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1、编号 090401118 毕业论文 （ 2013 届本科）题 目： 初中英语词汇教学的误区及对策 学 院： 外国语学院 专 业： 英 语 作者姓名： 蒙 新 文 指导教师： 韩 燕 职称： 讲 师 完成日期： 2013 年 5 月 25 日二一三年五月24河西学院本科生毕业论文（设计）诚信声明本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人
2、承担。 作者签名： 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 Middl
3、e 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 School
4、153.1 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 impo
5、rtant 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
6、 to 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 str
7、ategies 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 词汇是语言的建构材料，词汇学习是语言学习的重要组成部分，它对语言学习者语言能力的提高有着至关重要的作用。然而，词汇学习是许多学生，尤其是中
8、学生感到较困难的学习任务。他们大多注重汉语意义并使用汉语拼音来帮助学习单词，忽视单词的拼写联系，重语义轻语法，。与此同时，词汇教学也是英语教师在教学中较难处理的教学任务，教师在词汇教学中忽视学生主体地位， 运用传统教学方法教授词汇且缺乏词汇教学策略。因此，本文通过教师在初中英语词汇教学误区的分析，提出了一些应对策略，改善词汇教学，提高初中英语词汇教学的效率。关键词：初中英语词汇教学；误区；对策1. Introduction Vocabulary is the basic element of language. Without it, language would no longer exis
9、t. 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 c
10、ommunication 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
11、English 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 En
12、glish 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
13、 study 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 vocabu
14、lary 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 compo
16、nents 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. Be
17、cause 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 thei
18、r 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 co
19、llege 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
20、methods. 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 t
21、hey 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
22、in 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
23、 vocabulary. 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
24、and 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 can
25、t 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 foll
26、owing 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,
27、 and 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 the
28、se 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”, an
29、d 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 chang
30、e, 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 experie
31、ncing 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 pr
32、oper 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, Engli
33、sh “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 comp
34、etence. 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 th
35、e 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 Chin
36、ese 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 lang
37、uage 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 te
38、aching. 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 t
39、eaching 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 ru
40、les 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, ra
41、ther 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. Th
42、e 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 of
43、ten 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, whic
44、h 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 gr
45、ade 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 pronu
46、nciations 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 o
47、f 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 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 l