最新初中英语词汇教学探索-毕业论文

初中英语词汇教学调查分析论文初中英语词汇教学调查分析论文在日复一日的学习、工作生活中，大家都写过论文，肯定对各类论文都很熟悉吧，论文是学术界进行成果交流的工具。

那么，怎么去写论文呢？下面是店铺整理的初中英语词汇教学调查分析论文，欢迎大家分享。

初中英语词汇教学调查分析论文篇1一、前言“没有语法只能传递有限的信息，而没有词汇则什么也传达不了”，英国语言学家威尔金斯这样说道。

英语词汇在英语学习中非常重要，而当前初中英语词汇教学质量普遍不高，主要原因是现阶段的初中英语词汇教学方式过于单一，而通过多媒体信息技术的应用，有望增加英语词汇教学的灵活性，逐步提升初中学生的英语学习能力。

二、初中英语词汇教学中多媒体应用的现状首先，随着新课程的改革，初中英语的教学教材也逐渐转变为牛津教材，但是牛津教材相较于以往的教材来说大大增加了初中英语教材中词汇量，且也相应地增加了词汇的难度，为初中英语学习带来了困难；其次初中英语课堂教学方式过于单一也是初中英语课堂教学质量不高的重要原因。

在以往的英语词汇教学中主要利用录音机或教师口述等方式，学生跟着录音机或者教师口述进行朗读记忆，这种教学方式比较单一枯燥，不仅容易让学生失去对英语词汇学习的兴趣，而且教师并不能与学生产生良好的交流，从而就不能了解各个学生的对词汇的掌握程度，课堂效率达不到有效的提升，词汇部分薄弱成为初中英语教学的普遍现象。

三、初中英语词汇教学中多媒体应用前景教师在初中英语课堂中利用多媒体课件来进行词汇教学，可以促进计算机多媒体教学课堂的建立，这就要求初中英语教师要在完善自身英语教学知识的前提下不断提升自身的计算机技术应用水平，从而可以根据实际情况，在以往英语词汇教学的基础上，融入更丰富多样的计算机多媒体教学方式，从而促使英语词汇教学更加高效。

（一）多媒体技术可以为英语词汇教学增加素材英语词汇课堂教学过程中，运用多媒体技术可以用更加丰富多彩的音频资料代替教师单一的课程讲解、黑板板书等教学过程，从而在一定的教学时间内让学生接触到更多的词汇知识，也为学生后续的词汇练习、复习、教师矫正、讲解留下了充足的时间，从而增加英语课堂的容量，提高英语词汇教学的质量。

初中英语词汇教学探讨词汇是语言的三大要素之一，在语言学习中起着重要作用。

而且，语言习得都是从词汇开始的。

本文认为，搞好英语词汇学习对英语语法和听说读写的提高有举足轻重的意义，同时认为词汇学习对英语文化知识的提高也大有好处，而且还能帮助学习者发展智育，甚至影响他们的生活。

初中英语词汇教学是一个循序渐进的过程，教学中不但要注重词汇积累的数量，更应注重记忆的效率，做到逐层加深，建立一套记忆与应用、学习与提高的词汇记忆的方式。

老师要时刻关注学生对词汇掌握的情况，随时关心识记词汇效率差的学生，多利用课余时间进行指导、帮助和辅导。

一、词汇教学的重要性事实上，一个人词汇量的大小也在一定程度上表明这个人英语水平的高低。

由此可见词汇的重要性。

词汇是学生的最大的“拦路虎”，英语词汇不但数量大，而且非常活跃，随着人类社会不断地发展变化，语言也不断发生变化，其中词汇的变化最快、最明显。

主要表现在：（1）新词的不断出现。

如kickback(回扣)，hippie （嬉皮士）， special economic zone（经济特区），yumcha（饮茶），realwoman（淑女）等。

（2）旧词又增添了新义，一词多义的现象更加普遍。

如：runs on the board: successes; achievement. (口语)表示“榜上有名”。

又如：facility（功能：电子装置具有的具体能力或功能）， eyeball（观察）， cowboy（莽撞鬼/标新立异的人），catch you later!（再见！） clone（克隆/复制品）等。

（3）英语大量吸收了外来词。

如：elite（优秀的团体，精华，杰出的人物）是来自法语, kung-fu（中国功夫）来自汉语, judo（柔道）来自日语等。

二、帮助学生了解单词的学习内容和方法英语是一种拼音文字,读音和拼写有着必然的联系,掌握读音有利于掌握好拼写。

掌握单词的目的是为了运用,要运用,首先要了解词性、掌握词意,不了解词性、词意,何谈书面表达和阅读?在学习中,引导学生将词汇与句型相结合,遵循“识词于话语”的原则,同时引导学生运用猜词法、联想法、对比法等方法对词汇进行高效的记忆。

探索初中英语词汇教学【摘要】初中英语词汇教学在学生英语学习中具有重要意义，但目前存在一定的问题和挑战。

本文从探索初中英语词汇教学的重要性和现状入手，分析了该教学的目标、方法、策略以及实践案例。

通过研究发现，初中英语词汇教学应注重培养学生的词汇量、词汇应用能力和积极参与学习的能力。

采用多种教学方法和策略，比如词根词缀法、词汇记忆法和课外阅读等，促进学生的词汇学习。

通过实践案例的探讨，可以更好地了解探索初中英语词汇教学的实际效果和运用。

本文总结了初中英语词汇教学的启示和展望，为今后的教学工作提供了重要参考依据。

初中英语词汇教学的不断探索与创新将为学生的英语学习和提升语言能力带来更多的机会和挑战。

【关键词】初中英语词汇教学，重要性，现状，目标，方法，策略，实践案例，启示，展望1. 引言1.1 探索初中英语词汇教学的重要性探索初中英语词汇教学的重要性在于帮助学生建立起扎实的词汇基础，为他们今后的英语学习打下坚实的基础。

词汇是语言的基本单位，掌握了大量的词汇，学生才能够流利地表达自己的思想，准确理解他人的意图。

而初中阶段是学生学习英语词汇的重要时期，因为在这个阶段，学生的学习能力和记忆力都处于发育的关键期，他们能够比较轻松地吸收和掌握大量的词汇。

初中英语词汇教学的重要性还体现在提高学生的英语能力和应对各类英语考试的能力。

如今，英语已经成为全球通用的语言，掌握好英语对学生未来的学业和职业都具有重要意义。

通过系统的词汇教学，学生能够扩大词汇量，提高听说读写能力，从而更好地应对各类考试，提高综合英语水平。

探索初中英语词汇教学的重要性，对于学生的英语学习和未来发展具有重要意义，是教育工作者和家长们共同关注和努力的方向。

希望通过深入研究和实践，能够为初中英语词汇教学提供更好的指导和支持，让学生在未来的学习道路上更加成功和自信。

1.2 探索初中英语词汇教学的现状目前，初中英语词汇教学在我国教育系统中仍然存在着一些问题和挑战。

初中英语词汇教学的探索和体会源初中教师我于1994年从教，曾执教过两年高中英语。

那届新生在英语学习方面给我留下的印象是词汇较薄弱。

究其原因，一是现行中考试题中词汇考得较少，较易；二是与少数初中教师指导思想有关，他（她）们偏重选择，忽视文字表达，认为现在学生基础差，只要认识单词，会选就行了。

结果导致许多学生单词拼写不正确，错词、别词屡见不鲜，对词义的掌握只知其一，不知其二。

例如operate他们只知道“开刀、动手术”之意，完全不知道“操作”的原意，以致于大部分学生把operatethemachine译为“修机器”，甚至译为“给机器开刀”，而不译为“开机器”，对单词break也只知道“打破”之意，知道“休息”，“破晓”之意者寥寥无几，更不用说work还具有“运转”，“灵”之意。

有些学生对单词的识别还可以，但拼写时，则错误百出。

他们把parentpeasantpresentpleasant经常错写、误用，house或horse 常错写为hoursemonth或mother常错写为monther。

有的学生甚至连studyschool都写不正确，interest错写为insterest 或interist或intrest。

短短的一篇书面表达，有时满眼都是错别词。

这就给高中教学，特别是书面表达带来巨大的麻烦和困难。

所以我自从调到初中后，一直主张让学生过好词汇这一关。

词是语言的最基本单位，好比造房子的砖瓦。

语法好比房子的结构。

家中没有砖瓦，房子无从建起，肚中缺少词汇，又怎能遣词造句，与他人进行交际呢？这几年的英语教学中，我在尝试引导初中生过词汇关方面取得了较好的效果。

一、提前音标教学，防止两极分化音标教学在初中一年级的英语教学中占重要地位。

采取提前教学，集中突破的方式让学生掌握音标至少有以下好处：1.有利于减少学生在拼读记单词方面的困难，从而使学生学得主动，教师教得也主动。

2.有利于教师及早引导学生以音拼词，讲解读音规则。

学科教育论文初中英语单词教学探微语音、词汇和语法是英语教学的三大块，也是英语教学的基础。

英语教学是为了训练学生的听说读写能力和综合运用英语进行交际的能力。

语音、词汇和语法是交际的最基本单位，也是英语教学的基石。

笔者从英语单词教学中存在的误区和不良现状说起，阐述对初中英语单词教学的感悟和体会。

一、单词教学现状剖析1.过于重视单词教学。

在一些常态课上，一些教师过于强调单词教学，表现为课前预习单词、课上检查单词预习情况并默写、课后抄写单词N遍，带读、自读、讲解时都把单词放在首位，占据教学的大部分时间。

尤其在Reading教学中，单词量大又相对集中，有的教师就喜欢拿出一节课时间教学单词，上成单词专题课，遵循对每一个单词讲透、讲深、讲彻底的三讲原则。

一节课下来，教师似乎是单词研究专家，给学生上单词主题课，导致学生听得昏昏沉沉，笔记记了好几页。

但真正考究起来，这样的专题课毫无意义，且给学生造成“学英语就是学单词”的错感：提起预习，不要教师布置，学生就知道预习单词成为定势；提到复习，学生会立刻把课本翻到单词表等；教师课外作业，学生马上问：单词抄写多少遍？这样，学生学英语把单词看做英语的全部，忽视其他方面，造成英语学习的失衡。

2.过于轻视单词教学。

和过于注重单词教学相对的是过于轻视单词教学。

这表现在，课前布置预习，上课简单找学生读一读，课后写几遍，尤其对于教材每一单元的Grammar之后的单词，教师上课不问津，有时上完课，也不知道哪些是四会单词，哪些是新单词，带着“反正考试单词的形式填空也就那么15分，这15分就是1分不得，还有125分”的观点，引领学生走向单词教学的极端，久而久之，单词的困乏，造成英语学习的障碍，成为英语学习的拦路虎。

二、单词教学策略探究分析了当前英语教学的两大误区，那么，如何进行单词教学就是不可回避的问题。

在教学中，应走出两大误区，做到既不过于重视，又不过于轻视，采取行之有效的教学策略，实现单词教学效果的最优化。

浅谈初中英语的词汇教学摘要：要使词汇学习真正有成效，就必须在日常教学中加强对词汇学习策略的指导，并将这些策略训练有计划地渗透到课内外的教学之中。

那么作为初中英语教师怎样才能搞好英语词汇教学呢？笔者拟从研究初中英语词汇教学方法入手谈几点看法。

关键词：重要性词汇教学坚持在英语教学中有着举足轻重地位的要数英语教学中词汇教学，语言技能的形成离不开词汇的积累与运用，词汇量的大小，往往被认为是代表着一个语言学习者功底深厚与否。

在初中英语教学中，词汇的教学是一个重要组成部分，也是英语教学中的难点和重点。

词汇是语言的三要素之一，是语言的基本材料，离开词汇就无法表达思想。

没有足够的词汇就不能有效地进行听、说、读、写，就无法有效地用英语进行交际。

词汇是英语语言的基本组成部分，在初中英语教学中，词汇学习是非常重要的一个环节。

对于农村中学生来说，学习英语的困难很大，因为很多小学根本没有专职的英语老师，学生英语基础薄弱，许多学生进入初中以后才开始正式学习英语。

因此，学生在英语词汇学习方面还存在以下误区：第一，在读音方面，有相当一部分学生还用汉字或汉语拼音为英语单词注音，导致学生单词发音不准确。

第二，在单词拼写方面，学生不会通过读音和字母的关系来记忆单词，常常是死记硬背，记忆效率低。

第三，在单词运用方面，学生过分注意该单词所对应的汉语意思的记忆，不能灵活运用单词进行组句和对话。

如何让学生喜欢学词汇又能学好词汇呢？我认为，除了培养兴趣外，还要讲究学习方法。

以下是我在教学中尝试过的一些有益的方法：一、利用实物、图画、模型等直观的呈现单词直观的呈现多用于对名词的教学。

利用实物等进行教学有助于学生对事物形成直观感，从而在大脑中留下深刻的印象。

比如在讲解“apple”一词时，可以准备几个苹果，告诉学生“this is an apple”，同时可以讲解“two apples”。

教师可以把所带的实物作为小奖品奖励给那些能快速记忆并运用单词的学生，从而进一步激发学生学习兴趣，提高课堂教学的趣味性。

初中英语词汇论文初中英语词汇是研究英语的基础，对于学生的英语能力发展起着重要的作用。

本文将讨论初中英语词汇的重要性，以及如何有效地研究和掌握这些词汇。

1. 为什么初中英语词汇重要？初中英语课程中的词汇是建立英语基础的关键要素。

掌握大量的英语词汇有助于学生理解和运用英语的能力。

以下是初中英语词汇的重要性：- 加强听力能力：通过掌握更多的词汇，学生能够更好地理解英语听力材料，提高听力技巧。

- 提升阅读理解：较丰富的词汇量使学生能够更快、更准确地读懂英语文章和故事，提高阅读理解能力。

- 提高写作能力：掌握更多的词汇让学生在写作时能够更准确地表达自己的意思，使作文更加具有表达力和丰富性。

- 提升口语表达：扩展词汇量可以帮助学生更自信地与他人进行英语交流，提高口语表达能力。

2. 有效研究初中英语词汇的方法掌握初中英语词汇需要一定的研究方法和技巧。

以下是一些有效的研究方法：- 单词记忆：使用不同的研究方式，如闪卡法、联想法、网络研究工具等，帮助记忆和巩固词汇。

- 词汇积累：定期复已学过的词汇，并逐步增加新词汇的积累。

- 多读多练：阅读英语文章、故事和小说，进行口头练、写作等，加深对词汇的理解和运用。

- 背诵句型：掌握常用的英语句型和短语，有助于对词汇的正确使用和记忆。

- 创造语境：通过创造真实的语言环境，在实际情境中使用词汇，加深对词汇的理解和运用能力。

3. 注意事项在研究初中英语词汇时，还需要注意以下事项：- 划分优先级：根据具体研究需求和课程安排，合理划分词汇的优先级，有计划地进行研究。

- 多角度研究：通过听、说、读、写等多种方式全方位研究词汇，提高词汇的综合运用能力。

- 反复复：长期记忆需要反复巩固，定期复已学过的词汇，保持记忆的持久性。

- 多样化练：进行听力、口语、阅读和写作等各种形式的练，培养词汇在不同技能上的运用能力。

通过有效的研究方法和坚持不懈的练，初中学生可以逐渐扩大自己的词汇量，提高英语水平。

初中英语词汇教学论文4篇-初中英语论文-教育论文——文章均为WORD文档，下载后可直接编辑使用亦可打印——第一篇:初中英语学困生词汇学习策略一、初中英语学困生词汇学习的现状（一）初中英语学困生对于词汇学习的观念在初中学生中普遍存在着将词汇放在文章中记忆的现象，对死记硬背的学习方式极为不认同，这也就是说在这一点上，英语学优生和学困生并没有存在很大的差异。

这也就说明学优生和学困生在英语词汇学习的认识上并没有很大的差异，都很重视。

（二）缺乏元认知策略在英语教材中选择出了12个英语词汇进行调查，发现英语词汇特困生不常用到的词语就达到了9个，他们会对重点词语特别重视，体现出选择性注意的特点。

学困生英语词汇水平低主要是因为学困生严重缺乏自我的管理和监督，换句话说也就是学困生中严重缺乏对于元认知策略的认识，并不会对英语词汇进行反复的回顾和体会。

（三）缺少认知策略在初中生中对于英语的学习最普遍的是进行反复的练习，以求能够熟练掌握住英语词汇的用法；在英语学习的过程中，还普遍存在着联系上下文学习的方法和死记硬背的方法，也有不少的学生使用查字典的方法进行学习，这就与学优生之间存在较大的区别了，学优生普遍是通过进行阅读大量的英语文章，来提高自己的英语词汇量和词汇应用水平，在此基础上再进行大量的练习，会达到事半功倍的效果。

二、提高初中英语学困生词汇学习水平的策略（一）对英语学困生的自我反思和调控能力进行培养在学困生进行英语学习的过程中，要注意对学困生的反思能力进行培养以提高学生进行问题思考的能力，并对英语词汇进行描述，以加快学困生对于英语单词的理解力。

反思是在大脑中形成一种思维的方式，对问题采取较为严谨的态度，属于解决问题时的特殊方式。

在培养学困生自我控制能力的过程中，需要先提高学困生的英语学习积极性和兴趣，只有这样才能提高英语学习的有效性，老师在日常教学活动中，要注意观察学生所感兴趣的事情，并将其充分的应用到初中英语的教学中。

【标题】初中英语词汇教学技巧【作者】龚燕【关键词】词汇；教学；技巧【指导老师】蔡洪【专业】英语【正文】I. IntroductionThe 21st century is dominated by science, technology and education. The word changes every day. Economic globalization and international exchanges are increasing constantly. Foreign language, especially English, has become and will continue to be an important tool of international communication. Besides, China has joined the WTO and succeeded in bidding to host World Exposition, which mean English will be used more and more widely in China. Therefore, English teaching will undertake arduous tasks. Nowadays, some English teachers spend most of the time in teaching pronunciation, grammar and some other skills, but ignore the importance of vocabulary teaching. Vocabulary, like pronunciation and grammar, is an elementary building block for a language. Many linguists have pointed out that vocabulary is the foundation of language learning. During the course of English teaching and learning, vocabulary teaching and learning is one of the vital parts. English Curriculum Standard of Ordinary Junior Middle School points out, the junior middle students must master 1600 words before their graduation. It is no doubt that the demand is a big challenge for students. Therefore, how to teach vocabulary scientifically is a big problem. This paper intends to focus on the importance of vocabulary teaching in junior middle schools, and point the main problems of students’ vocabulary learning, and offer some scientific teaching techniques for junior middle school teachers. II. The Importance of Vocabulary Teaching in Junior Middle SchoolsAs one of the three basic language units (sound, word, grammar), word is essential to communication. Wilkins stated:“ Without grammar very littl e can be conveyed, without vocabulary nothing can be conveyed.”1 When you spend most of your time learning grammar, your English will not improve very much. However, you will make much progress with your English if you learn more words and expressions. As words are the basic and core part of communication, which directly influences one's ability of listening, speaking, reading, writing and translating. So only after mastering enough vocabulary can you possibly understand what others say and what others write, and can you express your thought fluently and communicate with otherssuccessfully. In fact, the difficulties in communication often result from insufficient vocabulary. Hubbard believes that the most important factor influencing understanding and using the language is vocabulary.2 Allen writes in his book, Techniques in Teaching Vocabulary, “experienced ESL or EFL teachers of English know very well how important vocabulary is.”3 They know students must be taught thousands of words that native English speakers and writers use. Fortunately, most teachers and students now agree that accumulation of vocabulary is essential.Students in junior middle schools are mostly English beginners. Whether an English teacher in junior middle school can follow scientific methods in teaching vocabulary or not directly has a good or bad influence on students. If his methods are suitable for students, he could arouse their interest in English and help them build up a solid foundation for future language learning, whereas if teachers’ methods aren’t suitable for students, it might add more difficulties for students in English learning and make them feel bored.Therefore, a scientific method in English vocabulary teaching is of great importance. All English teachers in junior middle schools should bear this in mind because vocabulary is the base for English learning. It should be understood that vocabulary teaching is one of the most important parts in the whole procedure of English teaching.III. Some Symptoms of Poor Vocabulary Learning in Junior Middle Schools A. Studying Words Out of ContextMiddle school students in China usually learn vocabulary lists in which words are isolated from the context. They pick out all the new words in the text, list them on a paper, and consult the dictionary for the Chinese or English meanings; for example, “display” means“show”,“arrive” means “reach”. This learning method implies that learning vocabulary means learning individual word one at a time. It may be fast-effective. However, the relationships between words are as important as the meaning of the word in isolation: how “display” contrasts with“play”; how “arrive” compares with“arrival”.Studying English vocabulary in isolation might result in students’ slowness in comprehension and s tudents’ inappropriateness in exploiting the English words. Studying English words in this way without a change, students might have difficulty in working out the meanings of some words, such as “time” in the following three sentences:① She is near her ti me. (means “She would die soon.”)② The umpire called time.(means “The umpire called for a stop.”)③ He is in the time of his life.(means “The days he is experiencing are very enjoyable.”)And many Chinese middle school students often make such sentences as:① The policies adopted by the Chinese Communist Party is beneficial.② 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 proper use of “beneficial”(which should “be beneficial for” people) and“bad”(which should be changed into “poor”). The reason why students can’t use words in appropriateness is that they learn vocabulary in isolation, not from the context. In order to help students learn words effectively, teachers have to adopt scientific methods in teaching vocabulary.B. Learning English Words in One-to-One Correspondence to Chinese Words Many students tend to learn English words in one-to-one correspondence to Chinese words; for example, English “glass” is“玻璃” in Chinese, English “cup” is“茶杯” in Chinese, and so on. This traditional translation learning 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 developmen t of students’ language competence, especially in the elementary stage. So 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. Let’s take the word“dragon” for example. The Eastern Dragon, which is called “龙” in China may be a completely different creature from the Western one. The East seemed to value dragons for their magic and beauty. Dragons are held with high respect by the people in the East. However, this view is drastically changed in the West, where dragons are viewed as monsters. This example shows us that the same word “dragon” has different social meanings i n 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 mother tongue, but to learn the implications of the words in English within the cultural background. C. Neglecting the Cooperation of Sense OrgansAccording to the experiments of linguists, an average English learner will remember a new word better and make it become more active one if he observes, reads, hears, and writes as well as recites it. But students seem to be unaware of this rule so that there are few students who can remember vocabulary in a short time. On the one hand, they treat the new words as if they were telephone numbers. They read the new words letter by letter without observing the pronunciation rules. For example, when they read the word “classroom”, they do it in this way:“c-l-a-s-s-r-o-o-m, classroom” instead of“cl[kl]-a[a:]-ss[s]-r[r]-oo[u:]-m[m], classroom”. This kind of method adds more difficulty in memorizing new words. On the other hand, if the teachers do not ask students to notice the key parts of the new words, they will meet much difficulty when remembering them; for example, when a teacher teaches the word “mouth”and “month”, if he asks the students to pay attention to the key partsof these two words, and to underline “ou” in“mouth” with[au] above it and underline “on” in“month” with/?n/ above it, students would remember these two words easily without a mistake. But many middle school English teachers do not see the advantage of concentrating on key parts, and they arbitrarily require students to write down the word mechanically with the false belief that the more you write down, the better you can remember it. Finally, most students do not cooperate the functions of eyes, ears, mouth and hands when memorizing new words.Generally, a new word would well turn into an active one in students’ minds after at least three stages: The first stage is known as forming an acoustic link. In other words students are able to link the pronunciation to the word when they hear it in a conversation. The second stage is probably forming a usual link. That is to say, when students come across this word in reading materials, they can understand it. The third stage is more difficult to achieve but very important. It is to form mental image of the word. In other words, they can choose and use the English word freely and accurately in speaking and writing as if they were native speakers as well. Most students can only achieve the first and second stages but never reach the third stage partly due to their poor cooperation of the sense organs.IV. Techniques of Teaching Junior School Students to Learn Vocabulary A. Using the Direct Method to Teach VocabularyAs the middle school students are young, their imagination is not very strong, so teachers ought to teach some words with the help of the objects. The English textbooks of middle school have a large number of words and phrases. When teaching a foreign language, if the teacher uses a direct means to teach a word, he can make the students understand it at once at the sight of the real object.1. Using Visual Objects(1) Classroom objects: In the vocabulary teaching, teachers should use real objects to show word meanings as possible as they can. For example, when teaching the word “wall, desk, blackboard, door, etc”, teachers can point to the real object in the classroom and say, “this is a wall(desk, blackboard and door).” Then teachers ask,“what is this (that)?” Students will answer these questions correctly according to what they have heard and seen just now.(2) Labels: In the classroom, the door might be a sign saying CLASS TWO. Above the blackboard might be a sign saying STUDY HARD. The class timetable might be given in English. Using visual objects can help students form mental image of the word quickly.2. Using PicturesIf a teacher draws a stick figure on the blackboard with funny features, the students will be interested in it. It's very easy for a teacher to go on his teaching in this way. When talking about likes and dislikes for food, the teacher can make a list of food on the blackboard. Beside each kind offood, there is a stick picture. I think it will be greatly helpful for the students to understand the meaning of the words. Therefore, we shouldn't ignore the important functions of pictures. A teacher can collect some stars' posters and bring them to school. It's quite easier for teachers to teach new words about sports and musi c with stars’ posters.3. Using GesturesGestures may be used to convey the meanings of some words. Certain descriptive adjectives, suchas “tall”,“thin”,“fat”,“happy”, and“sad”, can lend themselves to gestures. For example, when you teach thewords “short”,“tall”,“fat”,“thin”, a teacher can ask two students to stand in front, one is fat, and the other is thin. Then the teacher can describe two students' characteristics like this: There are two boys standing in front of our class, One is fat, but he is short; the other is thin but tall. Movements can also be used to teach prepositions of place. When teaching the prepositions “on”“under” and“behind”, teachers can use the following movements: the book is on the table, the pencil is on the book, the book is under the pencil and now the pencil is behind the book. Besides, action verbs can also be acted out. When teaching the verbs “eat”“drink” and“read”, teachers can adopt actions of eating, drinking and reading. It won’t be difficult for students to understand the meaning of these verbs.B. Teaching English Vocabulary according to Spelling RulesIn vocabulary teaching, we can get down to the sound and form of the word at first. They are the foundation of the word and the first essential factor to distinguish one word from another. By using certain methods, the students will master the basic rule of pronunciation and spelling, and study words regularly and correctly. First of all, language is a tool for communication, so learners need to pronounce the words accurately. As we know, words are made up of one or more separately pronounced parts, called syllables. If we know what the separate parts of any single word are, we will be able to pronounce this word correctly and to understand how it is pronounced and built, otherwise it is very difficult for us to remember it, for most words are made up of several letters and the arrangement order can be easily confused. Thus teachers should tell students to memorize new words depending on their pronunciation.1. Analogizing the Words with the Same SyllableThe pronunciation of every word almost corresponds with its spelling, for example, look at the following two lists of words:① old, cold, hold, whole, so[ ?u ]② smart, artist, mark, garden[a: ]In list ① the l etter “o” in the five words are all pronounced as[?u]; and in list ② the letter combination“ar” in the four words are pronounced as [a:]. If students have noticed this relationship betweenEnglish pronunciation and spelling, it would be more simple for students to pronounce and memorize the new words. But with a long history of development and variation, and with the influence by other languages, the spelling of English words don’t always observe this rule; for example, the letter “u” is pronounced differ ently in the following words: Uncle[?], until[?], full[u], music[ju:], truth[u:]. In another case, with the influence of American accent, the word “clerk[ klɑ:k]” is also pronounced as [ kl?k]. Therefore, it’s necessary for students to summarize pronunciation rules in learning vocabulary.2. Changing Consonants in the Same WordHaving taught one word, teachers can let students practice by changing the consonant of the word. For example, turn the consonant “b” in the word of “book” to other consonants, suc h as “c”(cook) or“l”(look) and so on. Learning words with this method can cultivate students’ spelling ability.C. Applying the Word-Formation Knowledge to Teaching VocabularyDennis Keen stated: “One of the most effective methods of vocabulary building is to study the parts of a word which give clues to the meaning of whole words, and then to make sure the rough or literal definition you form makes sense in relation to what you are reading.”4 Students need to know facts about word formation and how to memorize the vocabulary according to their word formation. It is a very useful way to remember new words. There are three basic word-formation forms.1. Enlarging Students’ Vocabulary by Using Roots of English Words“A root is the base form of a word that exp resses its essential meaning, a meaning that never changes, even though affixes may be added at the beginning of a word or at the end of a word.”5 Generally, it carries the main component of meaning in a word. So when the students have learnt the root of the word, it is easier for students to learn other forms about this word and it is also easier to enlarge their vocabulary. For example, having taught the word “use”, teachers can say that“useful” comesform “use”. It means“of use”. Teacher also can say t hat theword “useless” comes from the word“use”. It means“of no use” or “not useful”. By breaking the word down into meaningful parts, students can often form a rough definition or make a reasonable guess at the meaning of a word.2. Enlarging Students’ Vocabulary by Analysing the Prefixes “Prefixation is a main type of word-formation putting a prefix in front of the base, sometimes with, but more usually without a change of word class.”6① negative prefixes: dis-, non-, un-. Forinstance, “dislike” mea ns “not to like”;“nonempty” means“not empty”;“unfriendly” means“not friendly”;② prefixes of degree or size: mini-, super-, under-. For example, “minidress” means“a very short dress”;“superstar” means“an unusually famous and popularperformer”;“undereducated” means“not normally or adequately educated”; ③ prefixes of time and order: fore-, re-. For example, “foretell” means“tell before happening”;“reconsider” means “consider again”;④ number prefixes: bi-, multi-, semi-. For example, “bilateral” means “between or concerning twoparties”;“multilingualism” means“the use of or the ability to use several languages”;“semicircle” means“half a circle”.3. Enlarging Students’ Vocabulary by Analysing the Suffixes “Suffixation is a main type of word-formation, putting a suffix after the base, sometimes without, but more usually with a change of word class.”7① Noun suffixes:-er, -hood, -ese, -ist, -tion. For example, “worker” means“a person who works”,“childhood” means “condition of being a child”,“Chinese” means“a person from China”,“pianist” means“a person who plays the piano with skill”,“collection” means“the act of collecting”.② Verb suffixes: -fy, -ize, -en. For instance, “beautify” means“to make beautiful”,“apologize” means“to make an apology”,“darken” means “to make dark”.③ Adverb suffixes:-ly, -wards. For instance, “badly” means“to a serious degree”,“forwards” means “towards the front”.④ Adjectivesuffixed: -able, -al, -ful, -y. For example, “acceptable”means “that can be allowed”,“national” means“of anation”,“careful” means“showing attention todetails”,“rainy” means“having a lot of rain”.D. Teaching English Vocabulary by Means of the Associative MemoryThe associative memory palys an important role in the vocabulary teaching. It can arouse students’ interest and enlarge their vocabulary. Therefore, it’s very necessary for teachers to teach some words or phrases which are relative to the word.1. Introducing New Words with Its Antonyms and SynonymsIntroducing new words with synonyms and antonyms out of context or in context can help students understand the meanings of the new words.(1) Synonyms and antonyms out of context:① A synonym of“fast” is“rapidly”. What is the synonymof “rapidly”?② The opposite of“big” is“little”. What is the oppositeof “little”?(2) Synonyms and antonyms in sentence context:Use the new word in sentences that contain an antonym or contrary expression:① It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair, we hadeverything before us, we were all going direct to Heaven, we were all going direct the other way…(Ch. Dickens, A Tale of Two Cities)8② This meat is tough. I can only eat tender meat.Use the new word in sentences that contain a synonym or equivalent expression:① John was exhausted. His brother, to o, was extremely tired.② Mary, why are you talking so fast? The Chinese don’t understand you when you speak so quickly.2. Introducing New Words with Hyponymy“Hyponymy includes the upper term and the lower term. The upper term is called the superordinate while the lower term is called the hyponym.”9 When students are learning one word, teachers can tell the word’s hyponym or superordinate to enlarge students’ vocabulary. For example, after learning the word of “sheep”, teachers can tell students that the word “sheep” is the superordinate term while the words “lamb”(youngsheep), “ewe”(femal sheep), “ram”(uncastrated male sheep), etc. are hyponyms. Therefore, students can be good at memorying these words.E. Teaching Vocabulary with the Help of Cultural BackgroundMany years ago, a Chinese man showed a photo of his wife to some American visitors. Out of courtesy, they all said,“She is very beautiful.” Also out of courtesy, the man replied with what he would have done in Chinese under the circumstance,“Where! Where!” Quite taken aback, nobody said anything for a moment, until the most ingenious one among the visitors, taking another look at the photo, said ,“Oh, everywhere!” This funny story is a good example to suggest that words or expressions we use are under the culture. How to avoid students being in such trouble is quite necessary for teachers. Therefore, English teachers should teach students vocabulary with the knowledge of culture background.Taking an example, “uncle” in English means all male rel atives which belong to father’s generation. But in Chinese, this word has several equivalents, such as “叔叔”、“伯伯”、“姑父”、“姨夫”、“舅舅”and so on. “Aunt” means wives of these that mentioned above. Taking the word “dog” as an example, to Chinese, the dog does not ca rry the same associations as it does to English speaking people. The dog is considered to be derogatory in Chinese, for example,“癞皮狗”、“丧家之犬”、“走狗”、“狗头军师” etc, are often used to describe disgusting people. But dog in English, especially in proverbs, is a commendatory term.With the knowledge of culture background, teachers can help students remember vocabulary easily. For example, when teaching the word “NEWS”, teacher can tell the students how this word came into being. It is said that, “NEWS” originated fr om the first letter of the fourdirections---N(nouth), E(east), W(west) and S(south)---indicating that news comes from and spreads to all over the world. Take another example,when students come across such sentence as “It’s raining cats and dogs.” Then if the teacher knows the culture background of this idiom, the students would feel it interesting and not so strange. Legend said that there is a gale within the cat’s tail, so the cat is considered as a symbol of the strong wind; and a wise man named Odin usually carried with him a wolf and a dog with him to prompt the farmers that the rainstorm was coming.So “rains cats and dogs” means“rains heavily”.With the knowledge of the cultural background of the vocabulary, teacher can make vocabulary teaching more vivid, interesting and impressive. At the same time, it will also improve students’ communicative competence.F. Teaching Vocabulary in ContextThe same word can have various meanings in different context. To convey the meaning of a new word exactly, it is better to present the word in the sentence. There are at least three advantages of teaching vocabulary in context: Firstly, guessing the meaning of a word in context forces the learner to develop strategies, such as anticipating and inference, which become increasingly profitable in learning progresses because they instill an attitude of self-reliance that is the hallmark of proficiency. Secondly, systematically meeting new words in context proves the fact that words are indeed used in discourse for purposes of communication. Finally, sentences provide an indication of the way the words are used. All these factors may contribute to a learner’s autonomy to learn English. For example, when teaching the word “water”, the teacher can use gestures, such as drinking water, watering the flower. Students must be familiar with these gestures. Then the teacher can present the following sentences.(1) I’m very thirsty. I want to drink some water.(2) The flowers are dry. I must water them everyday.(3) There is some water in the bottle. We can drink it.From sentences (1) and (3) students can know “water” means“水”. From sentence (2) they can know “water” means“浇水”. Through these simple sentences they can easily know the different usage of theword “water”.The following passage is another example: “Mary is a very diligent student. She gets up very early every morning. She reads a lot of books and studies very hard. This year she gets the school prize. ”From the above passage students can set up a relationshipamong “diligent”,“early”,“read books” and“study hard”, and then they can guess the meaning of “diligent”. If there isn’t context, any vocabulary will be meaningless.When teaching some words that play an important role in our communication, teachers can create different situations as well, such as shopping, asking the way, invitation, seeing the doctor. After practice, students’ oral English will be developed and their interest in learning English will be stimulated. Of course, teaching vocabulary in context, teachers must make good preparations before classand teachers had better give lectures in English, such as giving instructions, asking questions and maintaining principles. Through these methods of vocabulary teaching, teachers can not only help students to understand the exact meaning of a new word, but enable them to have an idea about the group of words that often appear in harmony.Vocabulary learning is a long and continuous process. Vocabulary that students learned from class are limited, so teachers should encourage students to read more after class. Reading can open one’s eyes and enlarge knowledge. Vocabulary that students have learned in class can be consolidated through reading. Teachers can provide some reading materials that are suitable for students as well. Students can also learn vocabulary through TV and radio. Therefore it’s necessary to encourage students to learn actively after class.V. ConclusionLike any other modern languages, English vocabulary develops continuously with the devel opment of society and science. It’s vital for English learners to enlarge their vocabulary. Therefore, one of the aims of teaching vocabulary is to enlarge students’ vocabulary, i.e. to increase the number of words and phrases, which the students can understand and use. Of course if English teachers want to teach vocabulary well, they must try to search some more useful methods in vocabulary teaching to help students to overcome their difficulties. The English teacher must also accept new information and accumulate experience in the practice of vocabulary teaching.。