Methodological Strategies on Enlarging Students Vocabulary.docx
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Methodological Strategies on Enlarging Students Vocabulary.docx
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MethodologicalStrategiesonEnlargingStudentsVocabulary
探讨学生学习英语词汇的策略
MethodologicalStrategiesonEnlargingStudents’Vocabulary
Abstract:
Vocabularyismostoneoffundamentalpartforlanguagestudyingandalsothepreconditionsoflanguageapplication.Therefore,vocabularystudyingisanessentialpartinlanguagestudying.Guidingstudentstoacquireanadequatevocabularyisanimportanttaskthatisoftenneglected.Generallyspeaking,themorevocabularyastudentmasters,thehigherlevelastudentofEnglishwillhave.ButinChina,thetraditionalmethodofteachingvocabularyoftenfocusonlearningbyrote,andstudentsofforeignlanguagesareinclinedtolearnasmuchvocabularyaspossiblethiswayregardlessofwhetherthesevocabularyisusefulornot.Indeed,therearesomedisadvantageousfactorshinderingthestudentsandexpandingvocabularyrapidlyandefficiently.Wehavetodevelopascientificmethodoflearningvocabularyexploringmethodsofwhichisthekeytothispaper.ThispaperexpoundsthoroughlyhowoverallEnglishvocabularylearningisachievedsystematicallybymeansofword-building,context,pictures,andwordassociations,whichprovidesthestudentswithaneasyandscientificwaytothevocabularylearning,thusofferingthemasolidvocabularyfoundationfortheirmasteryofthefourskills.
Keywords:
vocabulary;vocabularylearning;effectivemethods
摘 要:
词汇是语言学习中最重要的部分之一,也是语言运用的前提条件。
因此语言学习中词汇学习是必不可少的部分。
可是在英语教学中,词汇教学却没有得到应有的重视。
一般来说,学生掌握的词汇越多,他们才会有较理想的英语水平。
但是在中国,传统的英语教学方法更多的关注于死记硬背,学生在扩大词汇量的同时忽视了他们的用法。
同时也有很多不利的因素干扰学生快速有效的扩大词汇量。
因此,我们应该设计出较为科学的词汇策略。
这篇论文详细阐述了用构词法,语境,图片展示法,通过这些方法让学生们简单科学的学习词汇。
因此,这四种方法为他们掌握词汇提供了坚实的基础。
关键词:
词汇;词汇学习;有效方法
Contents
.Introduction……………………………………..……….…….……1
.LiteratureReview…………………………………………………..1
.ProblemsofVocabularyLearninginSchools……………………3
.MethodologicalStrategiesonEnlargingStudents’VocabularybyMeansofWord-building……………………………..………….…3
.MethodologicalStrategiesonEnlargingStudents’VocabularybyMeansofEnglishContext……………………………..……….5A.Introducingreadingskillsfromwordinference…………….…………5
B.Methodsofteachingvocabularyfromcontext…………….………….7
.MethodologicalStrategiesonEnlargingStudents’VocabularybyMeansofPictures……………………………………..……….…..8
.MethodologicalStrategiesonEnlargingStudents’VocabularybyMeansofWordAssociation……………………………..………10
.Conclusion……………………………………..……….…….…12
WorkCited…………………………………………………………….13
.Introduction
Vocabularyisakeyelementinlanguagelearningbecauseawidelyproductivevocabularyisessentialinenhancingastudent’slanguageskills.NowmanystudentsdevotelargeamountsoftimeandenergytolearnEnglishvocabulary,butoftenendupwithdissatisfaction.Theyalwayscomplainthattheycannothelpforgetting.Generallyspeaking,therearetwoproblems:
oneproblemisthatsomestudentsdonotpayenoughattentiontotheimportanceofthevocabularyintheirEnglishlearning.Theydonotworkhardatlearningnewwords.Theydonotknowtheirtruemeaning,butonlymemorizethemmechanicallyandoftenforgetthewordswhentheyneedtousethem.SometimestheyevenknownothingaboutEnglishwithoutthereferencebooksordictionaries.TheotherproblemisthatsomestudentsthinktomemorizenewwordsisjustlearningitsChinesetranslationinisolationofcontextwithoutknowingitsformationrules,connotativemeaningorcollocation.Whenstudentscometoreadingorlisteningtaskswiththosewordsespeciallyusedindifferentcontextsorincombinationwithotherwords,theygetconfusedeasilywiththemeaningsofthewordstheyareremembered.Soitisveryimportanttohelpstudentsenlargetheirvocabulary.Thereforepeoplearepayingmoreandmoreattentiontotheimportanceofvocabularyteachingandlearning.“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed”(Wilkins3).“Acquisitionofanadequatevocabularyisessentialforthesuccessfulsecondlanguage”(Rivers39).NowIhopeIcanusemymethodologicalstrategiesonenlargingstudents’vocabularybymeansofEnglishword-building,context,wordassociations,picturesetc.Thismethodcansolvethestudents’problemthathaspuzzledstudentsforsolongatime.ThroughtheresearchIcanapplymyknowledgeandtheorywhichIlearnedfromtheuniversityintopractice.
II.LiteratureReview
Researchintotheareaofvocabularylearningstrategiesbeganinthe1970s,andthebookdealingwithpointedoutlearners’strategiesforlearningvocabularyfallintoessentialsteps:
“1.Havingsourcesforencounteringnewwords.2.Gettingtheformsofthenewwords.3.Learningofthewords.4.Gettingastrongmemoryofthewords.5.Usingthewords”(HatchandBrown373).Thesewordsacquisitiontheorynotonlymanifeststheinnerofvocabularylearningbutalsorevealsthethreeimportantaspectsofvocabularylearning:
wordform,wordmeaningandworduse.Asforthethreeaspectsofwordlearning,“studentsstudythatknowingawordisacomplexprocessinwhichstudentsneedtoknowitspronunciation,spelling,partofspeech,derivationsandcontextualmeaning”(Harmer25).Researchershavegoneintosomedeepvocabularylearningvocabularystrategies,suchas“formingassociationhasbeenshowntoenhanceretentionoftargetwords.Butthismustbebalancedagainstthefactthatrelativelyshallowstrategiescanbeeffectivetoo”(CohenandAphek223).Evenroteretentioncanbeeffectiveifstudentsareaccustomedtousingit.Ifageneralizationcanbemade,Ithinkthereareactivitieswhichmaybemoresuitableforbeginners.Becausetheycontainlessmaterialwhichmayonlydistractanovice,whileintermediateoradvancedlearnerscanbenefitfromthecontextusuallyincludedindeeperactivities.“Whenconsideringwhichvocabularylearningstrategiestorecommendtoourstudents,weshouldremembertworesearcherswarningthatstrategiesshouldnotbeconsideredinherentlygood,butaredependentonthecontextinwhichtheyareused”(PolitzerandMcGroarty105).Thus,theeffectivenesswithwhichlearningstrategiescanbetaughtandusedwilldependonanumberofvariables,including“proficiencylevel,task,text,targetlanguage,languagemodality,backgroundknowledge,contextoflearning,andlearnercharacteristics”(ChamotandRubin215).Inchoosingvocabularylearningstrategies,thefrequencyofoccurrenceofawordisalsorelevant.therearethreestrategiestohelpstudentsdealwiththem“guessing/inferringfromcontext,usingmnemonictechniques,usingwordparts,learningfromwordcards,usingdictionary”(Nation57).
Someresearchersalsofindoutsomemethodstoenlargestudents’vocabulary.InChinaforexample,therearefollowingsuggestionsforimprovinglearningvocabularystrategies.“1.Tryingtoprovideavisualorphysicaldemonstrationbyusingpictures,photos,andvideoclipsofgesturestoshowmeaning.2.Usingsynonymsorantonymstoexpandvocabulary.3.Usinghyponymstoshowrelationsofwordsandmeaningtoexpandvocabulary.4.Usingplayingagametoimprovingvocabulary.5.Usingwordnet–wordenlargesvocabulary”(Wang124).Thegeneralapproachestodealingwithvocabularyincluding“1.MorphologicalstructureofEnglishwords.2.Wordformationsenserelationsofwords.3.Contextoflearningwords”(Zhang232—233).
Inmyopinion,learninghowtomastervocabularyisabasicskillforstudentsinthestudyofaforeignlanguage,sotheymustpaymoreattentiontothewaysofexpandingEnglishvocabulary,theyhavetograspapproachesinmind;inordertolayasolidfoundationofvocabularyintheirfurtherEnglishlearning.
.ProblemsofVocabularyLearninginSchools
Inschools,therearefourproblems;first,somestudentsthinkthemainoflearningEnglishtopasstheexam,andgethighmarksintheirexams,thusmanystudentsregardtheEnglishoflearningasatedioustoiltobetreated,andmanyofthemlearnvocabularyinineffectivewaysastheyrote-learnallthevocabularyonlybeforeexams.Aftertheexams,theyquicklyforgetwhattheyhavelearned.Asaresult,manystudentslosetheinterestinlearningEnglish,andfewofthemcanthenapplytheirlearningpracticallyappropriately.Second,mostteachersusethetraditionalmethodtoteachingvocabulary,seldomlinkingthevocabularyteachingwiththedevelopmentofthestudents’linguisticcompetenceandtheiractualneed;studentslearnvocabularyinincorrectways,suchasmemorizingtheEnglishwordsinisolation,learningitsChinesetranslationinisolationofcontextandwithoutknowingitsformationrules,connotativemeaningorcollocations.Whentheycometoreadingorlisteningtaskswiththosewordsusedindifferentcontextsorincombinationwithotherwords,theygetconfusedeasilywiththemeaningsofwordstheyareremembered.Itiswearyforthelearnerstomemorizeaquantityofwordsthathavenorelevancetotheirlivesandinterests.Third,moststudentsareaccustomedtolearningthevocabularypassivelywhichtheteachercramsintothem.Exceptforthetext-booksstudentsarereadandsomeoftheyevencannotreadtheirtext-booksmoothly.Fourth,therearelessextracurricularactivitiesenhancingtheirabilitiesofapplyingEnglishsothattheycannoteffectivelyenrichandconsolidatethevocabularythattheyhavelearned.
.MethodologicalStrategiesonEnlargingStudents’VocabularybyMeansofWord-building
ModernEnglishhasfourmainoriginsdividedthus:
20%originatefromCelticlanguage,theaboriginaloneofBritishIslands,thebodyofwhichconsistsofLatinandGreeklanguage;itamountsto56%andGermanlanguagethatisAnglo-Saxonpeople’smothertonguemakesup33%andtheloan-wordsfromvariouspartsoftheworldaccountforabo
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