TheteachingandlearningmethodsofEnglishVocabulary-文檔資料

1、The teaching and learning methods of English VocabularyThe High School English Curriculum Standards (trial version) , established by The National Ministry of Education ， requires that 2400-2500 English words and 300-400 idioms and fixed collections should be reached at level seven; 3000words and 400

2、-500idioms and fixed collections should be reached at level eight. The increase in vocabulary put forward a higher requirement in vocabulary teaching. So we must consider how quality objectives can be completed more efficiently.According to my teaching experience for years, I think that there are so

3、me rules that we can follow in vocabulary teaching.1. Lay stress on phonetics. Phonetics is the material base of the existence of language. Among the three main factors in language, vocabulary and grammar are both embodied by phonetics. If phonetics is removed from a language, any kind of language w

4、ould be an inactive language. Studying phonetics well contributes tonot onlypronunciation, intonation, but also the vocabularylearning and memorizing. When students begin to contact English, teachers must be strict on the demands and keep a firm grasp on phonetics. What a teacher needs to do is to m

5、ake sure that students pronounce every syllable correctly and read every word correctly. Only in this way can students lay a good foundation for the vocabulary learning.2. Combine the sound and form of a word, and spell it correctly. While teaching ,teachers should direct students to find the pronun

6、ciation rules of vowel and consonant letters and the students should be familiar with the combination of letters. When new words are taught , this method can be used to list the similar words that have ever been taught. For example, we can list the words in the same pronunciation: float, blow, boat.

7、 Teachers can also group the words into homographs, and homophones. For example, homographs: wind （n. 風(fēng)） wind（v. 蜿蜒 ）， lead（n. 鉛） lead（v. 帶領(lǐng)）. Homophones: see sea, piece peace. In this way, the students can have a better understanding of the words. 3. Teach new words through the ones learnt before.

8、The best way of explaining a new word is to use what has been taught before. This isa good way to review and consolidate those words that have been learnt. For instance, we can use“not fair ” toparaphrase “unfair ”, we can use “not easy ” to paraphrase “difficult ”. When paraphrasing the word “freez

9、ing ”, we can say “extremely cold ”. For some words, explaining in English is more brief and exac t. eg. “aunt”: parents sister, uncle s wife. ” It s clearer than explained in Chinese.4. Extend words by association. Teachers can presenta word and then ask students to extend it till a whole sentence

10、is finished. For example, moviea wonderfulmovi e see a wonderful movie We are seeing a wonderful movie We are seeing a wonderful movie which is set in NewY ork. Doing like this can do good to students thinking capability and the ability to make up sentences.5. Teach in certain situations. Chinese st

11、udents must learn to communicate in English, but its difficult forthem to have real English occasions to practice speaking English. . It is inevitable to affect their initiative and interest for English study. Therefore, while learning English , students should be offered lifelike situations for com

12、munication so that they can be trained in anauthentic language environment. Teaching new words in certain situations helps students not only to understand, but to use the words correctly in communication. For example, when teaching the word “touch ”, the teacher can ask students to “touch your nose

13、(ears, arm)”. And thestudents will say:“Im touching my nose(ears, arm,etc) ”.6. Teach with audio-visual instruments. Audio-visual education program in English teaching refers to the teaching activities in which sound, light, electronic medium,such as tape-recorder, multimedia and so on. Theapplicati

14、on of instruments can involve all sense organs of the students to participate in learning and their attention is liable to be concentrated on. For example, when teaching the words “rain ” “snow” “dance”, the teacher can use flash to display the vivid images.“it s raining, itssnowing, someone is danc

15、ing ”. When teaching “smile ” “cry”, the teacher can act it out himself herself or ask students to do it. In the process, sound and the meaning of a word can be finished once and a time. Besides, this method is interesting and vivid, which can improve the memory efficiency.7. Teach in games. Middle

16、school students are quite active, so they should be involved in something active. Gamesa re a good way for this. In games, students physical organs must be more active in participation. For instance, teachers can have dictation competition. Two groups with the same number of people go to the black b

17、oard and write the same words to see which group writes faster, better.After competition, the teacher should praise the winner as well as encourage those who lose. This is a good way to exam the vocabulary learning and it canenhance the students confidence. Riddle guessing is a very interesting acti

18、vities, which can increase the students knowledge, develop their intelligence and enable them to memorize the words easily. While having this activity, teachers should let students guess by themselves, do not give the answer in advance. Just as J.J.Jacotot , a reformer of English teaching in the 19t

19、h century once said that each individual had a god-given ability to instruct himself, what teachers needed to do was to respond to the learners,not to director control him by explaining something in advance.Meanwhile, the riddles can not be too hard, because that may have a negative effect on the st

20、udents interest inlearning. For example, 1) what kind of sense has no meaning?(nonsense). 2) Which is the strongest day in the week?(Sunday) 3) What kind of nation is the goal of all travelers (destination).Good methods of vocabularyteaching are one essential factor for students to learn it well. Ho

21、wever, it is not adequate .Teachers should apply good methods to teaching and learning. Only by connecting teaching with learning can better teaching results be resulted in. So teachers must offer efficient methods for students to learn vocabulary.1. Combine mechanical memory and comprehensive memor

22、y. comprehensive memory is used widely in English teaching and learning. For example, if, without comprehension, students are required to learn the four words “bottom and blossom, flight and knight”, it will take them four times tomemorize individually. However, if teachers help students to make an

23、analysis of the commons ound of letters of “o” “i ”, students can remember them easily. Thus, comprehensive memory is pretty important. Of course, successful learning depends on both comprehensive memory and mechanical memory.2. Do not ignore Immediate Memory. Scientists divide memory into categorie

24、s based on the amount of time that the memory last: Immediate Memory, Short-Term Memory, Long-Term Memory. Emphasizing Immediate Memory can arouse studen ts thinking and analyse the characteristics of words initially, which would get the students to have a deeper impression. Therefore, teachers can

25、check the students immediately after teaching. As is called:“Strike while the iron is hot. ” Immediate Memorycan not exist for long, but it is the foundation of Long Term Memory, so it cannot be ignored.3. Review in time. A commonp roblem in English teaching and learning is that the forgetfulness ra

26、te is high. The main reason is that these words are not often reviewed and consolidated or the methods are not suitable. The regularity of forgetfulnessis that one forgets somethingquickly at the beginning, then gradually slower.Ebbinghaus Forgetfulness Curve indicates that half an hour after your m

27、emorizing, you can remember 58.2%of the words, after 24 hours, the memorizing rate reduces to 33.7%, in the 24 hours between the first day and the second day, the decreasing rate is only 6%, and from the second day to the sixth day, in the four days, the decreasing rate is only 2.4%. Therefore, acco

28、rding to it, teachers should take some measures to help the students fight against forgetfulness in the vocabulary teaching and learning. Only when forgetfulness is overcome can words be well kept in mind. A major solution to dealing with forgetfulness is to review the words just when they are not f

29、orgotten. In the course of revision, methods should be mentioned to the students.(1) Association method. When we meet a verb, we can associate its noun, adj, adv, synonym and antonym etc. As the saying goes, “English is known and better understood by its opposite ”. So it s important to have the ass

30、ociation of antonym.(2) Word-formation method .Students must remember some frequently used word-formations. For example, the prefix “un- , im- in- ir- il-”are added before adjective, itmeans the opposite.eg. uncertain, uncool, impossible, irregular, illegal,etc.“dis ” is added before some nouns,it m

31、eans the opposite. eg.disability, dishonor,etc. “re” is added before verbs, it means “again”. eg. Rebuild,retell, recycle,etc. And if suffix “-er, or, ar,ian, ist ” are added after the original verbs, it means“person”,egg. Reporter, scientist, visitor, beggar, artist,etc. As for “-less, -ful ” and “

32、-ness, -ment, -tion ”, the first two make the words adjective, eg. Care- careless- careful, and the latter ones make the words noun. eg. carelessness, kindness, development, dictation, production. In my opinion, this method should be popularized because students can enlarge their vocabulary and have

33、 a better understanding of the words.(3) Humor Method. If we memorize the same thing in different situations, different effects will come to us. It is proved that people can remember things better in a relaxing situation than in a boring situation. So teachers should create some relaxing situations

34、for students to memorize words. “Humor” has the power to make it. For example, When teachers teach plurals of the words ended with “o”, because there are two ways to change them into plurals. One way is to add “s”, the other is to add“es”.But there are only several words belonging to the latter. Thu

35、s, the teacher can sort out these words and make up a humorous sentences, “Negro and hero like eating tomatoes and potatoes ”. Another example, we can memorize the words ended with “f” or “fe”, for those in which “f” or “fe” should be changed into “ies ”, a humoroussentence can be given, “ The thief s wife took a leaf -like knife from a shelf and ended a wolf s life ”. If students remember these words individually,you can imagine how longit would take.(4) Reading and writing m