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1、中学阶段如何进行词汇教学On How to Teach and Learn New Words in Middle SchoolsAbstract: English has already been an important part of the education in middle school. According to research, most middle school students think that vocabulary learning is the key point and the difficult point in their English learnin
2、g. This paper analyse the problem and the reason of these problems in middle school vocabulary teaching and suggest some learning strategies about how to teach and learn new words in middle schools. Vocabulary is an important element that bears the semantic meaning of words. In the English education
3、, vocabulary teaching and vocabulary learning are two indivisible parts, which should be given adequate about English vocabulary for both teachers and learners. According to change of teaching and learning, it can help teachers teaching more efficiency, improve students interest of English and make
4、students recite words easierly.Key words: English education；vocabulary；learning strategies摘要：英语现在已经成为了中学教学的重要一部分，根据调查研究，大多数的中学生认为在英语的学习中，词汇学习是他们英语学习的重点和难点。本文分析了中学英语词汇教学出现的一些问题以及出现这些问题的原因，提出在中学英语教学中应如何进行词汇教学的学习策略。词汇是承担语义的重要因素，在英语教育中，词汇教育与词汇学习是英语词汇教学不可分割的两个方面，应当引起教育者和学习者足够的重视。通过教与学的方法的改变提高了教学的效率以及学生对英
5、语的兴趣，同时也使得学生记忆单词更为容易。关键词：词汇； 词汇教学； 学习策略 ContentsI. Introduction 1II. Literature Review2A. The research of the origin of vocabulary 2B. The research of vocabulary in modern times .3III. Problems of English vocabulary in Middle School.4A. Problems in teaching and solution4BProblems in learning and sol
6、ution.5IV. Strategies on English Vocabulary 6A. Vocabulary teaching strategies 61. Presenting new vocabulary 62. Selecting vocabulary.73. Testing vocabulary8BVocabulary learning strategies81. Using dictionaries.82. Practising83. Using vocabulary lists9V. Conclusion.9Works Cited.11I. Introduction Lea
7、rning a language well is very important because using language correctly can help promote emotion, develop friendship, respect each other and improve interpersonal relationships. In my opinion, it is not easy to learn a foreign language well, and it is even more difficult to teach a foreign language
8、 well. So it is requested that teachers not only know what to teach and how to teach, but also know why they should do it in a certain way and how to solve problems when they arise. Language cant separate with vocabulary and language cant exist without vocabulary. Vocabulary is one of the three elem
9、ents in a language. No matter how well the student learns grammar, no matter how successfully he masters the sounds of a second language, without words to express a wide range of meanings, communication in that language cannot happen in any meaningful way. In other words, vocabulary is an important
10、element that bears the semantic meaning of words. The study of vocabulary will help the learners to enlarge their vocabulary and improve their ability to analyze and use English words effectively. Students will use the basic knowledge of English lexicology to understand the material already familiar
11、 to them from English classes, and apply it in their further study of English. Because of the importance of vocabulary, it is important for language learners to learn vocabulary well. In middle school, English vocabulary learning plays an important role in students English learning. According to som
12、e researches，middle school students are required to grasp vocabulary of 4500 or so and a certain amount of idiomatic expressions and collocations. However, vocabulary learning is very difficult for Chinese middle school students, though the students may have made great efforts in learning vocabulary
13、, they still find that vocabulary learning is a very difficult task. In order to help Chinese middle school students to improve their English vocabulary learning, it is necessary for us to discuss how to teach and learn vocabulary. Some foreign language teachers understand that knowing a language we
14、ll does not necessarily mean that they can teach the language well. Teaching is an art as well as a science. If teachers do not know the theories, principles, methods or teaching, you might as well be able to teach a foreign language based on your experience. However, language pedagogy has viewed an
15、d treated vocabulary in many different ways over the years. In the same way learning of Teaching Foreign Language Methodology will surely broaden the mind of teachers. Methodology courses exist to help prospective as well as in-service teachers develop their own teaching styles and pedagogy rether t
16、han to in specific models and techniques. The study of use vocabulary will help the learners to enlarge their vocabulary and improve their ability to analyze and use English words effectively. Students will use the basic knowledge of English lexicology to understand the material already familiar to
17、them from English classes, and apply it in their further study of English. The definition of “words” has always been controversial. Although numerous definitions have been suggested, none of them seem to be perfect. Therefore，we can say that a word is the smallest of the linguistic units which can o
18、ccur on its own in speech or writing（Richard et al 4）. In the English language education, The Collins Cobuild English Language Dictionary (1995) claims that of all words , 15,000 words cover 95 percent of the running words of their corpus, of which 6,600 high frequency words constitute the core or b
19、ase of English vocabulary. There is a famous scholar called Diller said “a vocabulary size of 10,000 words will provide a very good basis for language use.” From this we can see what are the difficult point and the important point in English teaching and learning in middle school. According to the r
20、esearch, we found that vocabulary is very important in students English learning and there is need a system way to teach and learn English words to make English study more efficiently. According to some research, some researchers suggest that a university graduate will have a vocabulary size of abou
21、t 17,000 base words, or around 20,000 word families. From this, we must have a better way to learn English vocabulary. On one hand, the research of how to teaching and learning vocabulary can help us solve some problems in our learning. On the other hand it can improve our English ability. There is
22、no doubt that vocabulary can decide our English levels. II. Literature ReviewA. The research of the origin of vocabularyThe history of vocabulary teaching and research have experienced a long time. Therefore, vocabulary has different fortunes in the various approaches. The main language teaching met
23、hodology from the beginning of the nineteenth century was Grammar-Translation. The ensuing Direct Method focused on language use and exposure to authentic oral materials, and concrete vocabulary was explained with pictures or through physical demonstration. 1930s witnessed the beginnings of what has
24、 come to be called the Vocabulary Control Movement (Palmer 6). The underlying impulse of Basic English is to provide systematically graded introductions to language, to specify lexical syllabuses and to construct core English for language learning purposes. There is a famous researcher called West,
25、his studies represented an alternative approach of vocabulary teaching and learning, that is, to use systematic criteria to select the most useful words for language learning. His diverse work fused into General Service List of English Words (West 7), which is still one of the most essential referen
26、ces presently. However, the flourishing lexical research withered away when audiolingualism emanating from American structural linguistics dominated the language teaching view from 1940s to the 1960s.Vocabulary was pushed into the background and its importance was relegated to a second level in the
27、teaching for foreign language. There are some researchers summarize that“the period of 1945-1970was a limo for vocabulary as an aspect of language teaching in its own right, and that the arguments for teaching heavy doses of syntax, against the background of American linguistics, went largely unchal
28、lenged”(Carter 7)B. The research of vocabulary in modern times The research on learning vocabulary strategy began at the end of the 1960s, in the middle of the 1970s or at the end of the 1970s. The status of vocabulary in language teaching was bettered in 1970s and early 1980s. There is a developer
29、of the notional/functional syllabus called Wilkins who lamented the neglect of vocabulary in the audio-lingual years and argued that it was useless to learn all the structures without vocabulary (Wilkins 7). There are some suggests for teaching method of vocabulary stresses that the importance of in
30、teresting and relevant knowledge input. After suffering neglect for a long time, vocabulary began to attract much at tension in language teaching in 1980s. The advent of computer analysis of large corpora made it possible for more accurate language description and marked a turning point for communic
31、ative syllabus design and language teaching. Since the early 1980s there has been a positive explosion of publications on vocabulary aimed at second language teachers. Interest in second language vocabulary acquisition has grown steadily since 1990s and a great deal of progress has been made. Accord
32、ing research model of an ideal vocabulary teaching sequence starts with the most frequent 2000 words, which called general service vocabulary. Everybody needs to know these words; they make up about 87of an average written text. After this point, general frequency becomes less useful as a guide to w
33、hat words to teach. In recent years, vocabulary learning strategies have increasingly become an interest of research in the context of language learning and teaching. More and more researchers advocate explicit classroom attention to vocabulary strategies on the ground that they are an integral part
34、 of any language learning and should not be ignored especially in the development of independent and efficient learning. In a word, English vocabulary teaching and research has a rocky history and experience a few problems in its evolution. Nowadays it enjoys its fast development. One point should b
35、e made here is that first language research has a long history to lay emphasis on lexicon and there is indeed an abundance of material in print on the lexicon (Singleton 8). Therefore, the present of vocabulary research will increase our insights of vocabulary history and acquisition where necessary
36、. III. Problems of English Vocabulary in Middle School A. Problems in teaching and solutionAs we all know, the situation of vocabulary teaching in China is not satisfactory. For many years, vocabulary teaching has always been neglected in programs by teachers. Some teachers think that students can l
37、earn the words by themselves. In many classes, even the teachers have devoted much time to vocabulary teaching, the results have been disappointing. In middle schools, most teachers only let students read, recite and have a dictation. In my opinion, I think this kind of way is the period of cognizat
38、ion, we should have a better way for teaching. According to studying and reaching of vocabulary, we found some problems of English teaching in middle school. First, the translations of words are flexible and diversity but most middle school students think the difference between English vocabulary an
39、d Chinese vocabulary is just reading and spelling. And the meaning is unanimously. But in fact, one word with many translations is universal in English. Second, teachers lack of teach synonyms when they are teaching. English synonym is very plentiful, almost all words have its synonyms or synonyms p
40、hrases. So, this point is very important and cant be ignore. Third, most teachers dont cognize the difference between basic words and common words when we recite words. When teachers find a new word in reading ,they cant always want to find its meaning. Teachers should judge whether it is important
41、or not , whether we have to look up it in the dictionary or not. It is easier to forget a word than remember it for middle school students. Therefore, it is necessary for teachers to have a good way to learn words. The relevant studies indicate the vocabulary strategies fall into five essential step
42、s (Brown 156) for English foreign language learners: encountering new word; getting the word form; getting the word meaning; consolidating word form and meaning in memory; using the word. According these steps there are more definite strategies for middle school students.1. Different country has dif
43、ferent background, every word has its cultural background. I think it is necessary for us to explain words background for students when we teach a new word. This way can improve their ability of understand and translation about new words.2. There are several synonyms about one word in English. So wh
44、en we learn a word we can extend it, such as let students write down all the words they can think of connected with this new word or summarize all new words synonyms for students. On the other hand it is necessary for a guider to do exercise after class.3. Distinguish the basic words and common word
45、s. Basic words mean the use of high frequent vocabulary and it is only a little part on vocabulary. Common words mean the use of less frequent vocabulary. Distinguish the words in common usage and less usage can make the pressure of vocabulary lower and improve the learners efficiency. B. Problems i
46、n learning and solutionLearning English is the basic thing one student should do during his learning in school, and learning English vocabulary is the most important thing for students must do, although it may just for exams. With the development of China, we get more and more chances to read Englis
47、h poems and learn the knowledge of the fields which we are majoring in. Vocabulary learning is very important for language learners. So the students need enlarge their vocabulary if they want to express their ideas clearly and successfully. However, some students often encounter such a situation: al
48、though they have spent a lot of time in learning vocabulary, they still yield little results. The following are some problems that exist in middle school vocabulary learning. First, there isnt a good way for students to accumulate enough vocabulary. Second, there are some rules about English spelling and reading but most teachers ignore to use these rules when they teach. Third, lack of recognition to words habitual use. Its difficult for
