初中英語詞匯教學(xué)的誤區(qū)及對(duì)策英語專業(yè)論文

1、編號(hào) 090401118 畢業(yè)論文 （ 2013 屆本科）題 目： 初中英語詞匯教學(xué)的誤區(qū)及對(duì)策 學(xué) 院： 外國語學(xué)院 專 業(yè)： 英 語 作者姓名： 蒙 新 文 指導(dǎo)教師： 韓 燕 職稱： 講 師 完成日期： 2013 年 5 月 25 日二一三年五月河西學(xué)院本科生畢業(yè)論文（設(shè)計(jì)）誠信聲明本人鄭重聲明：所呈交的本科畢業(yè)論文（設(shè)計(jì)），是本人在指導(dǎo)老師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果，成果不存在知識(shí)產(chǎn)權(quán)爭(zhēng)議，除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的作品成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體均已在文中以明確方式標(biāo)明。本人完全意識(shí)到本聲明的法律結(jié)果由本人承擔(dān)

2、。 作者簽名： 二o一三 年 五月二十五日on problems and strategies in english vocabulary teaching of junior middle schoolmeng xinwenunder the supervision ofhan yancollege of foreign languages and literaturehexi universitymay 2013contentsabstract(english)iabstract(chinese)ii1. introduction62. problems in junior middle

3、school english vocabulary teaching82.1 teaching all vocabulary before text learning82.2 stressing all vocabulary without any focus112.3 demonstrating all the usage of a word in class122.4 teaching vocabulary in a boring way without context143. vocabulary teaching strategies in junior middle school15

4、3.1 visual instruction153.2 situation teaching173.3 context teaching193.4 vocabulary interpretation203.5 word-building213.6 word classification214. conclusion23references24acknowledgements25abstractvocabulary is the building material of language. therefore, vocabulary study is one of the most import

5、ant parts in any language learning and it plays a key role in language acquisition. however, students feel vocabulary learning is one of the difficult tasks, especially for middle school students. they learn vocabulary by chinese. english teaching is indispensable to vocabulary teaching. according t

6、o the extension of social, science and technology and innovation. but in english teaching, vocabulary teaching is the most difficult problem has been plagued by teachers. through vocabulary teaching for problem analysis. put forward some effective vocabulary teaching strategies, by using these strat

7、egies effectively, junior students can promote their interests of english vocabulary learning and improve their vocabulary leaning efficiency. key words: junior middle school english vocabulary teaching; problems；strategies 中文摘要 詞匯是語言的建構(gòu)材料，詞匯學(xué)習(xí)是語言學(xué)習(xí)的重要組成部分，它對(duì)語言學(xué)習(xí)者語言能力的提高有著至關(guān)重要的作用。然而，詞匯學(xué)習(xí)是許多學(xué)生，尤其是中學(xué)生

8、感到較困難的學(xué)習(xí)任務(wù)。他們大多注重漢語意義并使用漢語拼音來幫助學(xué)習(xí)單詞，忽視單詞的拼寫聯(lián)系，重語義輕語法，。與此同時(shí)，詞匯教學(xué)也是英語教師在教學(xué)中較難處理的教學(xué)任務(wù)，教師在詞匯教學(xué)中忽視學(xué)生主體地位， 運(yùn)用傳統(tǒng)教學(xué)方法教授詞匯且缺乏詞匯教學(xué)策略。因此，本文通過教師在初中英語詞匯教學(xué)誤區(qū)的分析，提出了一些應(yīng)對(duì)策略，改善詞匯教學(xué)，提高初中英語詞匯教學(xué)的效率。關(guān)鍵詞：初中英語詞匯教學(xué)；誤區(qū)；對(duì)策1. introduction vocabulary is the basic element of language. without it, language would no longer exist.

9、 therefore, foreign language study is closely associated with vocabulary study. through researches scholars have found that lexical problems frequently interfere with communication. and the second language learners generally hold the view that it is vocabulary, not grammar that hinders them from com

10、munication with others in the target language, with the reason that vocabulary carries the basic information they need to understand and express. in the thesis, it is viewed that learning english vocabulary makes great contribution to the improvement of english study; in order to improve students en

11、glish level, qualified acquisition of the vocabulary is easy to wipe off the biggest obstacle in listening, speaking, reading and writing, which all depend on vocabulary largely. however, both learners and teachers have ignored vocabulary study for a long time, which results in slow progress in engl

12、ish learning. so the great importance of vocabulary in english study is pointed out, but vocabulary cant be learned by rote. all languages have words. language emerges first as words, both historically, and in terms of the way each of us learned our first and any subsequent languages. experimental s

13、tudy of the acquisition of a second language has reported about the interrelationship of reading and vocabulary learning. vocabulary is a key element in language learning because a wide productive vocabulary is essential in enhancing the four language skills. reading specialists concur that vocabula

14、ry should be the focus in language instruction from the beginning stages.chamot (1987) said that: “vocabulary teaching strategy refers to students take techniques, methods and meaningful actions in order to prompt study and memorize language and contexts information.” m. mccarthy (1990) indicates, “

15、no matter how good ones grammar is and how beautiful ones pronunciation is, but if one has no adequate vocabulary to express ones own feelings or to understand others opinions, one still cannot communicate with others in this language”. vocabulary is the most important one of the three major compone

16、nts that constitutes english language; it is the foundation of any kind of communication. however, vocabulary learning is the most difficult task in students study. it is, therefore, especially important to study vocabulary learning strategies and the teaching of vocabulary learning strategies. beca

17、use of poor communication, little knowledge, having a narrow range of the knowledge, inactive thinking and slow capacity to receive etc, the junior high students have worse interpersonal skills, understanding, memory, thinking ability and move ability etc, and these obstruct the efficiency of their

18、english study. because of their lack of necessary instruction and training, some of the junior high students have inappropriate method of english study and bad self-educated ability. the junior high students have more vulnerable psychological quality, particularly when they face the pressure of coll

19、ege entrance examination. these students are very sensitive to the success of english study. when they meet frustrate, this will influence their confidence in continues learning english well.wen qiufang (1996), believes that english language learning strategies include two subsystems一concepts and me

20、thods. when most of these students go to junior middle schools, they have to remember great quantities of vocabularies, phrases, sentences, but most students know nothing about a phonetic symbol, and they often pronounce vocabularies with the help of chinese, and learn vocabularies by rote. when the

21、y are in grade seven, they can still cope with vocabularies, because of few contents and simple vocabularies. but along with the increment of the grade, the deepening of english content and the increase in vocabulary, the students feel that the memory of vocabulary has become the biggest obstacle in

22、 english study. hence, they are disgusted with english study gradually. even some students want to give up this subject. therefore, there is necessity to re-study and instruct the students vocabulary memory and help the students set up confidence, control a method and overrun the difficult pass in v

23、ocabulary. the traditional english teaching method used in china is divided into two parts of the grammar teaching and vocabulary teaching. class, teachers spend a lot of time on grammar and vocabulary; after class, students, especially middle school students, spend most of their time on practice an

24、d memorizing words. holding the dictionary and reciting in alphabetical order back dictionary have even become one scene in many colleges and universities. the students who have learned english for years and memorized words more than five thousand, however, most of them still make mistakes and cant

25、express their ideas as clearly as possible.2. problems in junior middle school english vocabulary teaching vocabulary teaching is the teaching emphasis and difficulty in english, however, in the teaching process will often appear some problems. in general, these problems mainly display in the follow

26、ing respects. 2.1 teaching all vocabulary before text learningjunior middle school english teachers in china usually ask students to learn vocabulary lists 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, a

27、nd consult the dictionary for the chinese or english meanings; for example, “display” mean “show”, “arrive” means “reach”. in another case, they try to get the students to associate each word with an image or an object; for example, they hold up a picture of a car and say “this is a car.” both these

28、 teaching techniques imply that learning vocabulary means learning individual word one at a time. these two methods may save time and be fast-effective. however, the relationships between words are as important as the meaning of the word in isolation: how “car” contrasts with “bus” and “truck”, and

29、how it is related to “driver” and “engine” are as important as the word itself.neglecting the study of the relationships in english vocabulary system might result in students slowness in comprehension and inappropriateness in exploiting the english words. being taught in these ways without a change,

30、 students might have difficulty in working out the meanings of some words, such as “time” in the following three sentences:she is near her time. (means “she would die soon.”)the umpire called time. (means “the umpire called for a stop.”)he is in the time of his life. (means “the days he is experienc

31、ing are very enjoyable.”)and many chinese middle school students often make such sentences as:the policies adopted by the chinese communist party is beneficial.my spoken-english is very bad. students who make such sentences only know the meaning of each individual word, but they are poor in the prop

32、er use of “beneficial” (which should “be beneficial for” people) and “bad” (which should be changed into “poor”).ii. teach english words in one-to-one correspondence to chinese words：many english teachers tend to teach english words in one-to-one correspondence to chinese words; for example, english

33、 “glass” is “玻璃” in chinese, english “cup” is “茶杯” in chinese, and so on. this traditional translation teaching method which has been adopted in china for a long time is considered to be helpful. but in the long run the overuse of this method is harmful to the development of students language compet

34、ence. especially in the elementary stage, this method should be avoided as possible as it can be. when students say that they know the meaning of an english word, they usually mean that they have found an equivalent word in chinese language, but this equivalent word may be misleading. lets take the

35、word “with” for example. in the sentence of “i have milk for breakfast”, the word “milk” in chinese culture refers to hot milk, because chinese people are used to drink milk hot; while the word “milk” in the american culture refers to cold milk, because americans never drink boiled milk as we chines

36、e do. this example shows us that the same word “milk” has different social meanings in different cultures. in fact, many linguists believe that no word can be exactly translated into another language. learning the vocabulary of a second language is not just to memorize the equivalent words of langua

37、ge one, but to learn the meaning relationship between “milk” and all other words in english within the context of cultural life. since most students learn vocabulary by depending on school education and they have so many problems, its easy to know that there are also some problems of vocabulary teac

38、hing. the first problem is that the teaching method is single and boring, and it is hard to interest or activate students. many students say that their teachers are teacher-oriented and not considerate enough. still even students have expressed their opinions, their teachers still maintain their tea

39、ching methods and make no changes to meet students needs. ignore students main body status. teachers should develop students intelligence in vocabulary teaching, pay attention to students observation, memory, imagination, thinking and the cultivation of creative ability. however, the vocabulary rule

40、s should be summed up by the students in vocabulary teaching is done by their teachers. teachers only pay attention to their own teaching, and neglected the students learning. in fact, the teacher should understand their own role and function. in the teaching process, teachers role is to guide, rath

41、er than dominate; students are the theme of the classroom. teachers should guide students to sum up law by themselves. “to teach fishing is better than teach them to fish”. only the students truly mastered the method, can they do get twice the result with half the effort in learning vocabulary. the

42、second problem is that there are no priorities in vocabulary teaching. according to the collecting information, students complain that their teachers just ask them to learn all the words whether they are necessary to memorize or not. students hope teachers pay attention to those words used very ofte

43、n in our daily life but not the complicated and long words that seldom used or seen. and it is really stressful and painstaking to memorize all. moreover, teachers should not just teach the usage and meaning of vocabulary but also make comparisons and classifications, especially the synonyms, which

44、are rather confusing teachers are lack of contact with students life. and the teachers, who come from the high grade, they command the english more, but they cant acquaint themselves with the childrens psychological character and cant command their interests. they use the ways that used in high grad

45、e to teach the children which make the children understand them difficultly and learning hard, whats more, make the children losing interests in english learning or even boring the subject. also there are some other problems: the transfer teachers cant understand english very well, and their pronunc

46、iations are lacking of standardization. such a corps of teachers could not build up a contingent of high-caliber english talent. besides, some teachers quality is also not high who treat the student bad or give the student corporal punishment, these interim measures against the students to grasp of

47、english knowledge and improve the comprehensive standard.2.2 stressing all vocabulary without any focus some english teachers treat all vocabulary equally. that is, they generally imply that students should be able to produce all vocabulary presented. but as is suggested by the linguists that words

48、can be classified into receptive vocabulary and productive vocabulary according to the needs, language levels and professions of the learners. they point out that all speakers are able to recognize more words than they usually use on a productive level. productive vocabulary is that utilized in ever

49、yday speech. receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing. teachers who do notice this fact ask students to concentrate equally on the acquisition of both receptive vocabulary and productive vocabulary

50、. this method of vocabulary teaching adds much burden to students, and would cause them to become tired of vocabulary learning.2.3 demonstrating all the usage of a word in class teach students not only the vocabulary itself but also more information of words. words are symbols and we use them as too

51、ls. but they also have histories that make them more than abstract symbols that are useful only for communication. if the students are truly interested in words, they will find some most interesting information as they dig into their histories. for example, many words in our english language come fr

52、om the names of people. it is claimed that on august 6th, 1762, john montague, the fourth earl of sandwich, ordered cold, thick-sliced beef to be placed between two pieces of toasted bread. thus was born the sandwich. (2) another interesting way of studying the history of words is to associate words

53、 we use today with the ethnic groups that brought them to this country or with the american indians. some of the words we have borrowed from the american indians include moose, raccoon, teepee and squash; from the french we obtained such words as caf, menu, chauffeur and salon; the spanish gave us i

54、ndigo, vanilla, cigar and mosquito; also we have waltz, fatherland, kindergarten and poodle from german; and borrowed piano, bass, violin and opera from italian.and words, like facts, are difficult to remember out of context. remembering is greatly facilitated when you have a body of information wit

55、h which to associate either a word or a fact. students in senior middle school are generally much influenced by context and highly skilled at using it. and when they fail to make good use of context, they may go wildly wrong. here, teachers role is a guide who teaches the students what kind of words

56、 they can just guess the meaning in context and what kind of words they must consult the dictionary and master the usages of the words. in all, teachers in senior middle school should teach students to use context to help understanding and learning words properly.2.4 teaching vocabulary in a boring

57、way without contextthe past english teaching is given priority to grammar and translation method. in recent years, it has injected great vitality for english teaching in china due to the introduction of foreign advanced teaching methods, especially the discourse teaching, the introduction of communi

58、cative approach and so on. but at the same time, it also appeared a “will be called” communication seems to english teaching, the phenomenon of “it will be called discourse”, all of a sudden from the traditional teaching of extreme to the other extreme, a neglect of vocabulary teaching. many teachers have such