词汇学论文

构词的缩略法引言：在英语词汇学中，缩略法（abbreviation或shortening)是把词的音节省略或简化而产生新词的构词方法。

用这种构词法产生的单词有于结构简单、释义清楚、使用方便，已经成为现代英语重要的构词方法之一。

通过缩词法可以有效的帮助学生学习和记忆英语单词，因为各个语言都有简化的存在，运用缩略法构成的一个新词取代原来许多的词，使表达更加趋向简洁。

而在英语构词法的缩略法当中，有截短词、首字母缩略词、首字母拼音词和拼缀词。

本文对这些类型的缩略词将进行简单的解释。

关键词：截除首字母拼缀缩略法简要概括：不增减意义, 也不改变词义, 把词的音节加以省略或简化而产生的词统称为缩略词, 这种构词法称为缩略法。

随着社会的发展, 生活节奏的加快, 无论是讲话还是写文章都要求节省时间和篇幅, 缩略法正顺应了英语这种逐渐简化的趋势。

缩略法不是创造新词, 而是将原词缩短, 或将原来固定词组、复合词简略缩写而成缩略词。

英语中缩略词形式繁多, 如:cig (cigarette) , phone (telephone) , fridge (refrigerator) , daily (daily paper) 等等。

是将一个较长的词或短语缩短, 截去原来单词的一部分而使用剩下的部分构成的新词。

VOA (Voice of America) , IOC (International Olympic Committee) ,TV (Television) , ID (Identification card) 等等, 是运用首字母拼音法将社会组织、政治组织或特殊名词短语以及技术术语的名称的首字母结合起来构成的新词。

一、截短词截短词是截除原词的某一（或某些）音节或“截头去尾”的方法产生新词的构词方法。

在这其中，分为截除词尾、截除词首、截除首尾和截除词腰。

大约自18世纪, 英语中出现了截短词, 如笛福在《鲁滨逊漂流记》中用了though的截短形式。

词汇学论文词汇学是研究词汇的起源、形成、发展和使用规律的学科，是语言学的重要分支之一。

它通过对词汇的分类、形态、语义、语法等方面的研究，揭示了语言中词汇的丰富性和多样性。

本文将从词汇学的相关概念、研究方法、理论体系等方面进行论述，以期加深对词汇学的理解。

首先，词汇学是研究词汇的学科，那么什么是词汇？词汇是语言的基本单位，是由语言中具有意义的基本元素组成的。

词汇具有相对独立的语义和语法功能，是构成句子的基本要素。

词汇的研究不仅包括对单词的研究，还包括对词组、短语、句子等更复杂的语言单位的研究。

其次，词汇学的研究方法多样，常用的方法有实证研究和理论研究。

实证研究是通过观察、调查、实验等手段，收集和分析大量的语言数据，从而揭示出词汇的形态、语义和语法规律。

理论研究则是从理论的角度出发，对词汇进行归纳、总结和概括，通过建立理论模型来解释和描述词汇的现象。

词汇学的理论体系主要包括词汇分类、词汇形态、词汇语义和词汇语法等方面的理论。

词汇分类是根据词汇的不同特征将其进行划分，常用的分类方式有词性分类、词语类型分类等。

词汇形态研究探讨词汇的形态构成和变化规律，如词缀、派生、复合等。

词汇语义研究考察词汇的意义和词义关系，如同义词、反义词、上下位关系等。

词汇语法则是探究词汇在句子中的语法功能和关系，如主语、谓语、宾语等。

词汇学的研究不仅有助于我们深入了解语言的本质和结构，还对语言教学、语言翻译、语言习得等具有重要的指导意义。

词汇是语言运用的基础，提升词汇能力可以提高语言表达的准确性和流畅性。

在语言教学中，合理有效地组织和教授词汇知识可以帮助学生提高语言能力。

在语言翻译中，正确理解和运用词汇可以促使翻译更加准确地传达原文的意思。

在语言习得中，掌握词汇技巧可以帮助学习者扩展语言知识，提高自己的语言水平。

总之，词汇学作为语言学的重要分支，对于理解语言的结构和功能具有重要的意义。

通过对词汇的分类、形态、语义、语法等方面的研究，可以揭示词汇的丰富性和多样性。

Lexicology and My English StudyI. What Is Lexicology?The term lexicology was borrowed from the French word lexicology, which contains two morphemes: one is Greek lexicology, meaning ‘workbook’ or ‘vocabulary;’ the other is French logie, meaning ‘the study or science of.’ So the literal meaning of the term is ‘the science of words.’The term first appeared in the 1820s, though there were lexicologists in essence before the term was coined. Computational lexicology as a related field (in the same way that computational linguistics is related to linguistics) deals with the computational study of dictionaries and their contents. An allied science to lexicology is lexicography, which also studies words in relation with dictionaries – it is actually concerned with the inclusion of words in dictionaries and from that perspective with the whole lexicon. Therefore lexicography is the theory and practice of composing dictionaries. Sometimes lexicography is considered to be a part or a branch of lexicology, but the two disciplines should not be mistaken: only lexicologists who do write dictionaries are lexicographers. It is said that lexicography is the practical lexicology; it is practically oriented though it has its own theory, while the pure lexicology is mainly theoretical.Comprehensively speaking, lexicology is the branch of linguisticsconcerned with the study of the vocabulary of a given language. It deals with words, their origin, development, history, structure, meaning and application. In short, it is the study of the signification and application of words.Ⅱ. Aims and Significance of LexicologyThe aim of the term lexicology is to give a systematic description of the English vocabulary. Concretely speaking, English lexicology offers students an insight into the origin and development of the English vocabulary. It deals with meanings of Modern English words and their changes in the course of historical development. It discusses the problems of word-structure and word-formation in English, including the formation of new words which have appeared since the 1960s. It also it also studies the use of English words, phrases and idioms.The significance of lexicology for language learning is also evident. The term will help the learners to enlarge their vocabulary and improve their ability to analyze and use English words. For instance, the study of new words, synonyms, figures of speech, etc. will arouse the interest of the learners on the one hand, and enhance their ability to choose the correct and expressive words in writing and speech on the other hand.Language learning requires practice. Practice makes perfect. Without practice there would be no theory. English lexicology as a theory of Modern English may be useful in vocabulary study because it derivesfrom practice and should guide practice. Students will use the basic knowledge of English lexicology to understand the material already familiar to them from English classes, and apply it in their further study of English.Ⅲ. Language, Linguistics and LexicologyBriefly speaking, lexicology deals with words. Words are the foundation and core of language. We know that without words, there would be no language, while without language, there would be no linguistics. Therefore, words, that is, lexicology, language and linguistics are very closely interrelated with one another. Before studying lexicology, we should learn about what language is and what linguistics is.Ⅳ. The Connection of Lexicology with phonetics and grammar and stylistics1) With phonetics:Phonetics is the study and systematic classification of the sounds made in spoken utterance, that is, the study of speech sounds. It is closely related to lexicology.Without sound there is no word because every word is unity of sound and meaning.2) With grammar:V ocabulary and grammar are organically related to one another. In learning a language, attention to grammar is as important as attention tovocabulary. Joseph Stalin pointed out that the vocabulary is the building material of a language. The vocabulary of a language assumes tremendous importance when it comes under the control of grammar, which is concerned with the modification in front of words and the combination of words into sentences.3) With stylistics:Stylistics is “the study of optional variations in the sounds, forms, or vocabulary of a language as characteristic of different uses of language, different situations of use, or different literary typ es.” Lexicology studies stylistics variants on the basis of meanings of words and their changes: synonyms, antonyms, figures of speech, etc.Stylistics is concerned with language variety differing according to use rather than user. The same user may use different varieties for different purposes, different situations, in conversation with different people, to produce different effects. The same subject matter can be expressed in different styles.Ⅴ. Two Approaches of the study of LexicologyThere are two main approaches to the study of lexicology, that is, synchronic and diachronic.The term synchronic means describing a language as it exists at one point of time. The term diachronic means concerned with historical development of a language.A synchronic approach is an approach to the study of a language at one period of time, whereas a diachronic approach is an approach to the study of the change in a language that took place over a period of time. Ⅵ. The Division of the History of the EnglishThe history of the English language is divided into three periods.1) The period from 450 to 1150 is known as the Old English or Anglo-Saxon period. It is described as the period of full inflections, since during most of this period the case endings of the noun, the adjective, and the conjugation of the verb were not weakened.2) The period from 1150 to 1500 is known as the Middle English period. During this period the inflections, which had begun to break down towards the end of the Old English period, became greatly reduced, and it is known as the period of the leveled inflections.3) The period from 1500 to the present day is called the Modern English period. A large part of the original inflectional system has disappeared, and it is known as the period of lost inflections.Ⅶ. The Main Processes of English Word-formationThere are four main types of word-formation in English:1) Prefixation:Affixation includes prefixation and suffixation. Affixation is the morphological process whereby grammatical or lexical information is added to the base.Affixation has played an active part in the course of the development of the English language. It is not only an age-old, but also a productive method in English word-building.What is prefixation?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, e.g. dislike (dis + like).2) Suffixation: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, e.g. frankness (frank + ness)The primary function of prefixes is to effect a semantic modification of the base, and the chief function of suffixes is to change the word class of the base, although suffixes have only a small semantic role. Therefore suffixes may be classified into four categories according to the word class.3) Conversion:Conversion (or full conversion) is a main type of word-formation assigning the base to a different word class with no change of form. For example, the verb release is converted to the noun release.In the English language conversion is unusually prominent as a word-formation process. Of course, conversion, like other main types ofword-formation, is treat as a process now available for extending the lexical resources of the English language.There are two kinds of conversion: full conversion and partial conversion.4) Compounding：Compounding is a main type of word-formation adding one base to another, such that usually the one placed in front in some sense subcategorizes the one that follows, e.g. blackbird, etc.Compounding can occur not only in the three major word classes, nouns and, to lesser extent, adjectives, and, to least extent, verbs but also in other word classes: prepositions, such as into, within, by means of, instead of, etc. pronouns, such as each other, one another, anybody, someone, herself, itself, etc. and adverbs, such as headlong, somehow, somewhere, upside down, inside out, etc.A compound is a lexical until consisting of more than one base and functioning both grammatically and semantically as a single word. Compounds usually comprise two bases only, however internally complex each may be.Ⅷ. English IdiomsIdioms are very important and extremely interesting part of language. They are commonly used in all styles of language: informal and formal, spoken and written. If we can understand and use idioms correctly, ourlanguage skills increase constantly. One important problem our students have with idioms is how we understand them in our daily study.The best way to understand an idiom is to see it in context. Let us give an example below.If someone says: This ti n opener’s driving me round the bend! I think I’ll throw it away and get a new one. Then the context and common sense tells us that drive round the bend refers to something different from driving a car round a curve in the road. So the context points out that the tin opener is not working properly and that it’s having an effect on the person using it.Drive or send sb. round the bend is an idiom used as an informal style meaning ‘to make someone very bored or very angry.’Ⅸ. British and American EnglishGrammatical differences between British and American English are few. The more noticeable differences are phonetic and especially lexical. It does not seem likely that distinctions between British English and American English will become more extensive. On the contrary, as the modes of communication have improved, the tendency is towards uniformity and better understanding between the people of the two countries.But why does American English differ from British English?There are two reasons for this.Firstly, British English itself changed in the course of time. All languages change as time passes. English is no exception. That is why Chaucer’s English is different from Shakespeare’s English, and why Shakespeare’s English is different from contemporary Engli sh.Take the following English word borrowed from Latin and Greek for example.Such words as apparatus, complex, focus, maximum, minimum, series, etc. appeared in English only after the year 1600.In the past fifty years British English has adopted a great number of words that originated in American English.Words like cafeteria, highlight, hotrod, OK, etc. are example.Secondly, American English has acquired a character of its own. It reflects the growth, development and history of American society.In the earliest period a number of words denoting places, plants, animals, tools, and customs which existed in America were added to the English language, e.g.Hickory—a type of tree of North America which provides hard wood and bears nuts.Moose—a type of large deer, with very large flat horns, that lives in the northern pert of America.The above-mentioned words belong to American English and were borrowed from American Indian languages.After the American Independence a number of words related to institutions appeared, e.g. assembly, congress, president, representative, vice-president, etc.Strictly speaking, British English is the English spoken by the great majority of educated people in South and Southeast England, especially in London and its vicinity. BrE or BE is shot for British English. American English is General American spoken by the great majority of the American people. AmE or AE is short for American English.References:I.Chengzhang Lin﹠Shiping Liu An Introduction To EnglishLexicology, WuHan University Press FourthII.Wikipedia。

2021小学英语词汇教学论文（优选论文6篇）范文 词汇学习是英语学习的中心任务,离开了词汇,听,说,读,写,译这些语言技能将无法立足。

没有一定的词汇量,则无法运用我们所学的句法结构进行有效的交际。

下面是搜素整理的小学英语词汇教学论文，以供参考。

小学英语词汇教学论文第一篇：小学生英语词汇学习中思维导图的运用 摘要：目前,小学英语词汇教学存在成效不显着的问题,不少学生学了词汇后,不知词义,不会书写,不能发声。

思维导图将抽象的思维变成可画、可看、可循的轨迹图,打开了英语词汇教学改革的大门,是教师提高词汇教学效果行之有效的工具。

教师可参照我国学者贾彦德提出的同义义场、反义义场、语义场词汇的分类引导学生绘制思维导图,并在课堂教学中设置情境,在情境中赋予词汇具体意义。

关键词：思维导图;语义场; 词汇教学; 小学英语; 一、问题提出与现状分析 威尔金斯认为,“没有语法,表达甚微;没有词汇,表达为零”。

词汇在语言教学中具有极其重要的作用。

然而,实际上词汇就像是一头拦路虎,成为教师和学生心中共同的“痛”,教师苦于词汇难教,学生抱怨词汇难记。

笔者就小学英语词汇教学情况开展了问卷调查,数据统计发现,87%的教师认为学生在课堂中对所学词汇的掌握情况一般,3%的教师认为效果不好,仅有10%的教师认为学生掌握速度较快。

那么,学生识记词汇时面临的主要问题在什么地方呢85%的教师认为是词义学习,81%的教师认为是词汇拼写,75%的教师认为是词汇读音。

从以上数据可以看出,小学英语课堂中的词汇教学成效不显着,不少学生学了词汇后,不知词义,不会书写,不能发声。

究其原因,主要包括如下几个方面: 第一,学生学习主动性不强。

在问卷调查中,认为学生不愿意主动学词汇的教师占比高达88%,表明在课堂中学生学习词汇的主动性不强,对词汇学习缺乏兴趣,学习非常被动。

小学阶段的学生活泼、好动、可塑性强,这就需要教师找到符合学生天性的方法,充分激发出学生的学习兴趣,营造好学、乐学的学习氛围。

小学英语词汇教学论文六篇学校英语词汇教学论文范文11.1图片演示图片演示是最普遍的一种方法。

目前，《PEP学校英语》教材最大的特点就是在出示新单词时都配有图片，这样图文并茂，同学心眼合一，认知更加简洁，更加难忘。

而且这些图片基本上是卡通的，符合学校生的认知心理。

例如学习panda,cat,kangaroo,goat等这类单词时出示相应图片，鲜亮的颜色，可爱的卡通图画一下子就吸引了同学的留意力，充分调动了同学的学习乐观性，激发了学习爱好。

简笔画、挂图、插图，幻灯片等呈现课文情境，实际上就是把课文内容形象化，给同学留下深刻的印象，关心同学直接理解并运用所学的内容。

1.2实物演示英语课和其它课相比最大的特点就是能把实物带进课堂，把生活中的诸多真实生活实例经过细心预备搬进课堂，使同学觉得这不是正襟危坐的课堂，为营造轻松开心的课堂氛围埋下了伏笔。

单词教学可由实物来呈现其意思，例如教学食物、衣物、书刊、小玩具、文具等单词时可用实物来结合教学。

比如学习《PEP英语》6B中seed，soil，sprout，plant时，笔者事先将种子、土、幼苗和植物带进了教室，在教授新词时，先通过实物演示教会同学单词，再通过亲自种植等一系列活动向同学演示植物的种植过程，这样教学不但避开了单调枯燥的单词教学，还教会了同学植物的种植方法，真正做到寓教于乐。

2归类记忆法归类记忆法是将分散、零星的一些单词按不同类别划为一组进行系统记忆的方法，特别适合六班级同学在总复习阶段学习单词时运用。

例如：表示水果的单词apple,banana,pear,pineapple,lemon,strawberry,peach,mango等；表示食物类的单词：dumpling,sandwich,hamburger,bread,rice,milk等；表示交通工具的单词：car,bus,plane,sled,ship,subway,bike等。

这种方法使用很普遍，学校阶段大部分所学单词都可以像这样按类别进行归纳，如：方向，文具，生活用品，家庭成员，天气，颜色，时间，运动，人体各部位等。

On Word Formation★PrefaceLearn a language; you must learn pronunciation, grammar, vocabulary. Among the three factors, vocabulary has a very important role in your language-studying. A famous scholar Wilkins said” without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed.”He emphasized that in most cases, the vocabulary is more important than grammar. Another famous lexicologist McCarthy said, when a student learn the second language, no matter how well the student learns grammar, no matter how successfully he masters the seconds of a L2，without words to express a wide range of meanings, communication in that language cannot happen in any manful way.From these two examples and of course include many other cases that are not mentioned here now, we can conclude that if you don’t care vocabulary at all, it is impossible to learn a language in some way. What’s more, you cannot express your real feeling no matter you are happy, sad, fortune, or you are unlucky, because you don’t know what words you can say or you can write.Today, I will tell you what I had learned in this class. What I will teach you is “word formation”, why do I choose this topic to talk? Because in my opinion, if you know the word formation very well, you can remember and use the new words easily. Absolutely, it’s very helpful for your language studying.D on’t you think so?★SummaryEnglish vocabulary has several of Word-formation methods. But the three greatest word formation powers are affixation, compounding, and conversion. The other six kinds of word-formation methods include blending, clipping, acronymy, back-formation, sound reduplication, and communization of proper names.★KeywordsMorphemes, classifying, word-formation★ContextBefore talking about word formation, maybe we should know the morphological structure of English words first. So what we will discuss next is morphological structure of English words. It includes morphemes, morphs and allomorphs, classifying morphemes, identifying morphemes, morphemes and word-formation.☆morphemesTraditionally, words are usually treated as the basic and minimal units of a language to make sentence, which are combinations of words according to syntactic rules. Structurally, however, a word is not the smallest unit because many words can be separated into even smaller meaningful units. These minimal meaningful units are known as morphemes. In view of word-formation, the morpheme is seen as ‘thesmallest functioning unit in the composition of words’. Syn tactically, however, a morpheme is the minimal form of grammatical analysis.Morphemes are abstract units, which are realized in speech by discrete units known as morphs. They are actual spoken, minimal carriers of meaning.Morphemes vary in function. Accordingly, we can classify morphemes into several general categories:①Free versus Bound Morphemes ---- morphemes which are independent of other morphemes are free. These morphemes have complete meanings in themselves and can be used as free grammatical units in sentences. Morphemes which cannot occur as separate words are bound. They are so named because they are bound to other morphemes to form words or to perform a particular grammatical function.②Derivational versus Inflectional Morphemes ---- morphemes which are used to derive new words are known as derivational morphemes because when these morphemes are conjoined, new words are derived.③Content versus Grammatical Morphemes ---- On a semantic and syntactic basis, morphemes can fall into content and grammatical morphemes. Content morphemes are lexical morphemes which are used as we see above to derive new words, so also known as derivational morphemes.☆Morphemes and Word-formationWe know that words can be analyzed into morphemes, which are the minimal meaningful units in the composition of words. In word-formation formation, however, morphemes are conventionally labeled root, stem, base and affix.Affixes are forms that are attached to words or elements to modify meaning or function. Affixes are bound morphemes because none of them can stand as words in their own right. According to the functions of affixes, we can divide them into inflectional affixes and derivational affixes. Derivational and inflectional affixes are identical with derivational and inflectional morphemes. In view of their distribution in the formation of word, affixes can fall into prefix and suffix.Before we begin our actual discussion of word-building processes, there are some basic concepts that need clarifying:1.Root: a root is the basic form of a word which cannot be further analyzedwithout total loss of identity.2.Stem: a stem may consist of a single root morpheme or of two rootmorphemes. It can be a root morpheme plus one or more affixational morphemes.3.Base: a base is referred to a form to which affixes of any kind can be added. Itcan be a root or a stem.☆ Word FormationThe expansion of vocabulary in modern English depends chiefly on word formation. There is a variety of means being at work now. The most productive are affixation, compounding and conversion.⑴AffixationAffixation is generally defined as the formation of words by adding word-formingor derivational affixes to base. This process is also known as derivation, by which new words are derived from old or base forms. The words created in this way are called derivatives. According to the positions affixes occupy in words, affixation falls into two subcategories: prefixation and suffixation.Prefixation includes:Negative Prefixes (a-, dis- ,in-, non-, un-…)Reversative or Privative Prefixes (de-, dis-, un,…)Pejorative Prefixes (mal-, mis-, pseudo- …)Prefixes of Degree or Size (arch-, co-, extra-, hyper-, macro-, micro-, mini-, out-,over-, sub-, super-, sur-, ultra-, under- …) Prefixes of Orientation and Attitude (anti-, contra-, counter-, pro-…)Locative Prefixes ( fore-, inter-, intra-, super-, tele-, trans-…)Prefixes of Time and Order ( ex-, fore-, post-, pre-, re- …)Number Prefixes ( bi-, multi-, semi-,tri-,uni- …)Conversion Prefixes ( a-, be-, en- …)Miscellaneous Prefixes ( auto- , neo-, pan-, proto-, vice- …)Suffixation includes:Noun suffixes (denominal nouns, deverbal nouns, de-adjective nouns, non andadjective suffixes)Adjective suffixes (denominal suffixes, deverbal suffixes )Adverb suffixes (Omit example)Verb suffixes (Omit example)⑵CompoundingCompounding is the formation of new words by joining two or more bases. Wordsworth formed in this way are called compounds. Compounds can be written solid, hyphenated and open.1.Characteristics of compoundsCompounds have noticeable characteristics which may in most cases differentiate themselves from noun phrases in the following four aspects: Phonological features, semantic features, grammatical, orthographical features.2.Formation of compoundsCompounding can take place within any of the word class, but the productive ones are nouns and adjectives followed by verbs to a much lesser extent.Noun compounds, adjective compounds, verb compounds.⑶ConversionConversion is the formation of new words by converting words of one class to another class. Conversion is generally considered to be a derivational process whereby an item is adapted or converted to a new word class without the addition of an affix. Hence the name zero-derivation. Words produced by conversion are primarily nouns, adjectives, and verbs.Conversion to nouns (deverbal, de-adjectival, miscellaneous conversion )Conversion to verbs (denominal, de-adjectival, miscellaneous conversion )conversion to adjectives (voiceless to voiced consonant, initial to end stress)the other six means of word-formation includes:Blending, Clipping, Acronymy, Back-formation, Sound reduplication, Communization of proper names.Because the words limit, the six word-formation methods is not detailed introduced here. If you are interested in them, please refer to the lexicology. Annotation: 《英语词汇学教程》张伟友著，《词汇学学习指南》杨春慧著。

英语词汇学的论文怎么写[共5篇]第一篇：英语词汇学的论文怎么写英语词汇学的论文怎么写？英语词汇学习在英语词汇学习过程中，学习者要遵循第二语言习得的规律，掌握并灵活运用多种词汇学习策略。

可分为词汇表策略、语境策略、精加工策略、语义场策略。

一．词汇表策略（Word list strategy）词汇表策略一般为：一列是按字母顺序排列的英语单词，另一列是这些单词的汉语意思（等值词、同义词或近义词）。

有些学者认为，通过词汇表策略能够迅速且有效地学会大量的词汇。

然而，Gaims 和Redman 却指出，通过词汇表记忆词汇会阻碍对所记词汇进行充分地处理和系统地组织，因此就失去了有效的长时记忆的基础。

语言大师桂诗春教授也认为，词汇表策略既费时又费力，徒劳无功，因为这种做法不仅把外语的词语和母语的词语等同起来，而且把它从语言和语境中孤立出来。

二．语境策略（Context strategy）语境策略就是学习者通过上下文语言环境所提供的信息对出现在语境中的生词进行猜测，从而习得这个单词。

语境策略是目前比较流行的词汇学习策略之一，它不仅仅可以扩大词汇量，而且可以让学生了解有关目的语的文化知识。

但是，Channell(Carter &McCarthy ,1988:89)认为，音节认知和重音认知对学习者理解词汇起着非常重要的作用。

为了更好地理解词汇，学习新单词的方法应使学习者准确地内化和吸收新单词：即学会单个音标的发音、了解音节数、掌握重音位置。

从这一方面来看，运用语境策略学习词汇不能算是一个很好的方法。

三．精加工策略（Elaborative strategy）精加工策略是指通过对学习材料进行深入细致的分析、加工，理解其内在的深层意义并促进记忆的一种策略。

皮连生（1998）在《学与教的心理学》一书中也曾提到：“精细加工策略”（同“精加工策略”）指对学习材料作精细的加工活动，即通过在要记忆的材料上增加相关的信息来达到对新的材料记忆的学习方法。

2024年我国大学英语词汇教学论文一、大学英语词汇教学的现状目前，我国大学英语词汇教学主要采用传统的教学方法，即教师讲授、学生记忆。

在课堂上，教师会对词汇进行解释、举例，并要求学生课后背诵。

虽然这种方法在一定程度上能够帮助学生掌握词汇，但也存在很多问题。

首先，这种教学方法比较单调，缺乏趣味性，容易使学生失去学习的兴趣。

其次，学生只是机械地记忆词汇，缺乏实际应用的机会，很难真正掌握词汇的用法。

最后，传统的教学方法无法满足不同学生的个性化需求，有些学生可能觉得词汇量过大，无法承受，而有些学生则可能觉得词汇量不够，需要更多的拓展。

二、大学英语词汇教学的问题除了上述现状中存在的问题外，大学英语词汇教学还存在以下几个问题。

首先，词汇量与实际应用脱节。

很多学生在背诵词汇时，只是机械地记忆单词的拼写和意思，但对于单词的用法和语境并不了解。

这就导致了在实际应用中，学生无法准确运用所学词汇。

其次，缺乏语境教学。

语境是词汇学习的重要因素之一，但在传统的词汇教学中，教师往往只注重词汇本身的解释和举例，忽视了语境的作用。

学生在没有语境的情况下学习词汇，很难真正掌握其用法。

最后，词汇教学方法单一。

目前，大学英语词汇教学方法比较单一，缺乏多样性和创新性。

这种单一的教学方法无法满足不同学生的需求，也无法激发学生的学习兴趣和积极性。

三、大学英语词汇教学的改进策略针对以上问题，本文提出以下改进策略。

首先，加强词汇应用训练。

教师应该注重词汇的实际应用训练，让学生在语境中学习词汇，了解词汇的用法和语境。

同时，教师还可以通过组织小组讨论、写作等活动，为学生提供更多的实践机会，让学生在实际应用中巩固所学词汇。

其次，引入语境教学。

语境教学是一种有效的教学方法，可以帮助学生更好地掌握词汇。

在教学中，教师应该注重语境的创设，让学生在语境中学习词汇，了解词汇的用法和语境。

同时，教师还可以利用多媒体等教学工具，为学生创造更加真实的语境，提高词汇教学的效果。

初中英语词汇教学论文（汇总8篇）篇1：初中英语词汇教学论文曾经在学生中做过这样的调查：“学英语，你最怕的是什么？”各种各样的答案都有，有的说害怕语法，有的说害怕作文，有的说害怕听力，但答得最多的却是害怕背单词，尤其是新教材，原来的《英语教学大纲》中规定初中毕业的学生掌握800个左右的单词即可，现如今的《英语课程标准》则要求在1500个左右，在各个科目纷纷“减负”的同时，唯独英语学科在默默承受着“增压”的痛苦，于是就出现了“单词是基础，词汇是拦路虎，背单词真痛苦”的现象。

教学的过程是师生互动的过程，词汇教学也是如此，800个得教，1500个也得教，只是苦了学生，累了教师罢了。

要想让学生掌握好词汇，关键是让学生对英语产生兴趣，把背单词当作一种苦中作乐的事，而要做到这样，又是相当的不容易，除了学生自觉外，教师采用不同的教学方法来帮助调动学生的积极性，也是很重要的。

（一）针对词汇量多的问题，初步统计一下，每个话题的单词少则二三十个，多则五六十个，以前教的时候多是要求学生全部要掌握，胡子眉毛一把抓。

结果是有的学生接受得来，而有的学生一看那么多单词，实在是件痛苦的事，干脆就不背了，反正是死猪不怕开水烫，任你老师罚呗，他自有办法应付，这终究不是好办法。

现如今则稍作改变，要求四会的黑体单词，中下水平的学生要求掌握，至于学有余力的学生，就要求掌握黑体和三会的白体单词，打三角形的只需要了解就可以。

相信大多数老师和我的感受相差不多，对于800个变成1500个毫无心理准备。

以前词汇少时，一星期教一次单词和听写一次就行，如今每个话题单词少的也要分两次教，多的则要分为三次教才行，当然听写也随之水涨船高，次数增多了，不这样做学生根本接受不了。

（二）所谓的“教无定法，教有良法”说明白些，其实就是依据学生具体情况而选择适当的教学方法。

以下是我课堂教学中较为常用的方法。

1音标教学法：七年级英语刚入门时，教师在字母教学法中应该融入音标教学，可以要求学生学会制作音标卡，并要求他们背诵48个国际音素。

词汇学论文
词汇学论文是指对词汇学这门学科进行研究和探讨的学术论文。

词汇学是语言学的一个重要分支，研究词汇的起源、形态、结构、意义和用法等各个方面。

词汇是语言的基本单位，对于理解和分析语言的内部组织和功能具有重要意义。

在词汇学论文中，研究者通常会选择一个特定的词汇问题或主题，进行细致的分析和论证。

词汇学论文的写作通常会涵盖以下几个方面：
1. 引言：介绍研究的背景和目的，对研究的重要性进行概述，并提出研究问题和假设。

2. 文献综述：对前人在相关领域的研究进行综述，概述现有研究成果和发现，并分析其中的研究空白或争议。

3. 研究方法：描述研究的具体方法和步骤，包括数据收集、样本选择、分析方法等。

4. 结果与分析：根据研究数据和方法，对词汇问题进行分析和讨论，阐述研究的发现和结果。

5. 讨论与结论：综合分析词汇研究的结果，回答研究问题并讨论研究的意义和启示，并提出后续研究的方向和建议。

写作词汇学论文需要熟悉词汇学的基本理论和研究方法，并具
备相关的研究技巧和分析能力。

同时，严谨的逻辑思维和清晰的表达能力也是写好词汇学论文的关键。