畢業(yè)論文-the-effective-methods-of-improving-the-quality-of-english-vocabulary-teaching-提高英語詞匯

4TheeffectivemethodsofimprovingthequalityofEnglishVocabularyTeaching提高英語詞匯教學(xué)質(zhì)量的有效方法Inthelastchapter,whichpresentsthecurrentsituationofEnglishvocabularyteachinginseniorhighschool,theexistingproblemsoftheteachersandstudentsareanalyzed.Inthischapter,itmainlydiscusseshowtoimprovethequalityofvocabularyteachingandlearning.4.1theemotioneducation情感教育Humanbeingsareemotionalcreatures,soitisofextremeimportancetounderstandhumanemotioninsecondlanguageacquisition.Fromtheperspectiveofeducationpsychology,thelearners’emotionalcontrolisoneofthebiggestfactorswhichinfluencethelearningeffectintheprocessoflearning.Therearemanyfactorswhichcaninfluencelanguagelearningemotion,includingself-esteemandself-confidence,anxiety,motivation,attitude,imitationetc.Theseemotionfactorscandirectlyinfluencethelanguageacquisition.Learners’affectivestateplaysadirectpartintheirlanguagelearningandlearningresults.Toimproveteaching,thelearners’positiveemotionsmustbecultivated.Fromtheperspectiveofemotion,mobilizethestudents'emotionalfactorstoimprovestudents'autonomyinEnglishvocabularylearning.Solvetheemotionalproblemfromthefollowingseveralaspects,sothatthevocabularyteachingcanbeimproved.4．1．1Relieveanxiety,enhanceself-esteemanddevelopconfidence1．AnxietyisthemostimportantfactorinfluencingEnglishlearningeffectAnxietyreferstoapsychologicalstateofEnglishlearners’uneasy,irritable,afraidoflosingfaceaftermakingmistakesandbeingcriticizedbyteachersintheprocessoflanguageacquisition,whichisanimportantfactortohinderlanguageacquisition.Manystudieshaveshownthatlanguageanxietyisinverselyproportionaltothelanguageacquisition.Thelesstheanxietyis,themoreacquisitionis,andviceversa.Whenthinkingthereisachanceofbeingquestionedbytheteacher,thelearnerswillgetupset.Asaresult,thelearners’learningisnoteasytosucceed.Comparedwithothersubjects,itiseasyforstudentstogetanxietyandnegativeimpacts.Especiallyforthosestudentswhobarelylearnaforeignlanguage,foreignlanguagelearningisalwaysaheavyburden.Thuscausehabitualmentaltension.Becauseofanxietyandtension,whichcanleadtheclassroomteachingeffecttobeverypoor,excessivefearwillcosttoomuchenergythatcouldhavebeenusedinmemoryandthinking?Chinesestudentshavealotofanxietyinlearningaforeignlanguage,includingtestanxietyandclassroomanxiety.Sohowtoeasetheanxietyofstudents?Firstofall,moveawayfromtheexcessivefocusontestingtoreducethefeelingoffailure.Second,establishaharmoniousrelationshipbetweentheteachersandstudents.Atthesametime,createapleasant,relaxedclassroomatmospheretogetridofstudents’psychologicalbarrierandtension.Inclass,organizecollectiveactivities

andcreatearelaxedandharmoniousatmosphere,whichcanbuilduptheconfidenceofthestudentsandincreasestudents’interestinlearning.

Finally,learntoacceptandbetolerant.Allowstudentstomakemistakes,whichisnecessaryforthestudentstolearnaforeignlanguage.Relievetheirmentalpressurethattheyareafraidofmakingmistakeswhenusingthetargetlanguage.Besides,eachpersonisanindividual,whohashisuniquecharacteristics,psychologicalstate,andlearningstrategiesandmotivation.Teachersshouldallowstudentstohavetheirownuniqueinsightsanddifferentspeedinprogressratherthanusethesamestandardtosimplydividestudentsintogoodonesandbadones.Teachersshouldadopttheattitudeofacceptingandtolerancetoallthestudents,consideringtheemotionalofeverystudent.2．Cultivatethestudents'self-confidence.培養(yǎng)學(xué)生的自信心Self-confidenceisakindofforceburstingformaperson'sinnerheart,whichcandrivepeopletofindthefutureofsunshine,motivatepeopletowakeupthepotentialfromthelongdeepsleep,anddevelopinfiniteabilityandenergy.Theactionofhumanbeingsiscontrolledbythebelief,andtheresultiscreatedbythegeneratedbytheaction.So,itcanbesaidthatwhatkindoffaithwillleadtowhatkindofresult.Whenonestudentisalwayssayingtohimself,“Ican'trememberwords".ItishardtoimaginethathewilllearnEnglishwell;Onthecontrary,whenheisalwaysthinkingtohimselfinhisdeepheart,"Icanrememberwords."hewillcreate

a

goodchance

of

success.Confidencecanenhancethememory.Inthememory,thestrongertheself-confidenceis,thebettertheeffectwillretain.Self-confidenceistheinnermotivepowerofboostingpeople'smemory.Studentsinlearningaforeignlanguagelackconfidenceandtheirself-consciousnessisrelativelyfaint,whichisrootedinculturaltraditionandeducationconcept.Conservative,boringclassroomteachingtomakethemajorityofstudentsreluctanttoexpresstheirownthoughts.Andintoleranceofexaminationsystemcanalsoreducethestudents’assessmentofthemselves.Soteachersshouldcreateagoodclassatmosphere,whichcanmakestudentsbuilduptheirconfidence.Bysettingthemsomegoals,teachersshouldencouragestudentstoachievethesegoals,andthenmotivatethemtoenhancetheirself-confidencefinally.Firstofall,setsomespecificsimplegoalsstudentstrytheirbesttoachieve.Forexample,wheninGradeone,seniorhighschool,itisunrealistictoletstudentsfullyusetheforeignlanguagetocompletethevarioustasks,soteacherscanallowthemtousepartofthenativelanguage,thengraduallytransittoacompleteforeignlanguage.ThisstepcanmakestudentsclearlyknowtheroleimprovingmemoryplaysinEnglishvocabularylearning.Secondly,afterrealizingthesegoals,teachersmustinspirethemintime,andatthesametimestudentswillproduceakindofself-confidenceandalsogetinterestedintheobjectsthatshouldbememorizedthroughtheirefforts.Finally,guidestudentstoreadalotofrelevantpositiveliteraturewithself-confidence.Somegoodexamplesinworkscaninspirethemtogropeforsomeregularity,andsetuptheirconfidenceinEnglishvocabularylearning.Asaresult,students’confidencehasbeengreatlyimprovedandEnglishlearninghasbeenmadegreatprogress.ThenstudentswillovercomealldifficultiesinstudyEnglish,andactivelylookfordifferentwaystolearn.Studentswillactivelyacceptthe"input"ofknowledge,whichcanobtaingoodlearningresult.Self-confidenceisanessentialpsychologicalfoundationforonetosucceed,soforeignlanguagelearnersneedmoreconfidence.Studentsarefullofself-confidenceandhavethecouragetopractice,thustheywillachieveideallearningresults.Self-confidencecangivestudentsalotoflearningmotivation.Soteachersshouldcreatearelaxed,pleasant"input"environmentforstudentsinteachingtohelpstudentsbuildupconfidence,facedifficulties,reduceanxiety,reducestress,andconvertpressureintomotivation.Encouragestudentsandstimulatestudents'learningenthusiasmandinitiativeinlearningaforeignlanguage.

Teachersshouldmakestudentsremembertriumphalismisthestartingpointofsuccess.4．1．2Developthestudents'vocabularylearningmotivation.培養(yǎng)學(xué)生的詞匯學(xué)習(xí)動機Motivationisanotherimportantemotionalfactorinfluencinglanguageteaching.ThesuccessorfailureofEnglishteachinglargelydependsonthestudents'learningmotivation.Therefore,researchontheteachingmustfocusonmotivation.

Motivationissomeinternalstatethatdirectlypromotesactivitiestomeetsomeneed,whichisadirectcauseofbehaviorandinternalmotivation.Allkindsofactivitiesoforganismarecausedbymotivation.Thestudents'learningbehaviorisdominatedbymotivation,whichiscalllearningmotivation.(陸海東，2002)Motivationinforeignlanguagelearningreferstothedesireanddrivingforcethatlearnershaveinlearningaforeignlanguage,whichisthepsychologythatusedbyindividualtostartandsustainhisaction.Foreignlanguagelearningmotivationisastrongdesireforknowledgeinforeignlanguagelearningand,anddirectlypromoteakindofinnerimpetusofforeignlanguagelearning,whichisakindofinitiativeandpositivestateofmindoftheforeignlanguagelearnersinlanguagelearning.Learningeffectisbetterwithmotivationforforeignlanguage,comparedwithlearningeffectwithoutmotivation.(劉昕，2004)Thehigherlearningmotivationis,thefasterlanguageislearned,thebetterstudentswilllearn.Motivationiscomposed

ofintrinsicandextrinsicmotivation.Internalmotivationreferstothepowercausedbyinterestintheactivityitself.Learnerscanbesatisfiedintheprocessoflearningactivities.Forexample,StudentslearnvocabularyinordertogetEnglishknowledgeandcommunicateusingEnglishwords,whichisdrivenbyinternalmotivation.Oneofthemajorresponsibilitiesofeducationistomakestudentsinterestedinknowledgeitself.Externalmotivationreferstotheexternalfactorsthataffectstudents'learningEnglish.Forexample,thosestudentswhohavelargerEnglishvocabularyorgetgoodgradesinEnglishcompetitionwillbepraisedbyteachersandbeenviedbyclassmates.Theneedofrespectcanbemet.Thentheenthusiasmoflearningvocabularywillbeimproved.Therefore,Englishteachersshouldtrytomobilizethestudents’internalmotivationinEnglishvocabularyteaching.Stimulate

the

students'

interest

forforeignlanguageandmakeitlastsoastoachievethesuccessofEnglishvocabularylearningbyprovidingasenseofaccomplishmentandadjustingmotivationandevaluationtotransferextrinsicmotivationintointrinsicmotivation.So,arousingtheenthusiasmofstudentsistheresponsibilityofeachteacher.Teachersshouldunderstandthelearners’personality,attitude,interest,emotion,andlearningstrategyinordertoimprovetheconfidenceofthestudentsthattheycanlearnaforeignlanguagewell.Analysisofstudents'learningmotivation,whetheritiswhatkindofmotivation,intrinsicmotivationorextrinsicmotivation,willbewellworthfullaffirmationandencouragement.Buttheintrinsicmotivationiseasiertoleadstudentstolearnpersistentlyandthereforeitdeservestrainingandencouraging.4．1．3Cultivatestudents'positiveattitudeoflearningEnglishvocabulary培養(yǎng)學(xué)生學(xué)習(xí)英語詞匯的積極態(tài)度Asisknown,apositiveattitudewillhelpstudentswithforeignlanguagelearning,andnegativeattitudewillhinderforeignlanguagelearning.Soteachersshouldcultivatestudents’positiveattitude.Learningaforeignlanguagecancarryoutinternationalexchangesandcooperation,understandthecustomsofwesterncountries,canlearnadvancedwesterntechnologicalandculturalknowledge,andbroadenhorizon,whichcanpositivelyguidestudentstolearnaforeignlanguage.Ultimatelyallofthemdependonthemasteryofvocabulary,soteachersmuststimulatetheenthusiasmofstudents’learningvocabulary.4．1．4Cultivatestudents'interestinlearningEnglish培養(yǎng)學(xué)生學(xué)習(xí)英語的濃厚的興趣Itissaidthatinterestisthebestteacher,whichisthemotivityoflearning,istheleadingofallspiritualactivitiesandisthefirstconditionoflearningknowledge,developingintelligence.Interestwillproducestrongcuriositytolearn.

Thehigherthestudentsareinterestedinlearning,thehigherthestudents’enthusiasmoflearning,thebetterlearningeffectis.Ifinterestcanbecomepartofpsychologicalneedofstudents'Englishvocabularylearning,studentswillgraduallyformthehabitoflearningEnglishvocabularyconsciouslyandactively.StudentshavegreatdifficultyinlearningEnglishvocabulary.

OnlywhenstudentstakeadeepinterestinEnglishvocabulary,canstudents

improve

the

learning

enthusiasmandconsciousness,

overcomealldifficultiesinthelearningprocesshappilytolearnvocabulary.Thecultivationoflearninginterest

iscloselyrelatedwithandteachers’activeguide.Teachersshouldadoptflexibleandvariedteachingmethods,createrichandcolorfulteachingsituationaccordingtothecharacteristicsofEnglishandagecharacteristicsofstudents,usingtheartofeducationtostudents'interestsandattentiontoEnglishvocabularylearningareas,withinterestinthesparktoignitethefireofwisdom.Bringstudents'interestsandattentiontoEnglishvocabularylearningbyusingtheartofeducation.Invokeinspirationwithinterest.Therefore,inEnglishvocabularyteaching,theauthoralwaysstickstocreatingthebestlearningstate,paysattentiontolanguagecommunication,givesfullplay

to

the

students'

principal

part,inspiresinnovativethinkingdevelopment,establisheshisowndistinctivecharacteristicofEnglishteaching,andarousesthestudents'interestinEnglishvocabularylearning.4．1．5Hardeffortsarethekeytosuccess刻苦的努力是成功的關(guān)鍵Nomatterwhatthingsyouwanttoaccomplish,therearenoshortcutsandEnglishlearningisnoexception.ProfessorXuGuozhang(許國璋)oncesaid,

"Englishlearningneedstoworkstudyandpractice.”EspeciallyinChina,studentsarelearningEnglishinanon-Englishenvironment,sothereislimittocontactanduseEnglish.Generallyspeaking,thegraspofEnglishisthrough“Learning”insteadof“Acquisition”.LearningEnglishneedstomemorizealotofwords,sostudentsmusthavethespiritofhardworkandpersistence.Highschoolstudents

muststudyhardinorder

tomasterfourbasiclanguageskills-listening,speaking,readingandwriting.IftheirEnglishvocabularyisnotenough,itisverydifficultforstudentstocommunicate.InEnglishteaching,thelesswordsyoumaster,theworseyoustudyEnglish.SolearningEnglishrequiresplentyofeffort.4．2Themethodsoflexicalteaching詞匯教學(xué)的方法AccordingtothecharacteristicsofEnglishvocabulary,teachersshoulduseflexibleteachingmethodstoteachwordsefficiently.Onlywhenstudentshavetoencounteritmanytimescanstudentssucceedinrememberingaword.Soiftheywanttorememberawordbyacquisition,studentsmusthaveanextensivereadingenvironmentinwhichtheycanfrequentlyencounterthesamewordsandrememberitnaturally.But,atpresenttheconditionforthestudentstolearnEnglishisstillrelativelybackward.Audio-visualequipmentandreadingmaterialcannotmeettheneedofeachstudent.Insuchacase,theclassroomasamainchannelthroughwhichstudentslearnEnglish,shouldundoubtedlyplayanimportantrole.Teachersasdesigners,organizers,anddirectorsoftheclassroomteaching,obviouslyshouldconstantlyreflectontheirteaching,changetraditionalvocabularyteachingmethods,andimprovestudents'vocabularylearningefficiency.4．2．1Firstofall,teachstudentstorememberthewordsaccordingtothephoneticsymbol.首先從音標(biāo)入手，教學(xué)生用音標(biāo)來記單詞PeopleoftenadvocatethatEnglishteachingshouldfollowtheprincipleof“聽說領(lǐng)先，讀寫跟上”.Vocabularyteachingmustalsofulfilltheprincipleof"leading"hear".Sowhentheyteachwords,teachersshouldmakestudentslistenanddistinguishsound.Itisprerequisitetomasterphoneticsymbolsverywell.Buttheseniorhighschoolwheretheauthorworksisinthecounty,wherethestudentscomefromdiversejuniormiddleschools.Especiallyforthosestudentsinthecountryside,thefoundationofphoneticfoundationispoor,soitisnecessarytostartwithphoneticfoundation,which

lays

a

good

foundation

in

pronunciation

and

intonation.Onlyinthiswaycanteachersreallycultivatethestudents'listening,whichispreparedreceivingtheinputofEnglishvocabularylearning.Englishisakindofalphabeticwriting,sopronunciationhasagreatinfluenceonwordretention.ThepronunciationofEnglishiscloselyrelatedwithspellingandmostofwordpronunciationisregular.Iftheycanreadwordscorrectlyanddistinguishsinglesyllable,studentsrememberwordsquicklyaftertheyreadafewtimes.Forexample，unpredictablecanbedividedintothefollowingsyllables:un-,pre-,dic-,ta-,-ble.Communicationcanbedividedintothefollowingsyllables:com-,mu-,ni-,ca-,-tiontoremember.Inthisway,itisveryeasytoremembertheword“telecommunication”,whichcanbedividedinto:te-,1e-,com-,mu-,ni-,ca-,-tion.Theadvantageofthismethodisthataslongastheycanreadsyllablesaccurately,studentswillwritewordscorrectly.4．2．2Theteachinglanguageisvividandlively.教師教學(xué)的語言要生動形象Teachinglanguage,whichisakindofartisticlanguage,hasagreatimpactonteachingeffect.Whenteachersexplainvocabulary,goodexamplesandvividlanguagecanmakestudentsunderstandandgraspvocabularyeasily.Onthecontrary,studentswillfeelvocabularylearningboring,whichisboundtoaffectlearningeffect.ThereforeinEnglishclass,teachersexplainknowledgeinrelationwithrelevantknowledge,humor,jokes,BritishandAmericanEnglishidioms,proverbsandrelevantallusions,whichnotonlymakestheclassactive,butalsoexpandstheirknowledgeandbroadenstheirvision.Forexample,theword“hang”has

two

forms.Whenitmeans“吊死”，itisaregularverb,whosepasttenseandpastparticiplearerespectivelyhanged,hanged；butwhenitrefersto“懸掛”，itisanirregularverb,whosepasttenseandpastparticiplearerespectivelyhung,hung.Theauthorteachesstudentstoremembertheword：吊死有規(guī)則?！癓ie”hassuchasimilarphenomenon.Whenitismeans“撒謊”，itisaregularverb,whosepasttenseandpastparticiplearerespectivelylied,lied；butwhenitrefersto“躺”,itisanirregularverb,whosepasttenseandpastparticiplearerespectivelylay,lain.Theauthorteachesstudentstoremembertheword：說謊有規(guī)則。Thesetwowordshaveincommonthatiftheyrefertonegativemeaning,theyareregularverbs.Inaddition,whenteachingstudentstorememberwords,teacherscanuseavarietyofconditions.Usehomophoneandimagetotakeapart.Thenusevividlanguagetogettogetherthepartsthathasbeentakenapart.Whethersuchalanguageislogicornot,nomatterhowridiculousitis,itcanmakestudentsrememberwordseasilyandrememberthemforalongtime.Forexample,whenAntarcticaisexplained,itcanbedividedintothreeparts,thatis,“ant(螞蟻)”，“arctica(北冰洋)”，and“a”.Thengetthemtogethertoformasentence一只(a)螞蟻(ant)把北冰洋(Arctica)搬到了南極洲(Antarctica)；apracticalmemorybookillustratessome如一本實用記憶書上，例舉了一些諧音記詞法。trousers利用諧音“出褶子”，所以通過“褲子出褶子”，就可以記住該單詞了：還有g(shù)uest，諧音“該死的”，“該死的客人”；supper的諧音“仨婆”，“三個婆婆吃晚飯”；hen的諧音“漢”。“我家母雞壯如漢”等等，有很多這樣的單詞可以通過諧音來記住。4．2．3Teachersshouldadoptflexibleandvariousmethodsvocabularyteaching教師詞匯教學(xué)的形式要靈活多樣Thoughpeoplealwayssay“Teachinghasitsmethodbutnon-fixed”，teachers’teachingmethodsshouldbeabletomakestudentsinterestedinlearningEnglish.Teachersshouldadoptflexibleandvariedmethodstomakestudentsplayaleadingpartintheprocessoflearning.Inclass,teachersshouldmakestudentstakeanactivepartandfullyarousestudents’studyenthusiasmtoimprovestudents’learningefficiencyandteachingeffect.Teachersshouldteachvocabularyusingmultimediaequipmentandvisualaidsandtomaketheprocessofvocabularyteachingvivid,deepeningtheimpressiononvocabularyandstrengtheningstudents’memory.InEnglishVocabularyTeachinginSeniorSchool,teachersshouldoftenadoptavarietyofforms,suchas,wordsolitaire,competitions,performances,guess,sketchetc,whichareofbenefittocultivatestudents’interestinlearningEnglishvocabulary.4．2．4Teachersshouldexplainword-formationtomultiplystudents’Englishvocabulary教師應(yīng)向?qū)W生講授構(gòu)詞法知識，成倍擴大詞匯量ThoughEnglishhasalargevocabulary,yetthebasicvocabularyofEnglishisinasmallnumber,whichcanformnewwordstogetherwithotherwords.Vocabularyitselfhasitsinherent.Iftheymasterthebasicmethodsofword-formation,studentscaneasilyrememberwords.Wordformationisakindofscientificmethodtoexpandstudents'vocabulary.Oncetheymasterthismethod,studentswillreceive"halftheworkwithdoubleresults/bydoinghalfthework,onewillgetdoubletheresult.(半功倍的學(xué)習(xí)效果)Therearemostcommontypesofword-formation,includingderivation,

compounding

and

conversion.Inaddition,英語中最常見的構(gòu)詞方法主要有派生法、合成法和轉(zhuǎn)化法，此外還有混成法、截短法、縮略法等次要的構(gòu)詞方法。1．DerivationRoot,prefixandsuffix,whicharecalledmorpheme,arethethreeelementsoftheword.Rootisthemainelement.Prefixandsuffixarethe次要元素。Thesethreeelementsarethekeytoexpandingvocabulary.英語詞綴分成前綴和后綴兩種，加在詞根前的叫前綴，加于詞根后的叫后綴。派生法就是給詞根(或叫原生詞)加上前綴或后綴派生出來新的單詞。人們要逐個地記住成千上萬個單詞是困難的，但是詞根、詞綴的數(shù)量畢竟有限，其中詞綴(前綴和后綴)的數(shù)量尤其小，使用的場合卻特別多。通過詞根加不同的前綴、后綴，可以轉(zhuǎn)換詞性、改變詞義。在日常的教學(xué)中，教師應(yīng)幫助學(xué)生或讓學(xué)生自己歸納總結(jié)出常見的前綴和后綴。PrefixGenerallyspeaking,prefixonlychangesthemeaningofwordsinsteadof.Therearesomeimportantprefixes.一般來說，前綴只改變詞的意義，但并不改變其詞類。重要的前綴有：anti-．反；抗；阻，antiwar反戰(zhàn)的；antisocial反社會的auto-自己，自動autobiography自傳bi-．兩：雙。bicolor兩色的；biannual一年兩次的co-．共同，cooperate合作;coaction共同行動；coexistence共存counter-反：逆，countermarch反方向行進；counterattack反擊，返攻multi-．多，multiparty多黨的；multinational多國的pre-．前，prewar戰(zhàn)前；preexamination預(yù)試preface序文，序言，開場白post-．后，postgraduate研究生，大學(xué)畢業(yè)后的；postwar戰(zhàn)后re-．重，再return回來，返回；rebuild重建；rewrite重寫semi-．半；部分，semicircle半圓sub-．在底下；次，subway地鐵；subhead副標(biāo)題；subacid略酸的super-superspeed超高速的；supermarket超級市場的；tele-telescope望遠鏡trans-transnational超越國界的；translate翻譯；transplant移植under-underground地下的；underwear內(nèi)衣vice-vice-chairman副主席表示否定的前綴有：un-，dis-，non-，de-，im-，in-，mis-等。un-．1ike像unlike不像;friendly;unfriendlydis-.appear出現(xiàn)disappear消失;agree;disagree;likedislike;couragediscourage;appointment;disappointmentnon-．stop停nonstop不停de-．merit優(yōu)點demerit缺點im-．polite禮貌的impolite不禮貌的in-．complete完全的incomplete不完全的mis-．understand理解misunderstand誤解Suffix后綴一般改變詞的類別，也可能改變詞的意思。常見的后綴有：-able.predict預(yù)測predictable可預(yù)測的-al.nature自然natural自然的-ive.expense花費expensive昂貴的;act,active;-ist.piano鋼琴pianist鋼琴家;science,scientist;art,artist-ment.agree同意agreement協(xié)議，同意;encourage,encouragement-ness.busy忙business事務(wù)，商業(yè)-tion.collect收集collection收集;-ous.danger危險dangerous危險的;poison;poisonous-y.sun太陽sunny陽光明媚的;wind,windy;cloud,cloudy-er.win贏winner贏家構(gòu)詞法內(nèi)容龐雜，應(yīng)用最廣的當(dāng)數(shù)詞綴。把單詞分成詞根和詞綴，非常便于歸納與整理，會讓詞匯成倍地增加。另外，在碰到生詞時，可以根據(jù)構(gòu)詞法進行猜測和識別，增強閱讀理解能力。比如利用派生法就很容易猜出unpredictable這個詞的意思。predict是動詞，意為“預(yù)測”，-able是形容詞的后綴，an-是否定前綴，因此unpredictable的就是形容詞，意為“不可預(yù)測的”。利用詞根進行詞匯教學(xué)，可以幫助學(xué)生對一些熟知的詞有更深刻的了解，得以從許多新字里挑出整個的語族，從而使得他們更加清楚詞義，更加有效地記憶單詞。2．Compounding(合成法)合成法是把兩個或兩個以上的詞按照一定順序排列構(gòu)成新詞的方法，叫合成法。用合成法構(gòu)成的詞叫合成詞。大多數(shù)的合成詞的含義可以從單詞的字面意義一目了然。例如：sunlight(陽光)，blackboard(黑板)，warship(戰(zhàn)艦)，firepower(火力)。復(fù)合詞的種類繁多，從詞性看有復(fù)合名詞(iceberg)、復(fù)合動詞(input)、復(fù)合形容詞(good-looking)、復(fù)合副詞(everywhere)、復(fù)合介詞(upon)、復(fù)合連接詞(whatever)、復(fù)合代詞(anyone)、復(fù)合數(shù)詞(twenty-one)等，而數(shù)量最多是復(fù)合名詞，其次是復(fù)合形容詞，再次是復(fù)合動詞。在整個英語發(fā)展過程中，合成詞為英語增添和補充了大量的詞語，而且其組合比較靈活多變。如果能用這些規(guī)律來學(xué)習(xí)英語單詞，就會起到事半功倍的效果。3．Conversion(轉(zhuǎn)化法)轉(zhuǎn)化法是一個詞由一種詞類轉(zhuǎn)化成另一種詞類而詞形不改變或略有變化，從而使該詞具有新的意義和作用，成為一個新詞。英語的詞類轉(zhuǎn)化最常見的是名詞轉(zhuǎn)化為動詞，如water水(n．)，澆水(v．)；pump水泵(n．)，抽水(v．)；honour榮譽(n．)，尊敬“)。另外一種比較常見的轉(zhuǎn)化是形容詞轉(zhuǎn)化為動詞，如slow慢的(adj．)，使慢下來(v．)；heat熱的(鋤．)，加熱(v．)。還有副詞轉(zhuǎn)化為動詞，動詞或形容詞轉(zhuǎn)化為名詞，形容詞轉(zhuǎn)化為名詞等等。派生詞通常不能轉(zhuǎn)化，因為派生詞具有明確表示詞類的后綴。利用轉(zhuǎn)化法進行分析講解，歸納總結(jié)，找出單詞內(nèi)部、單詞與單詞之間的聯(lián)系，能夠幫助學(xué)生產(chǎn)生聯(lián)想記憶，使他們溫故而知新，從而鞏固和擴大了詞匯量。當(dāng)然對于這些構(gòu)詞法的這些特點教師最好不要直接把它們說出來，而應(yīng)在集中教學(xué)詞匯時呈現(xiàn)出來，讓學(xué)生自己去總結(jié)、發(fā)現(xiàn)，這樣的學(xué)習(xí)有學(xué)生親自的參與，更能培養(yǎng)他們的學(xué)習(xí)能力。4．2．5教師應(yīng)在一定的語境中進行詞匯教學(xué)語境就是上下文，即詞、短語、語句或語篇的前后關(guān)系?，F(xiàn)代認知心理學(xué)家認為，人腦中的知識不可能孤立地貯存，總是通過與其他知識建立某種關(guān)系而貯存。詞匯也不是孤立的存在的，單個詞離開了語境，就顯得呆板、生硬，沒有活力。正如呂叔湘先生在論述關(guān)于語境和詞匯學(xué)習(xí)的關(guān)系時所說的那樣：“詞語要嵌在上下文里頭才有生命，才容易記住，才知道用法?！庇⒄Z中的詞匯有很多，尤其是很多詞又是一詞多義，比如gome，go，make，set等都有幾十個意思，如果我們孤零零地去記住他們的含義一定是很難的，學(xué)生只有以句為單位，與語篇語境相結(jié)合，才能確切地理解一個單詞的很多含義，掌握其用法。1．通過一定的語境教授新詞匯在講授新單詞的時候，教師可以設(shè)置一定的情景，很自然地導(dǎo)出新單詞的含義，例如，在教學(xué)單詞advertisement時，教師可設(shè)問：“WhenwearewatchingTVwhatdon’twewanttoseeinthemiddIeoftheprogram?”學(xué)生便全立即作出反應(yīng)“Wedon’twanttoseeadvertisements．”，這樣便很自然地把advertisement這個詞導(dǎo)出來了，同時教師就可以把該單詞寫到黑板上。接著教師再問．4“Ifcompanieswanttoselltheirproducts，whatshouldtheydo?”此時，大部分學(xué)生能輕而易舉地應(yīng)答．‘‘Theywillmakeanadvertisement．"這樣學(xué)生基本掌握理解了advertisement這個詞的含義。在一定的例句語境運用中讓學(xué)生記憶單詞，也就是人們常說的“詞不離句”。這些情景例句的來源主要有三個，一是詞典里面的例句，二是文章里面的佳句，三是教師根據(jù)具體情況自己造句。這樣的例句與學(xué)生周圍的人和事有一定的聯(lián)系，可以提高學(xué)生對新詞的接受程度。在情景中獲得理解的詞匯，學(xué)生能留下深刻印象，不容易遺忘。2．通過一定的語境來猜測詞義猜測詞義是一個復(fù)雜的心理過程，是對詞匯進行多方面的深水平處理。關(guān)于英語詞匯教學(xué)，不少學(xué)者認為：學(xué)習(xí)生詞的最好方法是通過篇章來呈現(xiàn)它們，并讓學(xué)習(xí)者自己根據(jù)上下文猜測生詞的詞義。如：Edisonisfamousforhishundredsofinventions．眾所周知Edison是個發(fā)明家，因此可猜測inventions是“發(fā)明”之意。語境中所包含的內(nèi)容能夠把篇章中的詞語聯(lián)系起來，使學(xué)生更容易從他們的心理詞匯中提取詞匯，有助于學(xué)生記憶和運用詞匯。而且在利用上下文猜測詞義的過程中，通過聯(lián)想、對比，充分調(diào)動學(xué)生的思維活動，這樣既可以加強對詞匯的理解，增強記憶效果，又能培養(yǎng)學(xué)生的判斷、推理能力。在詞匯教學(xué)中學(xué)生根據(jù)上下文猜測生詞的含義，對訓(xùn)練學(xué)生分析能力，加強記憶有著極其重要的作用。3．通過語境可以解決一詞多義的現(xiàn)象英語中有很多一詞多義的現(xiàn)象，很多詞在不同的語境中往往會有不同的詞義，只有在語境中才能決定其詞義。教學(xué)中一定要注意將詞匯置于特定的語境中，決定其詞義。如“Hewasaloneinalonelyislandbuthedidn’tfeellonely"．這句話中有兩個lonely，第一個就應(yīng)該是“荒涼的”，第二個應(yīng)是“孤獨的”。再如bank一詞，在“Abankisaplacewherepeoplecansetasidethemoneyinandwithdrawthemoney．”一句中，人們可猜出bank是“銀行”的意思；而另一句“Theyarewalkingalongthebank．”這里的“bank”是河岸的意思。從以上例子可以看出，學(xué)生在語境中才能正確辨別詞義，從而獲得詞義的正確理解。因此，學(xué)習(xí)詞匯，要在語境中聯(lián)系上下文仔細推敲，把握詞義。這樣可以訓(xùn)練學(xué)生的分析能力，從而擴大詞匯量?？傊?，語境制約著語言單位的選擇，意義的表達與理解，詞匯意義必須在上下文中才能準(zhǔn)確地理解，否則理解詞匯就會出現(xiàn)偏差。所以，教師必須創(chuàng)設(shè)良好的情境，在語境中呈現(xiàn)詞匯，明確詞義。把詞匯與語篇語境結(jié)合進行詞匯教學(xué)，有助于學(xué)生正確區(qū)分詞與詞之間的差異并正確使用它4．2．6教師應(yīng)該用聯(lián)想(association)的方法進行詞匯教學(xué)每個單詞的存在都不是孤立的，它與其它的詞匯會保持多種關(guān)系：同音關(guān)系，同義關(guān)系、反義關(guān)系、同一范疇詞匯關(guān)系等等。聯(lián)想指詞與詞之間的聯(lián)系。在學(xué)習(xí)中注意到詞匯間的這些關(guān)系，大量運用聯(lián)想記憶，往往能帶來意想不到的效果。1．同根詞的聯(lián)想英語中很多詞可能有同一個詞根，在學(xué)某一個詞根時，可引導(dǎo)學(xué)生聯(lián)想出它的同根詞。大多數(shù)的英語單詞都有動詞、名詞、形容詞、副詞等不同詞性的轉(zhuǎn)化形式，如compete(v．)競爭，competence(n．)，能力，competent(刪．)有能力的，competently(adv．)，有能力地，competition(n．)競爭，competitive(adj)競爭的，competitor(n．)競爭者；又如“成功”一詞．suc，ceed(v．)，success(n．)，successful(adj．)，successfully(adv．)。對于這類詞有了初步的掌握之后，教師還應(yīng)注意如何使音、形、義、性四方面結(jié)合，以達到方便記憶和掌握這些詞的用法。，這獨詞匯教學(xué)法對學(xué)生鞏固和擴大詞匯量、提高閱讀能力有很大的幫助，也有助于學(xué)生根據(jù)詞的不同詞性去選用正確的形式。2．同音異義詞的聯(lián)想我們可以利用同音詞讀音相同的特點來幫助記憶，并對比其不同的功能和用法。如flour'‘面粉”和flower'‘花”這兩個單詞的讀音是一樣的，所以利用同一個讀音同時可以記住兩個單詞。再如meee‘遇見”和meat'‘肉”，right“正確的，右面”和write“寫”，這些都是同音詞，利用這種方法可以記住更多的單詞。．3．同形異義詞的聯(lián)想在英語中，同一個單詞可能會有多個不同的含義，在遇到這樣的單詞時可通過聯(lián)想的形式提取出該單詞的不同意義。如：ball(球；舞會)，book(書；預(yù)訂)，match(比賽，對手，匹配；火柴)。還有些單詞拼寫一樣，但是讀音和意義不同，如digest【di'd3est】消化和digest【’daid3est]摘要。4．同義詞的聯(lián)想同義詞(synonym)是指同一語言中意義相近或相同的詞。同義詞的聯(lián)想指兩個或兩個以上的詞所表示的相同或相似的意義之間的聯(lián)想。英語中的同義詞非常豐富。比如，學(xué)到injure，就要想到wound，hurt,harm等；學(xué)到damage，就會聯(lián)想到destroy,rain等；學(xué)到finish,可以聯(lián)想到accomplish,complete，fulfil等。如果善于同義詞聯(lián)想，收集和整理這些紛繁復(fù)雜的同義詞，將有利于擴大詞匯量。同時也要注意同義詞之間語義上的細微差別。我們可以從搭配上，語體色彩上，感情色彩上來區(qū)分這些同義詞。學(xué)生們可以運用聯(lián)想記憶的方式，愉快地學(xué)習(xí)英語詞匯。5．反義詞的聯(lián)想反義詞(Antonym)是指那些詞與詞之間存在相反或?qū)α⒌恼Z義關(guān)系的詞，如：love與hate，patient與impatient，lend與borrow等。但反意詞也不是固定不變的，有時因詞性和搭配的不同可有不同的反義詞，如like做介詞是“像”，其反義詞是unlike，而做動詞“喜歡”時，反義詞應(yīng)是dislike。能Sh一詞在不同的搭配當(dāng)中，其反義詞也不同。如果指新鮮的蔬菜，水果或肉時，反義詞是stale；Tg容清新的“空氣”時，反義詞是stuffy。反義聯(lián)想印象深刻，易于記憶。然而，它卻比同義聯(lián)想更復(fù)雜、更難于掌握。它完全受所搭配的詞語的制約。英語中不少詞具有一詞多義和一詞多性的特點，使得反義詞的組合靈活多變，因此，反義聯(lián)想主要應(yīng)注意搭配。同義詞和反義詞對于詞匯學(xué)習(xí)的意義在于啟發(fā)學(xué)習(xí)者積極聯(lián)想，使新詞和已知詞的同義詞和反義詞建立聯(lián)系，從而使學(xué)習(xí)者易于區(qū)別詞之間的種種差異，透徹理解詞義、牢固掌握單詞。6．詞與詞關(guān)系上的聯(lián)想關(guān)系上的聯(lián)想是以一種詞類為中心，與其它詞類發(fā)生聯(lián)想。這類聯(lián)想比較容易。(1)以形容詞以中心，聯(lián)想名詞。例如，由light可以想到alightjacket(輕便的央克)，alightrain(小雨)，alighteater(食量小的人)，lig