下载文档原格式
提高初中英语词汇教学的有效性abstract：efficient input of vocabulary results in output of language to a large extent. most teachers just let students remember words， but do not teach them how to remember. it cannot be effective in helping students understand and correctly use words if the analyses of the words are ignored. what’s worse， mechanical repetition will just make students lose interests and confidence in learning english. this thesis makes a detailed analysis of current situation of vocabulary teaching， and therefore puts forward some strategies like intuitional teaching and interactive teaching， teaching of pronunciation and spelling rules，words expansion in logic notes， and the use of diagrams，to help students understand and use the words. only to improve the effectiveness of vocabulary teaching in junior middle schools to help students learn english.key words：junior； vocabulary teaching； strategies；effectivenessintroductionfor most teachers， they just read the new words and corresponding chinese， and then let students to repeat and spell words. only in this way may let students lose interestsand confidence in learning english.this thesis makes a brief introduction of problems of students in vocabulary learning， and applies some strategies through consulting theories of books and journals to make effective vocabulary teaching.1 problems of students in vocabulary learningin junior middle schools， english words become more and longer， and it is difficult for students to effectively remember words through mechanical repetition. however， some teachers don’t pay much attention to vocabulary teaching，thus there exist problems of current vocabulary teaching results.firstly， most students’ pronunciation and spelling is incorrect with most words. each time testing words spelling after the completion of a unit， just 30-40 words， only few of them can correctly spell， almost 50% of them wrongly spell half of the words.secondly， most students don’t have the ability to recognize changed words. for example， students know the word take，but the word has to be changed in some occasion： changing into takes （singular third-person）， took （past tense or past participle）， taking （present participle）， in theseoccasions， students can’t recognize them， let alone the understanding of meaning.thirdly， most students have short memory for vocabulary. even if they pass the test， after ten days， test them words of the same unit， only to find that students who can correctly spell half of the words are less than 1/3 of the all.last but not least， most students can’t use the word correctly. most students can’t distinguish the various parts of speech in english words and will make ridiculous or incomprehensible sentences.2 strategies to improve vocabulary teaching2.1 cultivating interestsfirst， teachers should make use of intuitional teaching. using objects or pictures properly can stimulate student’s interests to observe things in life and pay attention to the english expression of an object or a concept.i. to make induction ： when talking about stationary such as pen， pencil， ruler， eraser， pencil case， pencil sharpener and so on， teachers can use pictures to raise student’s interests to directly describe things using english words instead of telling them corresponding chinese. similarly， it also works in furniture， sports， vegetable，fruit， animal，color， musical instrument， whether condition and so on.ii. to make a comparison： cup and bottle are both means “a container” and have same corresponding chinese. if teachers don’t make a comparison， students easily tend to make a wrong use. however， cup is usually with a handle，so it is necessary to use objects or pictures to stress the difference.iii. to use ballads： teachers can use ballad to help students to remember related word. basic vocabulary without inner rules is difficult for students to remember， so teachers can string them together into ballad， such as seven days in a week， for example：monday， tuesday， wednesday；thursday， friday， saturday；sunday， sunday， sunday！second， teachers should take advantage of interactive teaching. first step， a teacher can speak out the new words and make the appropriate action， let student guess the meaning； and then after some remembering excises， let students listen to orders and make the corresponding action in the way of group activities or the whole class to testwhether they have mastered or not. as nation says，“combining arrangement activities can be used as vocabulary learning exercises.”（nation， 1979： 102）. for example：teaching prepositions： with the help of two or three students， stand in a line or in a row， a teacher can make active explain the words of direction like “behind”，“ between”，“ among”，“ next to”，“ in front of”，“ in the front of” and so on.2.2 correct teaching of pronunciationfirstly， teachers can let students make pronunciation through observing. when teaching international phonetic alphabet （ipa）， teachers can let every student to prepare a piece of mirror for observing the place of articulation and the shape of mouth. for example， from[ɑ：]， [?]， [?]， [e]，[i] to [i：]， the shape of the mouth is from round to flat. most teachers like to teach whole phonetics in one or two classes， however， the result is not so good. we should teach and correct pronunciation at any time through the review of learned words in primary school in the teaching process， thus students can be easier to accept and master. teachers should especially correct the following phonetic alphabet：i. correct students to pronounce full vowels instead ofblurring.ii.when pronouncing [s] and [z]， one should not touch the tip of the tongue； whilepronuncing [θ] and [?]， one should touch the tip of the tongue.iii. let students pay attention to the shape of the mouth when pronouncing [t?] [d?] [tr] [dr].iv. when pronouncing [v]， one should bite lower lip； while pronouncing [w]， one should make the mouth like a circle and do not bite lip.v. let students feel the place of articulation of [n] and [?].vi. let students notice the pronunciation of [?]. for example， in the word “ruler” [‘ru：l?]，[?] should make a sound； while in the word “rule” [ru：l]， [?] should not make a sound， just make the tip of the tongue withstand the palate.secondly， teachers should teach students the pronunciation rules.i. in stressed syllable which letters are combined in the way like “consonant + vowel （a， i， o） + consonant + e”，the vowel has its own sound. for example， the word “make”just has one stressed syllable and in line with the letter combination， so the letter “a” sounds [ei]；in word “bike”，the letter “i” sounds [ai]； in word “home”， the letter “o” sounds [?u].ii. in general， in stressed syllable， vowel letter or letter combination has long sounds. while in unstressed syllable， it has short sounds. for example， letter combination “ar” in word “car”（[kɑ：]） sound [ɑ：]；in word “collar”（[‘k?l?]） sounds [?].iii. special pronunciation should especially emphasize. sometimes letter combination has long sounds， and sometimes has short sounds. so teachers should let students to pay attention to summarize. for example， letter combination “oo”sounds [u：]， but in the word “look”，“good”，“foot”，“book” and “wood” sounds short vowel [u]； in the word “blood” and “flood” sounds [?].2.3 effective teaching of spellingteachers should give students more scientific ways to lead them to remember the newwords. the first one is spelling rules.i. to divide a word into syllables. each syllable has a vowel phoneme. for example， theword “family” has three syllables.ii. to remember spelling by the pronunciation. for example，when the word has thevowel[?u]， its letter combination may be “o”（go， host，phone， cold），“ow”（know， show， low， flow） or “oa”（boat， coat， goal）.iii. realizing compound words. for example，pencil-sharpener， pencil-case.iv. keeping prefixes and suffixes in mind. for example，prefix（il-， ir-， im-， un-， mis-， dis- ，pre-， ex- ，re-， tele-， uni-， bi- tri-）； suffix（-er， -eer， -or，-ess， -ize， -en， -fy， -ful， -ous， -less）the second one is logic notes when having effective word expansion. notes are the main ways to help students keep new knowledge and to review. so teachers should offer logic notes to help students to memorize. a word has changes in parts of speech and grammar structure. teachers can list words in this way as follows：i. parts of speech：v.（vt./vi.）--- n. （c.n./u.n.）--- adj. --- adv. for example：（an） actor/actress （c.n.）act （vi.）— action （c.n.）activity （u.n.）—active （adj.）—actively （adv.）ii. grammar structure：verb---past tense---past participle---present participle. for example：begin – began – begun – beginning2.4 proper teaching of meaningwhen teaching antonym， teachers can use diagrams to help students to understand the meaning. for example：conclusionthis thesis introduces correct teaching of pronunciation through observing by a mirror， focuses on the logic notes in word expansion and pays attention to test whether the students have mastered the word or not in order to make a review or go on teaching new words.in order to get maximum effectiveness in vocabulary teaching， teachers should continuously makeself-improvement of skills in teaching english vocabulary，and accordingly use various ways to help students to remember the new words instead of being restricted by one or two means. references：[1]i. s. p. nation. teaching and learning vocabulary.beijing： foreign language teaching and research press， 1979.[2]norbert schmitt. “vocabulary learning strategies” in vocabulary： description， acquisition and pedagogy. shanghai：[3]shanghai foreign language education press， 2002.[4]shen yinzhen. multiculturalism and its relationship to the teaching of modern english. hangzhou： zhejiang university press， 2005.[5]胡壮麟.《语言学教程》.北京：北京大学出版社，2010.[6]王宗炎.《语言学和语言的应用》.上海：上海外语教育出版社，1998.[7]周秋宏.初中英语词汇教学反思.《教育与管理》，2011（12）：126-127.作者简介：王娟，女，山东省潍坊，重庆师范大学2012级外国语学院硕士研究生，专业：翻译硕士，方向：笔译。
浅析如何提高初中英语词汇教学的有效性作者：高文富来源：《新课程·教师》2014年第12期摘要：英语的三大要素包括词汇、语音、语法，而词汇又是英语教学的一个重点。
通过分析初中英语教学中如何有效地提高词汇教学的方法，帮助学生更快、更准地掌握和理解单词的意思和用法，从而有效地提高初中英语教学质量。
关键词：初中英语；词汇教学；有效性在初中英语教学中，如何有效地完成词汇教学任务，是中学英语教师的首要任务。
那么教师在英语教学中是怎样进行词汇教学，使学生可以快速、准确地掌握英语单词呢？一、初中英语教学中利用构词法进行教学如果一个单词是由前缀、词根以及后缀构成的，那么这种词就叫做派生词。
遇到这类型单词时，教师可以先引导学生分析单词的前后缀的意义以及语法功能，学生掌握了前后缀的意义后再结合词根的意思来推测新单词的意思。
这样学生不仅快速地记住了单词的意思，还能扩充自己的词汇量。
比如，在学习“agreement”这个新单词时，教师可以先让学生分析agree（同意）的意思以及词性（动词），学生做出正确回答后，教师再讲解ment作为一个名词后缀，加在动词后面就将原来的动词变成了名词。
通过讲解，学生很快地掌握了单词agreement的意思和词性，这时教师可以及时地对一些具有相同用法的后缀进行归纳，像tion，er，or等，不仅可以帮助学生加深对这些词缀含义的运用，还能让学生根据词根的含义对新单词的意思做出正确的猜测。
二、初中英语教学中将词汇和具体语境结合起来展开教学词汇只有在上下文语境中才可以将具体意思表达清楚，如果词汇离开了具体的语境，那么这些单词就会变得比较生硬和呆板，失去了单词原有的活力。
比如man这个单词，汉语意思是“男人”，在英语中既可以指丈夫、官兵等，又可以泛指整个人类。
所以初中英语教师在进行词汇教学时，要引导学生结合具体语境来判断单词的具体意义和用法，从而帮助学生更好地掌握和理解词汇，有效地学习英语单词。
谈如何提高初中英语词汇教学的有效性摘要：英语课堂是新课程实施的主要阵地，是开启和展示学生智慧的核心场所。
在英语学习中，词汇是重头戏，词汇是英语学习的基础，在一定程度上决定着学生英语水平的高低。
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，词汇教学的成败决定了外语教学的成败。
本文就目前英语词汇教学中存在的非常普遍的问题，分析其存在的原因，阐述了教师要抓词汇教学重点，注意词汇教学方式多样化，多方面实施相应的词汇教学策略，从而提高词汇教学的有效性。
关键词：词汇教学；问题；有效性；对策众所周知，要学会一种语言，词汇是关键，词汇是语言的三要素(语音、词汇、语法)之一，是语言大厦的砖和瓦。
一定的词汇量是听、说、读、写等语言实践活动的基础，掌握一定数量的词汇有助于提高口语表达能力，是提高英语听力、阅读和写作的基础。
一个人掌握词汇量的多寡和牢固与否，直接影响他的语言表达能力，影响他思想表达的丰富与准确程度。
但是有些学生因记不住词汇而失去了学习英语的兴趣，在英语学习的过程中慢慢掉队，或干脆放弃了英语学习，由此可见词汇教学的重要性。
在新课程背景下如何进行有效的词汇教学更是迫在眉睫。
一、英语词汇教学存在的问题及原因问题一：重视均衡发展，忽视重点突出在教学If she goes to a different school, I won’t see my best friend.时,一位上课教师通过幻灯片引出本堂课所有的生词，并花了大量时间进行朗读，对每一个词汇一一进行了造句，费了半节课的时间，显然，后面给学生操练对话的时间就不够了。
外研版新教材的显著特点就是词汇量加大，这无疑给词汇教学提出了新的挑战。
英语教学大纲对每个模块的单词都作了具体的要求，主要从听、说、读、写四个方面做出不同等级的要求，有的教师在处理词汇时往往平均分配力量，没有依据大纲的要求，而是对每个单词都同等对待，都“一古脑儿”地传授给学生，没有明确地告诉学生哪些单词只要求能听懂，哪些单词要求能听、说、读，哪一些是最重要的，要求听、说、读、写都行，这样无疑给学生的学习增加了难度，加重了学生的负担，结果造成重点不突出，学生记忆负担过重。
初中英语词汇教学存在的问题与改进对策1. 引言1.1 背景介绍初中英语词汇教学是英语学习中的重要环节，对学生的英语学习起着至关重要的作用。
在实际的教学中，我们也会发现一些问题存在。
词汇教学方式单一，往往只是简单地通过背诵来记忆单词，缺乏趣味性和实际应用性。
学生面对大量的单词，记忆起来难度较大，容易忘记。
词汇教学缺乏实践应用环境，学生很难将所学的词汇运用到实际交流中。
我们需要思考如何提升词汇教学的有效性和趣味性，以更好地帮助学生掌握词汇。
在接下来的我们将重点探讨词汇教学方式单一、缺乏趣味性的教学方法、学生记忆难度大、缺乏实践应用环境等问题，并提出相应的改进对策。
通过这些对策的实施，我们可以有效提升词汇教学的质量，帮助学生更好地掌握词汇。
在我们将强调改进词汇教学的重要性，并展望未来词汇教学的发展方向，为词汇教学的持续改进提供方向和动力。
1.2 存在问题在初中英语词汇教学中，存在着许多问题需要引起我们的重视和思考。
词汇教学方式单一是一个突出的问题。
传统的词汇教学往往是通过背诵单词表或者通过填空、选择题等方式进行的，这种方式简单枯燥，难以激发学生学习的兴趣和积极性。
缺乏趣味性的教学方法也是一个亟待解决的问题。
学生在学习词汇时往往感到枯燥无味，缺乏乐趣，导致学习效果不佳。
学生记忆难度大也是一个普遍存在的问题。
英语词汇种类繁多，拼写、发音多变，学生往往难以记住和运用。
缺乏实践应用环境也是影响词汇教学效果的因素之一。
学生往往难以在课堂外的实际环境中应用所学的词汇，导致记忆遗忘。
如何提升词汇教学的质量和效果成为当前亟需解决的问题。
在正确认识问题的基础上，制定有效的对策是关键。
2. 正文2.1 词汇教学方式单一By diversifying the teaching methods, students are more likely to stay motivated and interested in learning new words. This can ultimately lead to better retention and application of the vocabulary in different contexts. It is important for educators to continuously explore and implement innovative teaching strategies to make vocabulary learning a more effective and enjoyable process for students.2.2 缺乏趣味性的教学方法One of the problems in current middle school English vocabulary teaching is the lack of interesting teaching methods. Many teachers tend to rely on traditional methods such as rote memorization and repetitive drills, which can be boring anduninspiring for students. As a result, students may become disengaged and lose motivation to learn new words.2.3 学生记忆难度大One of the key issues in teaching vocabulary to middle school students is the difficulty students face in remembering new words. This challenge arises from the sheer volume of vocabulary that students are expected to learn, as well as the lack of effective strategies for retention.2.4 缺乏实践应用环境缺乏实践应用环境是当前初中英语词汇教学存在的一个重要问题。
Teachinginnovation 教学创新Cutting Edge Education 教育前沿 147初中生英语词汇记忆存在的问题及指导策略文/喻彦婷摘要：初中英语词汇教学中，教师需要制定出完善教学法，为带动学生英语知识高效学习做好准备。
学生实际进行初中英语词汇记忆过程中存在相应问题，对所学习英语词汇知识内容并没有产生浓厚的兴趣和欲望。
教师对英语词汇教学进行稳定构建，激发学生英语词汇知识学习主动性过程中，保证学生知识学习效果得以全面提高。
对初中英语词汇进行完善教学，让学生看到英语词汇知识学习实际力量情况下，也拥有了学习的良好指引。
关键词：初中生；英语词汇记忆；存在问题；指导策略教师对初中英语教学模式实行合理的规划，让学生在感受到英语知识学习力量的背景下，也拥有学习的良好认知。
教师对初中英语词汇教学模式进行更新，让学生的英语词汇学习十分合理。
从现阶段初中英语词汇记忆存在的问题入手，为学生的英语词汇知识记忆提供良好的教学指导，教师让学生对初中英语知识学习产生准确认识情况下，也会更好的领略到英语词汇学习的力量。
教师需要对现阶段初中英语词汇记忆中存在的问题进行详细阐释，制定完善的词汇记忆指导下，让学生英语知识学习更加合理。
1 初中生英语词汇记忆存在的问题现阶段，初中英语词汇知识学习过程中存在了相应问题，这对于学生的发展和成长产生了直接性影响。
教师需要对英语词汇记忆过程中存在的问题进行详细阐释。
第一，学生面对英语词汇记忆过程中，并没有产生浓厚兴趣。
所形成的英语词汇知识学习效果不是十分明显，对学生的英语知识学习存在了很大的阻碍。
学生不能跟上教师英语词汇教学的步伐，所形成的英语教学情境和模式比较落后，并不能从根本上带动学生英语词汇知识记忆发展和进步。
教师所彰显出教学能量不够充足，难以引发学生对英语词汇知识准确记忆。
第二，教师针对学生英语词汇知识内容重点规划指导情况下，所展现出的教学手段和形式比较单一。
