexities were too great to be cleared up; another reason is that some people who gave advice to teachers seemed to be saying that words meaning can be learned only through experience. So students can not be adequately taught in classroom. As a result, some teachers gave up t
28、rying other methods to teach vocabulary. They paid little attention to techniques for vocabulary teaching.2. Vocabulary teaching is valued todayAs we enter the 21st century, vocabulary has assumed a more important role. In Jack and Theodores work-Approaches and Methods in Language Teaching, they sai
29、d: “No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wider range of meaning, communication in a L2 just can not happen in any meaning way.” In recent years, there are a growing number of people who are foreign languag
30、e learners. The purpose for people to learn English is not only for passing the exam but also for communicating everyday. In the exam to enter the university, we find a new type of test question-vocabulary spelling. This is a symbol to show the importance of vocabulary. Following the trend of exam,
31、many middle schools emphasize the necessity of vocabulary teaching. With this shift in emphasis, the classroom teacher is faced with the challenge of how best to help students store and retrieve words in the target language. IV. Problems on Vocabulary Teaching and learning in Middle School1. Problem
32、s on students vocabulary learning The school has paid more attention to the vocabulary teaching. But the result has not been satisfied. Why? The reason is that some different problems in students prevent themselves from studying vocabulary well. Here are some problems of students vocabulary learning
33、. In the middle school, all the students know that vocabulary learning is very important, but only a few students will spend 20 minutes a day in remembering vocabulary. The other students hardly spend time in vocabulary. The cause to this phenomenon is that the students have not found the suitable w
34、ay for themselves to study vocabulary. Paying more attention to the pronunciation, spelling, and meaning of words instead of the use is another problem. This method may cause that students know a lot of words, but they cant use them suitably and they will feel difficult in daily communication. A par
35、t of students think simply that once you master the spelling of words, you have mastered the words. Nearly half of the students did not have a clear scale to measure mastering the words. When they can read the words or write a word both in English and Chinese meaning, they think they have already ma
36、stered the words. These students pay little attention to the importance of vocabulary use. 2. Problems on teachers vocabulary teaching Because the middle school teachers are the premier ones who introduce students to the English, they bear the heavy burden. The teachers should try their best to find
37、 new and suitable ways to help students study vocabulary easier. But we still can find that there are still some out-of-date traditional methods in vocabulary teaching of middle school. 1) Teach words in isolation Middle school English teachers in China usually ask students to learn vocabulary lists
38、 in which words are isolated from the context. In one case, they let the students pick out all the new words in the text, list them on a paper, and consult the dictionary for the Chinese or English meanings. This method may save time, but the relationship between words is ignored. Neglecting the rel
39、ationship of vocabulary might result in students slowness and restrict the students association.2) Teach English words in one-to-one correspondence to Chinese words This traditional translation teaching methods which has been adopted in China for a long time is considered to be helpful. But the long
40、 abusing of this method is harmful to the development of student language competence. Take “milk” for example, the word “milk” in Chinese culture refers to hot milk, because Chinese people are used to drinking milk hot; while the word “milk” in American culture refers to cold milk, because American
41、never drink boiled milk as we Chinese do. In fact, many linguists believe that no word can be exactly translated into another language.3) Treat all words equally The teachers imply that students should be able to produce all vocabulary presented. But it is suggested by the linguists that words can b
42、e classified into receptive vocabulary and productive vocabulary according to the needs. Receptive vocabulary, although needed for comprehension, is not necessarily essential for production in speaking and writing. This method of vocabulary teaching adds much burden to students, and would cause them
43、 to become tired of vocabulary learning. 4) Fail to follow the memory ruleAccording to the survey of linguists, the more times a word is used, the better you remember it. But many teachers partially emphasize the function of short-term memory. They pay more attention to the vocabulary inputting than
44、 remembering. Being forced to remember a large amount of vocabulary in this way, students are treated as if they were funned. In appearance they take in thousands of new words, but in effect only a few which are frequently used really stay in their store and can be exploited.5) Harmful method of pun
45、ishmentThe worst method of vocabulary teaching is the adoption of harmful method of punishmentcoping new words for 100 even 1000 times. There are still some teachers in favor of the copy method. This awkward punishment often cause students to fear and worry about English lessons. It is true that mos
46、t of the middle school students are interested in English at first, but with the misuse of teaching methods by teachers, they might begin to feel discouraged in English learning and even disgust their English teacher.V. Effective Techniques of Vocabulary Teaching in Middle School1. Techniques of int
47、roducing new vocabulary Vocabulary teaching is an art. If teachers use suitable methods to teach students vocabulary, they may find that a little energy will bring good result. The introduction of new words is the first step for teachers to go on vocabulary teaching. So it seems to be more important
48、 about how to make your teaching successful? After observation of the vocabulary teaching in middle school, as well as with my experience of English learning, I would suggest some techniques of vocabulary teaching:1) Using visualsVisual means that something is experienced by or connected with seeing.
