中国外国语大学本科毕业论文
题目论《中学英语词汇教学法》
学生
学号
指导教师
年级
专业
二级学院
中国外国语大学
2011年10月
On the Methodology of Middle School ’s English Vocabulary Teaching
By
Supervisor:
A Thesis Submitted to School of Foreign Languages
Of Beijing Foreign Lanuage University
Of the Requirement for the Degree
Of Bachelor of Arts, China
October, 2011
郑重声明
本人的所提交的毕业论文是在指导教师刘丽芳的指导下独立撰写完成的，除文中已经注明引用的内容外。如有剽窃、抄袭、造假等违反学术道德、学术规范和侵权的行为，本人愿意承担由此产生的各种后果，直至法律责任，并愿意通过网络接受公众的监督。特此郑重声明。
毕业论文作者：
2011年10月15日
Acknowledgements
At the completion of my thesis, I would like to express thanks to all those who have helped and supported me. My deepest gratitude goes first and foremost to my supervisor Liu Lifang, for her enlightening guidance to and constant concerns with my thesis. If there had not been her constant guidance, there would have been no completion of this thesis.
My sincere thanks also go to other teachers and my classmates in s chool of Foreign Languages of Handan College. Without their advice and encouragement, my postgraduate study would not have been so meaningful and worthwhile.
Finally my special gratitude goes to my family members for their patience, understanding and support.
Abstract
V ocabulary is the underlying material of language and lays an important foundation for speaking, listening, reading and writing, which are essential function of English. It is unreachable to express one?s thinking without vocabulary. Moreover, it is uneasy to listen, speak, read and write effectively without accumulation of vocabulary, let alone communication with other people. As is know to all, the phase of middle school is vital for English learning. Thus English vocabulary teaching is indispensable to students in middle schools. It plays a core role in the course of English teaching and learning. Instructing students how to master a certain amount of words emerges as one of the valuable tasks in middle schools. What?s more, students need certain guidance on their road to successful English learning. Quality of vocabulary teaching is bound to influence the subsequent phases of English learning.
A set of methodology of vocabulary teaching is a must in middle school English classes to benefit English teaching and learning and to lay a solid foundation for the further English learning.
This paper gives birth to a discussion of methodology of vocabulary teaching in middle schools according to the characteristics of students and current situation of English vocabulary teaching in middle school. The methodology consists of new words teaching, consolidating and enlarging vocabulary. The three parts are combined to be a whole via pronunciation, the formation and sense of words.
Key words: English vocabulary teaching; consolidation; enlargement
摘要
英语词汇是组成英语语言学习的基本材料，是语言听、说、读、写的基础。离开词汇就很难表达自己的思想，没有足够的词汇积累就不能有效地进行听、说、读、写等语言活动，更无法将英语有效地利用。毫无疑问，中学是英语学习的重要阶段。因此，词汇在中学英语教学中的地位就显得尤为重要。怎样教学生掌握一定的词汇量，就成为中学英语教学的重要任务之一。对于学生来讲，词汇的学习、掌握及应用离不开教师的讲解、指导和帮助。词汇讲授的质量直接影响着今后的英语学习。因此，在中学英语的实际教学中运用一套词汇教学法是有价值且必要的。如此一来，才能教有成效，学有成绩，使学生的学习效果和学习能力不断地提高。
本论文依据中学生群体的特点，结合中学英语词汇教学现状，分别从新词的讲授，词的巩固以及词汇的适度扩展等三部分来论述中学英语词汇教学法。另外本文把单词的发音、拼写和词意三部分联系在一起，使之成为不可分割的统一整体。
关键词：英语词汇教学；巩固；扩展
Contents
Acknowledgements (ⅰ)
Abstract (ⅱ)
Abstract (Chinese) (ⅲ)
Introduction (1)
Chapter One The Methodology of English Vocabulary Teaching (5)
1.1 Definition and classification of Words (5)
1.2 Principles in vocabulary teaching (5)
Chapter Two Instruction of Teaching New Words............................................ .7 2.1Explain the meaning of new words in simple words (7)
2.2Use nets of words (7)
2.3Divide vocabulary into categories (8)
2.4Use activities (8)
2.5Tell stories (8)
Chapter Three Consolidation of Vocabulary........................................ ... . 9 3.1 Use social context ........................................................................................ .. 9 3.2 Use vocabulary testing. (10)
Chapter Four Enlargement of Vocabulary............................................. .. .7 4.1 Connect to-learn words with words already known.............................. ...... .. (11)
4.2 Utilize words formation (11)
4.3 Utilize words pronunciation (11)
Conclusion (12)
Notes (14)
Bibliography (15)
Introduction
As to contemporary English language teaching, it is prevailing for teachers to spend much time and efforts in vocabulary teaching to foster students? capabilities i n English application. This phenomenon mirrors that vocabulary teaching and learning have been considered a considerably vital aspect in middle school. It is acceptable to take the vocabulary seriously in foreign language teaching and learning. As one of the most important element of language, vocabulary is a useful device in communication with other people. It would be hard to imagine the content of a certain language without combination of necessary vocabulary. Furthermore, the inveterate examination system in middle school emphasizes knowledge of vocabulary prior to the development of language skills such as listening, speaking, reading, and writing. So teaching vocabulary in middle school is an irreplaceable phase in those places where English is viewed as one of the fundamental subjects.
Approximately 95 per cent of the students learn English as a foreign language. We have known that students of middle schools have their special characters and features. For instance, they are young, inquisitive, imaginative, impatient, and flimsy. One of the typical characters is their immaturity. They are in shortage of self-controlling and self-knowledge. A feeling of disorientation always predominates this group without guidance. Further efforts have to be done to improve their skills by organizing and managing their own English study. They need certain guidance on their way to successful English learning. Compared with English learners in colleges or universities, students in middle schools rely on texts and teachers more. In this respect, English vocabulary teaching is indispensable for students in middle school.
As an indispensable phase, qualities of vocabulary teaching will affect their subsequent English learning. Therefore, it is urgent and invaluable to apply a set of methodology of English vocabulary teaching in middle school to benefit English teaching and learning and lay a solid foundation for the following learning.
Vocabulary teaching and learning has been studied by many people from various points of views.
English Lexicology was written by Liu Xiaochong and published in 2002, which tells that although much of vocabulary learning is the must-do of the students, teachers? guidance and help are invaluable. If teachers present new vocabulary items effectively, it will be time-and- energy-saving for vocabulary learning. Also, it is an important component of teachers? work to help students develop vocabulary learning strategies in middle school.
Allen Virginia French?s Techniques in Teaching Vocabulary was published in2002. It says that Words of learning a foreign language learning is the most basic, is also the most important part. Students' vocabulary is, the more they use of English is more strong. The student to grasp the vocabulary size, can reflect their English level.
I.S.P.Nation?s Teaching and Learning Vocabulary was published in2004, says that for students, perhaps, it is more difficult to consolidate and remember them than to learn vocabulary for the first time. Many people submit that consolidating of vocabulary only is the business of students. This is perhaps partly true. Actually, teachers should take responsibility for helping students to consolidate their vocabulary. It is a part of vocabulary teaching. Below are some strategies about vocabulary consolidation.
How to Teach Vocabulary by Jeremy Harmer was published in 2002. It tells that how to help students build vocabulary in new and effective ways and how to test students' word knowledge .Major developments, such as language corpora and lexical approaches, are clearly explained and related to your needs as a teacher how they are learned and memorized, and the best ways to teach them. Complex issues are presented in the context of the real-life challenges of today?s classrooms.
In Randy Howe?s The Smarter Way to Learn Vocabulary published in 2006, the author tells that it is unnecessary for teachers to complain the distinctions of materials of English teaching. Teachers can make a general judgment about vocabulary that should be mastered by students according to standards of middle school English.
“Selected Reading in American Literature” by Wang Songnian was published in April, 2003. It points out that a great number of new words are listed in the present materials. Most of these words are too hard, such as broccoli, Los Angeles and California.Apparently it is unreasonable to demand students to spell them because these words are seldom used in real life. In comparison, there many new words that reappear in real life, such as junk food, youtube, coke,and so on.
Fennel, Barbara A?s A History of English was published in June, 2005. It indicates that Word story has many advantages. Firstly, each student will obtain more opportunities to use the new vocabulary. Secondly, students will benefit from creating stories through thinking over those words. Thirdly, the method can light the students? interest in English and keep their minds alert.
In “Keys to Building Vocabulary” by Rick M. Newton, published in April, 2008, points out that Studying affix, root, and suffix, paraphrasing, using multi-word “chunks” and using physical actions spontaneously while learning is potentially useful as a way of consolidating vocabulary. Teachers had better take great effort to help students consolidate vocabulary through adapting their methods. After all, consolidating vocabulary is the bridge linking the presenting new vocabulary and the developing vocabulary. If teachers tell students to consolidate vocabulary items effectively, they will benefit their students in the developing vocabulary building.
To sum up, different researches have different viewpoints. Though, many methodologies are employed in English vocabulary teaching, some problems are inevitable. For example, some teachers often completely quote the explanations in dictionaries while giving meaning of words. Teachers? popularity will disappear among students in the end. Teachers had better explain new words with their own comprehension or introduce them by beginning with something fascinating. The other problem is that students may be given a heavy load in vocabulary learning. They have to master a certain quantity of vocabulary in limited time without any strategies at hand. To solve this problem, it is very important to make students aware how to learn vocabulary effectively and efficiently and take some vocabulary learning strategies.
Chapter One The Methodology of English Vocabulary
Teaching
Before discussing vocabulary teaching, it is necessary to introduce some information about word and principles in vocabulary teaching, because our discussion of vocabulary teaching is related to these aspects. It is impossible to explain the method of vocabulary teaching without an analysis of vocabulary knowledge.
1.1 Definition and classification of Words
“A word is a unit of expression that has universal in intuitive recognition by native-speakers, whether it is expressed in spoken or written form.”[2] “Word may be seen as a combination of a cluster of sound segments or letters between two blanks or pauses by some lo gical rules.”[3] They are the common factor underlying a set of forms, such as bird and birds, big, bigger and biggest, check, checks, checked and checking. Word is also a grammatical unit ranked between morpheme and words group. Words are composed of morphemes. Some words are formed by one morpheme, such as wind, pen, after and great, and others are formed by two or more morphemes, such as windflower, pencil, afternoon, and greatly.Words can be classified according to various standards. In terms of variability of words, they can be sorted into Variable Words and Invariable Words. For example,
Walk dog big
Walks dogs bigger
Walked biggest
Walking
According to the meanings taken by the words, they can be classified into Content Words which refer to substance, motion, quality, such as nouns, verbs, adjectives and adverbs, and Function Words which show grammatical meanings, such as pronouns, articles, pronouns, conjunctions and prepositions. The classifications between Closed-class Words and Open-class Words are due to the distinction between Grammatical Words and Lexical Words. A word whose membership is fixed or limited can be ascribed to the Closed-class Words, such as pronouns, articles, prepositions, conjunctions, etc. While new expressions are continually and constantly added to the Open-class Words, such as nouns, verbs, adjectives and many adverbs.
1.2 Principles in vocabulary teaching
As is known, learni ng words is not only the problem of the quantity of words. “Learning a word, to a large extent, means to know its pronunciation, spelling, variation and different meanings.”[1] In order to achieve this, we should note the principles in vocabulary teaching with the teaching syllabus and materials of middle school English.
V ocabulary teaching should be divided into different procedures, such as the presenting of
new vocabulary, the consolidation of vocabulary, the development of vocabulary building. However, the boundary lines are not easy-to-see.
Teachers should select practical and direct methods to teach vocabulary. Besides, teachers should pay more attention to the selection of to-teach words, for example, choosing the words in high frequency.
The terminal aim of vocabulary teaching is to help students to employ the vocabulary in need. Therefore teachers should establish the connection between vocabulary teaching and the real life.
To make the vocabulary teaching more effective, teachers should examine and evaluate the achievement of vocabulary learning. The testing of vocabulary is a practicable way to get some information about vocabulary teaching and learning.
These principles are very available in English vocabulary teaching and will be embodied in the subsequent contents.
Chapter 2 Instruction of Teaching New Words
As is known to all, vocabulary teaching requires more than hard work. It needs strategies. Fortunately, English teachers are armed with knowledge of vocabulary and practical techniques in the vocabulary teaching today. This part will offer some practical ways of English vocabulary teaching in middle schools.
2.1 Explain the meaning of new words in simple words
Students of middle schools have a great advantage compared with the elementary students. A great number of English words which can now be employed by teachers for explaining new vocabulary have been mastered themselves. As a general rule, teachers are expected to define new words using other English words that are simple and accepted by students. It is advocated that the classes for students of middle schools should be conducted entirely in English. It requires teachers? skills in composing simple English explana tions. It is laborious to demonstrate much of vocabulary of middle school English through actions or pictures. In this respect, teachers should distribute the meanings through making explanations that contain vocabulary already known to the class. For example, in making the w ord “parent” clear to students, teachers can provide the
defining sentence like this, “A parent is a person?s mother or father. Parents are one?s father and mother.” This explanation is acceptable, because the word person, mother, and f ather have been mastered by the students. Actually, using simple English to show meaning of words is not that easy. Generally speaking, it requires considerable experience in teaching English.
2.2 Use nets of words
As we have represented that vocabulary should not taught detachedly, therefore teachers can use net of words to make improvement in vocabulary teaching. The method is conducted as follows:
(1) Choose a topic according to the present text, for example, about natural disasters chosen according to the text of Earthquake; ask students to speak out words related with the topic.
(2) Write the initial letters of words spoken by students on the blackboard, for example, m___, f____.
(3) Ask some students to finish those words, for example, mudslide, and flood.
(4) Give other words that are unknown to the students.
(5) Organize the students to classify those words to form a net of words.
(6) Represent those words with multi-media.
This method can assist students review words that they have learnt and learn some new ones.
2.3 Divide vocabulary into categories
As words are presented in net of words, students can appreciate the categories of vocabulary. The students of middle schools on the one hand, like the Elementary students need to be taught words for common areas of living, such as food, clothing, and so on. On the other hand, more words should be taught through a more systematic classification including the most commonly used words in various categories, such as weather, heath, part of house, transportation, and others. Fortunately, the new textbook is more systemic. In the current textbook, words from various categories are usually introduced together in each module. Teachers should employ a more systemic method to teach vocabulary. Therefore dividing vocabulary into categories should be accepted in middle school?s English classes.
2.4 Use activities
It has been apparent that students should be the center of English teaching. It is well known that we learn something best when we have to teach it, in terms of this, student does not only play
a role of learner, but takes the responsibility for teaching. Asking students to teach words to others has two advantages: one is that it offers opportunities to show students? personal interests in certain words; another is that all students are induced to participants, because each student takes responsibility of offering needed pieces of information. Asking students to teach words is not easy. It requires that teachers should encourage them and give necessary help and guidance.
2.5 Tell stories
Word story means that the teacher asks the students to create stories through imagination. Students can be given some words which may be used in the creation. This method does not need complex procedures but clear directions given by the teacher. It can be conducted without great difficulties.
(1) Show certain words to students.
(2) Give clear directions according to the needs of this module.
(3) Ask students to create their stories within the set time.
(4) Ask students to tell their stories and stress the given words.
(5) Select some better stories to study together.
Word story has many advantages. Firstly, each student will obtain more opportunities to use the new vocabulary. Secondly, students will benefit from creating stories through thinking over those words. Thirdly, the method can light the students? interest in English and keep their minds alert.
But teachers should select words according to the difficulty of words and the needs of that module. This part is devoted to the presentation and exemplification of practical methods in the teaching of new words. These methods may have been absorbed into practices of vocabulary teaching. If teachers present new words effectively, they will help students to save a lot of time and energy for consolidation of vocabulary.
Chapter 3 Consolidation of Vocabulary
For students, it is more difficult to consolidate and remember them than to learn vocabulary for the first time. Many people submit that consolidating of vocabulary only is the business of
students. This is perhaps partly true. Actually, teachers should take responsibility for helping students to consolidate their vocabulary. It is a part of vocabulary teaching. The following parts are some strategies about vocabulary consolidation.
3.1 Use social context
The social context can enhance motivation of participants to use and manipulate vocabulary. It can help students to check their work for vocabulary learning. Such as rock star and cowboy being acquired easily, even being remembered permanently, for their social context. Teachers should try to create certain social context to help students consolidate their vocabulary. For example, teachers can help students review the words through showing relative programmers. These programmers can help students recall better because they aid some relative new materials into exiting cognitive units.
It is a fact that a great number of new words are listed in the present materials. Most of these words are too hard, such as broccoli, Los Angeles and California.Apparently it is unreasonable to demand students to spell them because these words are seldom used in real life. In comparison, there many new words that reappear in real life, such as junk food, youtube, coke,and so on. Teachers should explain these new words through connection with reality.
3.2 Use vocabulary testing
As many teachers have discovered, certain kinds of vocabulary tests are helpful for consolidation of vocabulary. The incorrect answers from students may offer opportunities to relearn those words. There are some better types of tests:
The students are given one paragraph in which several words are underlined. These words have been taught.
“So I was full of trouble, full as I could be; and didn?t know what to do. At last I had an idea; and I said, …I?ll write the letter—and then see if I can pray.? Why, it was astonishing, the way I felt as light as a feather, right straight off, and my troubles all gone.”[2]
After reading the paragraph, the teacher asks the students to choose words or phrases whose meanings are similar to the underlined words, from the following list: difficulty, lively, surprising, interesting, ask for help, command, and plum.
This test requires that the students should know some meanings close to the listed words and understand sentences in their reading where the underlined words appear.
There is somewhat difficult vocabulary test, using a cloze test. Students find words that are needed to complete sentences.
“So I was full of___, full as I could be; and didn?t know what to do. At last I had an idea; and I said, …I?ll write the letter—and then see if I can ___ .?Why, it was___, the way I felt as light as a___, right straight off, and my troubles all gone.”[3]
Students are asked to fill the blanks by choosing from the following list: trouble, chance, belong to, pray, long, astonishing, stone, feather.
Studying affix, root, and suffix; paraphrasing, using multi-word “chunks” and using physical actions spontaneously while learning is potentially useful as a way of consolidating vocabulary. Teachers had better take great effort to help students consolidate vocabulary through adapting their methods. After all, consolidating vocabulary is the bridge linking the presenting new vocabulary and the developing vocabulary. If teachers tell students to consolidate vocabulary items effectively, they will benefit their students in the developing vocabulary building.
Chapter 4 Enlargement of Vocabulary
We have learned that the vocabulary size sways one?s language ability. It is a fact that students cannot learn all necessary vocabulary in class, owing to limitations of time. Therefore, besides presenting new vocabulary, teachers should help students to explore vocabulary learning strategies. The aim of this part is to explore the ways in which vocabulary can be enlarged.
4.1 Connect to-learn words with words already known.
Brainstorming association should be done. For example, students are given the word “faithfulness”.They can generate many words or phrases through brainstorming associations such as family, friend, marriage, love, trust, reliance, belief in friends, bonds, dog, dishonest, unfaithful. These words or phrase are closely related with the word “faithfulness”. Besides, teachers can ask students to part words through different orders:
Degree: stay→ walk→ run
General→ specific: animal→ insect→ spider.
The two methods are in terms of semantic theory that humans acquire words first and then, as the number of words increases, the mind is forced to set up systems which keep the words well-organized for retrieval.
4.2 Utilize words formation
The knowledge of word formation will allow students to accumulate their vocabulary more effectively. This method has been accepted by teachers. Besides introducing some basic affixes, such as in_, de_, pro_, teachers should present more derivative affixes for example: Port (carry): import, transportation
Form (shape): conform, deform, reform, transform
Teaching the knowledge of word formation should pervade the whole vocabulary teaching rather than at a while.
4.3 Utilize words pronunciation
A word has its own form, meaning and pronunciation. Therefore it is a method to enlarge vocabulary by pronunciation. Teachers can present some words that have some relationships in pronunciation. For example:
Silent letter words: bomb, climb, comb, lamb
The same cluster of consonants: bread, break, branch, brawn; street, strict, strong, strength Considering the position of pronunciation in enlarging vocabulary, generally speaking, teachers need to concentrate on the function of teaching vocabulary systemically.
The above discussions are on some methods of the presenting of new vocabulary, the ways of consolidation of vocabulary and the development of vocabulary building. Each part of these discussions, in addition to detailed consideration of a wide variety of methods can be tied to the teachers? responsibilities in their classes.
Conclusion
This paper is devoted to put forward an innovative and tentative methodology of vocabulary teaching in middle school. In this essay, some information concerned with the current issues of English vocabulary teaching in middle schools and some still-be-there problems in vocabulary teaching are illustrated. Teachers are suggested to choose proper ways to instruct words. The
methodology is presented, including new words teaching, consolidation and development of vocabulary via pronunciation, formation and sense of words.
This paper takes the idea that vocabulary teaching relies on cooperation between teachers and students. Teachers instruct students by some essential ways for vocabulary learning. And students find some suitable ways to get an extensive amount of vocabulary and good strategies to acquire new words. Of course, the purpose of English vocabulary teaching is to help students enhance the abilities for communication in English and acquire knowledge in the future. Also, there is one thing apparent is that words are impossible to acquire immediately. Instead, it is gained step by step over a long period of time and needs a lot of exposures to the object language. Thus, vocabulary learning will be conquered by patience and persistence.
Anyway, more and more methodologies of vocabulary teaching are worth exploring. Teachers are advised t o do hard and persistent work in order to inspire students? interest in English and help them learn English vocabulary well as expected.
Notes
[1] Wang Qiang. A Course in English Language Teaching. Beijing: High Education Press,
2000.p.118.
[2] Wang Songnian. Selected Reading in American Literature. Shanghai: Shanghai Jiao Tong
University Press, 2003.p.107.
[3] Ibid.p.107.
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