英语词汇教与学
English Vocabulary Teaching and Learning
Abstract
The studies of vocabulary acquisition and its related areas of lexical research it second language acquisition have been underestimated within the fields of language teaching and applied linguistics for long periods of time.
It goes round the vocabulary teaching. At the beginning, at the begining, the problem in current vocabulary teaching, the first one is vocabulary teaching discrete, importmant for them to encounter words and association, the second a large class hardly catch the attention of students. The third, the teacher keep the same acticity of students. The fourth is the imporper teaching methology. Then, the teaching strategy and three teaching strategies proposed For instance, discrimination strategy assists learners in accurately grasping the easily confused target words. Imaging strategy may help in building up powerful and visual memory links when words are translated from abstract into concrete. At last, give some advice about the teaching of vocabulary in future. Hope this advice has good use in vocabulary teaching in future.
Key Words：vocabulary teaching, teaching strategy, the second language learners
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内 容 摘 要
二语习得中的词汇研究曾经在很长一段时间内被人们所忽视。近年来，人们对这一问题进行了重新审视，研究发现，在词汇上出现的错误的确比在语法上出现的错误要多。从而意识到词汇教学与研究仍然在二语习得过程中发挥着至关重要的作用。
文章围绕词汇的教学展开，首先分析了当今我国大学英语词汇教学存在的一些问题，第一，词汇教学非常离散，第二，大班教学小班教学难吸引学生的注意力，第三，很难保持教学活跃程度的一致性，第四，还有一些不合适的词汇教学方法。接着论述几种词汇教学策略：辩别策略能够帮助学习者准确掌握容易混淆的词汇，想象策略能够帮助学习者变抽象为具体。最后，在词汇教学方面提出了一些探讨性的建议。希望这些探讨性的建议能在以后教学中起到一定的作用。
关键词：词汇教学；教学策略；第二语言学者
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Content
Abstract in English…………………………………..………………………………………….i Abstract in Chinese……………………………………….……………………………………ii Introduction ................................................................................................................................. 1 1. The Problems about Vocabulary Teaching ............................................................................. 2
1.1 Factors Affecting Vocabulary Acquisition ..................................................................... 3 1.2 Challenges ...................................................................................................................... 4 1.3 Attitudes of teachers Towards Vocabulary Teaching..................................................... 5 1.4 Improper Teaching Methodology about Vocabulary Teaching ..................................... 6
1.4.1 Single Word .......................................................................................................... 7 1.4.2 Target Words Given Directly Instead of Being Introduced Gradually ................ 8 1.4.3 Unfamiliarity with English Etymology ................................................................ 8 1.5 Lack of Resource Materials to Make Teaching of Vocabulary Interesting .................... 9 2. The Strategies for Vocabulary Learning ............................................................................... 10
2.1 The Teaching Methods .......................................................................................... 10 2.2 Discrimination Strategy ................................................................................................ 12 2.3 Imaging Strategy .......................................................................................................... 14 3. The Suggestions for the Teaching of Vocabulary in Future .................................................. 16
3.1 Having a Rang of Activity Types ................................................................................. 17 3.2 Making Comprehensive Teaching Plan ........................................................................ 18 3.3 Assisting in Developing Independent Learning Strategies........................................... 18 Conclusion ................................................................................................................................. 20 Notes .......................................................................................................................................... 21 Bibliography .............................................................................................................................. 21 Acknowledgment ....................................................................................... 错误！未定义书签。
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Introduction
Lexicology is a branch of linguistics, inquiring into the origins and meanings of words. English lexicology aims at investigating and studying the morphological structures of English words and word equivalents, their semantic structures, relations, historical development, formation and usages.
Vocabulary is a key to the language and of very importance to language learners. Vocabulary learning will accompany learners for lifelong. However, in the 20th century, people paid little attention to vocabulary teaching while grammar as the central element in language acquisition. The teaching and learning of vocabulary have been underestimated in the field of second language acquisition. Fortunately, at now, acquisition of vocabulary has been recognized a more important role, to be more specific, the central role in learning language
No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way (McCarthy, 1990: 23).
Knowing words is the key to understanding and being understood. The bulk of learning a new language consists of learning new words. Grammatical knowledge does not make for great proficiency in a language (Vermeer, 1992: 147).
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As the focus has been changed to vocabulary teaching, the classroom teachers are confronted with the challenge of how best to help students store and retrieve words in the target language. Most vocabulary teachers want their students to learn a great deal more than they can learn from the mere memorization of word lists. They want their students to learn to become excited about words to find words interesting and satisfying. A number of recent research studies have dealt with lexical problems (problems related to words). Through researches the scholars are finding that lexical problems frequently interfere with communication, namely, communication will break down when people do not use the right words. Therefore, developing a rich vocabulary is a top priority and an on-going challenge for both L1 and L2 acquisition. As language teachers, the “know-how” or strategy of vocabulary teaching and learning is thus, in great demand.
1. The Problems about Vocabulary Teaching
Generally speaking, language is learned for the communication, that is, vocabulary acquisition is a key component to successfully developing communication. Nevertheless, language learners’ vocabulary errors constitute most foreign language errors and both learners and native speakers as well regard vocabulary errors as the most serious and difficult obstacles to communication，as Widdowson said : “Native speakers can better understand
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