初中英语词汇教学的误区及对策英语专业

初中英语词汇教学的误区及对策英语专业编号 090401118毕业论文（ 2013 届本科）题目：初中英语词汇教学的误区及对策学院：外国语学院专业：英语作者姓名：蒙新文指导教师：韩燕职称：讲师完成日期： 2013 年 5 月 25 日二○一三年五月河西学院本科生毕业论文（设计）诚信声明本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。

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作者签名：二O一三年五月二十五日On Problems and Strategies in English Vocabulary Teachingof Junior Middle SchoolMeng XinwenUnder the Supervision ofHan YanCollege of Foreign Languages and LiteratureHexi UniversityMay 2013ContentsAbstract(English) (i)Abstract(Chinese) ........................................................................................................ i i1.Introduction (6)2. Problems in Junior Middle School English Vocabulary Teaching (8)2.1 Teaching All Vocabulary Before Text Learning (8)2.2 Stressing All Vocabulary Without Any Focus (11)2.3 Demonstrating All The Usage of a Word in Class (12)2.4 Teaching Vocabulary in a Boring Way Without Context (14)3. Vocabulary Teaching Strategies in Junior Middle School (15)3.1 Visual Instruction (15)3.2 Situation Teaching (17)3.3 Context Teaching (19)3.4 Vocabulary Interpretation (20)3.5 Word-Building (21)3.6 Word Classification (21)4. Conclusion (23)References (24)Acknowledgements (25)AbstractVocabulary is the building material of language. Therefore, vocabulary study is one of the most important parts in any language learning and it plays a key role in language acquisition. However, students feel vocabulary learning is one of the difficult tasks, especially for middle school students. They learn vocabulary by Chinese. English teaching is indispensable to vocabulary teaching. According to the extension of social, science and technology and innovation. But in English teaching, vocabulary teaching is the most difficult problem has been plagued by teachers. Through vocabulary teaching for problem analysis. Put forward some effective vocabulary teaching strategies, By using these strategies effectively, junior students can promote their interests of English vocabulary learning and improve their vocabulary leaning efficiency.Key words: junior middle school English vocabulary teaching; problems；strategies中文摘要词汇是语言的建构材料，词汇学习是语言学习的重要组成部分，它对语言学习者语言能力的提高有着至关重要的作用。

然而，词汇学习是许多学生，尤其是中学生感到较困难的学习任务。

他们大多注重汉语意义并使用汉语拼音来帮助学习单词，忽视单词的拼写联系，重语义轻语法，。

与此同时，词汇教学也是英语教师在教学中较难处理的教学任务，教师在词汇教学中忽视学生主体地位，运用传统教学方法教授词汇且缺乏词汇教学策略。

因此，本文通过教师在初中英语词汇教学误区的分析，提出了一些应对策略，改善词汇教学，提高初中英语词汇教学的效率。

关键词：初中英语词汇教学；误区；对策1.IntroductionVocabulary is the basic element of language. Without it, language would no longer exist. Therefore, foreign language study is closely associated with vocabulary study. Through researches scholars have found that lexical problems frequently interfere with communication. And the second language learners generally hold the view that it is vocabulary, not grammar that hinders them from communication with others in the target language, with the reason that vocabulary carries the basic information they need to understand and express. In the thesis, it is viewed that learning English vocabulary makes great contributionto the improvement of English study; in order to improve students English level, qualified acquisition of the vocabulary is easy to wipe off the biggest obstacle in listening, speaking, reading and writing, which all depend on vocabulary largely. However, both learners and teachers have ignored vocabulary study for a long time, which results in slow progress in English learning. So the great importance of vocabulary in English study is pointed out, but vocabulary can’t be learned by rote.All languages have words. Language emerges first as words, both historically, and in terms of the way each of us learned our first and any subsequent languages. Experimental study of the acquisition of a second language has reported about the interrelationship of reading and vocabulary learning. Vocabulary is a key element in language learning because a wide productive vocabulary is essential in enhancing the four language skills. Reading specialists concur that vocabulary should be the focus in language instruction from the beginning stages.Chamot (1987) said that: “Vocabu lary teaching strategy refers to students take techniques, methods and meaningful actions in order to prompt study and memorize language and contexts information.” M. McCarthy (1990) indicates, “No matter how good one’s grammar is and how beautiful one’s p ronunciation is, but if one has no adequate vocabulary to express one’s own feelings or to understand others’ opinions, one still cannot communicate with others in this language”. Vocabulary is the most important one of the three major components that constitutes English language; it is the foundation of any kind of communication. However, vocabulary learning is the most difficult task in students’ study. It is, therefore, especially important to study vocabulary learning strategies and the teaching of vocabulary learning strategies. Because of poor communication, little knowledge, having a narrow range of the knowledge, inactive thinking and slow capacity to receive etc, the junior high students have worse interpersonal skills, understanding, memory, thinking ability and moveability etc, and these obstruct the efficiency of their English study. Because of their lack of necessary instruction and training, some of the junior high students have inappropriate method of English study and bad self-educated ability. The junior high students have more vulnerable psychological quality, particularly when they face the pressure of college entrance examination. These students are very sensitive to the success of English study. When they meet frustrate, this will influence their confidence in continues learning English well.Wen Qiufang (1996), believes that English language learning strategies include two subsystems一concepts and methods. When most of these students go to junior middle schools, they have to remember great quantities of vocabularies, phrases, sentences, but most students know nothing about a phonetic symbol, and they often pronounce vocabularies with the help of Chinese, and learn vocabularies by rote. When they are in Grade Seven, they can still cope with vocabularies, because of few contents and simple vocabularies. But along with the increment of the grade, the deepening of English content and the increase in vocabulary, the students feel that the memory of vocabulary has become the biggest obstacle in English study. Hence, they are disgusted with English study gradually. Even some students want to give up this subject. Therefore, there is necessity to re-study and instruct the students’ vocabulary memory and help the students set up confidence, control a method and overrun the difficult pass in vocabulary.The traditional English teaching method used in China is divided into two parts of the grammar teaching and vocabulary teaching. Class, teachers spend a lot of time on grammar and vocabulary; After class, students, especially middle school students, spend most of their time on practice and memorizing words. Holding the dictionary and reciting in alphabetical order back dictionary have even become one scene in many colleges and universities. The students who have learned English for years and memorized words more than five thousand, however, most of them still make mistakes and can’t express their ideas as clearlyas possible.2. Problems in Junior Middle School English Vocabulary TeachingVocabulary teaching is the teaching emphasis and difficulty in English, however, in the teaching process will often appear some problems. In general, these problems mainly display in the following respects.2.1 Teaching All Vocabulary Before Text LearningJunior middle school English teachers in China usually ask students to learn vocabulary lists in which words are isolated from the context. In one case, they let the students 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” mean “show”, “arrive” means “reach”. In another case, they try to get the students to associate each word with an image or an object; for example, they hold up a picture of a car and say “This is a car.” Both these teaching techniques imply that learning vocabulary means learning individual word one at a time. These two methods may save time and be fast-effective. However, the relationships between words are as important as the meaning of the word in iso lation: how “car” contrasts with “bus” and “truck”, and how it is related to “driver” and “engine” are as important as the word itself.Neglecting the study of the relationships in English vocabulary system might result in students’ slowness in comprehensi on and inappropriateness in exploiting the English words. Being taught in these ways without a change, students might have difficulty in working out the meanings of some words, such as “time” in the following three sentences:①She is near her time. (means “She would die soon.”)②The umpire called time. (means “The umpire called for a stop.”)③He 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:①The policies adopted by the Chinese Communist Party is beneficial.②My 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”).ii. Teach English words in one-to-one correspondence to Chinese words：Many English teachers tend to teach 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 teaching 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 development of students’ language competence. Especially in the elementary stage, 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 “with” for example. In the sentence of “I have milk for breakfast”, the word “milk” in Chinese culture refers to hot milk, because Chinese people are used to drink milk hot; while the word “milk” in the American culture refers to cold milk, because Americans never drink boiled milk as we Chinese do. This example shows us that the same word “milk” has different social meanings in 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 language one, but to learn the meaning relationship between “milk” and all other word s in English within the context of cultural life. Since most students learn vocabulary by depending on school education and they have so many problems, it’s easy to know that there are also some problems of vocabulary teaching. The first problem is that the teaching method is single and boring, and it is hard to interest or activate students. Many students say that their teachers are teacher-oriented and not considerate enough. Still even students have expressed their opinions, their teachers still maintain their teaching methods and make no c hanges to meet students’ needs. Ignore students’main body status. T eachers should develop students’intelligence in vocabulary teac hing, pay attention to students’ observation, memory, imagination, thinking and the cultivation of creative ability. However, the vocabulary rules should be summed up by the students in vocabulary teaching is done by their teachers. Teachers only pay attention to their own teach ing, and neglected the students’learning. In fact, the teacher should understand their own role and function. In the teaching process, teacher’s role is to guide, rather than dominate; students are the theme of the classroom. Teachers should guide students to sum up law by themselves. “To teach fishing is better than teach them to fish”. Only the students truly mastered the method, can they do get twice the result with half the effort in learning vocabulary. The second problem is that there are no priorities in vocabulary teaching. According to the collecting information, students complain that their teachers just ask them to learn all the words whether they are necessary to memorize or not. Students hope teachers pay attention to those words used very often in our daily life but not the complicated and long words that seldom used or seen. And it is really stressful and painstaking to memorize all. Moreover, teachers should not just teach the usage and meaning of vocabulary but also make comparisons and classifications, especially the synonyms, which are rather confusing teachers are lack of contact with student s’life. And the teachers, who come from the high grade, they command the English more, but they can’t acquaint themselves with the children’s psychological character and can’t command their interests. They use the ways that used in high grade to teach the children which make the children understand them difficultly and learning hard, what’s mor e, make the children losing interests in English learning or even boring the subject.Also there are some other problems: the transfer teachers can't understand English very well, and their pronunciations are lacking of standardization. Such a corps of teachers could not build up a contingent of high-caliber English talent. Besides, some teachers’ quality is also not high who treat the student bad or give the student corporal punishment, these interim measures against the students to grasp of English knowledge and improve the comprehensive standard.2.2Stressing All Vocabulary Without Any FocusSome English teachers treat all vocabulary equally. That is, they generally imply that students should be able to produce all vocabulary presented. But as is suggested by the linguists that words can be classified into receptive vocabulary and productive vocabulary according to the needs, language levels and professions of the learners. They point out that all speakers are able to recognize more words than they usually use on a productive level. Productive vocabulary is that utilized in everyday speech. Receptive vocabulary, on the other hand, although needed for comprehension, is not necessarily essential for production in speaking and writing. Teachers who do notice this fact ask students to concentrate equally on the acquisition of both receptive vocabulary and productive vocabulary. This method of vocabulary teaching adds much burden to students, and would cause them to become tired of vocabulary learning.2.3 Demonstrating All The Usage of a Word in ClassTeach students not only the vocabulary itself but also more information of words. Words are symbols and we use them as tools. But they also have histories that make them more than abstract symbols that are useful only for communication. If the students are truly interested in words, they will find some most interesting information as they dig into their histories. For example, many words in our English language come from the names of people. It is claimed that on August 6th, 1762, John Montague, the Fourth Earl of Sandwich, ordered cold, thick-sliced beef to be placed between two pieces of toasted bread. Thus was born the sandwich. (2) Another interesting way of studying the history of words is to associate words we use today with the ethnic groups that brought them to this country or with the American Indians. Some of the words we have borrowed from the American Indians include moose, raccoon, teepee and squash; from the French we obtained such words as café, menu, chauffeur and salon; the Spanish gave us indigo, vanilla, cigar and mosquito; also we have waltz, fatherland, kindergarten and poodle from German; and borrowed piano, bass, violin andopera from Italian.And words, like facts, are difficult to remember out of context. Remembering is greatly facilitated when you have a body of information with which to associate either a word or a fact. Students in senior middle school are generally much influenced by context and highly skilled at using it. And when they fail to make good use of context, they may go wildly wrong. Here, teachers’role is a guide who teaches the students what kind of words they can just guess the meaning in context and what kind of words they must consult the dictionary and master the usages of the words. In all, teachers in senior middle school should teach students to use context to help understanding and learning words properly.2.4 Teaching Vocabulary in a Boring Way Without ContextThe past English teaching is given priority to grammar and translation method. In recent years, it has injected great vitality for English teaching in China due to the introduction of foreign advanced teaching methods, especially the discourse teaching, the introduction of communicative approach and so on. But at the same time, it also appeared a “will be called” communication seems to English teaching, the phenomenon of “it will be called discourse”, all of a sudden from the traditional teaching of extreme to the other extreme, a neglect of vocabulary teaching. Many teachers have such a feeling: a few years ago some students oral English ability is poor in college, but the use of vocabulary and grammar knowledge on the accuracy than the students a lot better now, now the students entered the university can speak more fluent English, but its vocabulary and grammar to use more accuracy is low, especially in terms of written expression, they can only think of and use some simple words. It embodied in monotonous, boring words, lack of flexibility.Existing in the design of English teaching practice, nothing more than words and definitions corresponding to the following forms:1）Words and definitions corresponding; 2）Choose a word or phrase; 3）Multiple choice; 4）Fill in theblanks with comprehensive; 5）The comparison of synonyms or antonyms; 6）In Chinese-English translation practice. The topic quantity large is equivalent to the text in length of a few times. Whether these forms of exercise are helpful for students to learn knowledge of vocabulary acquisition, is worrying. Because the mastery of vocabulary must be through a lot of language practice to work, however, these exercises are basically accepting ability of practice (students are passive). This kind of passive training has little effect on training students’ practical application ability.Many teachers are only to teach the words appear on the textbooks in the classroom teaching, and do not contact the student’s life. This would not inspire the students’ thirst for knowledge, and also cannot reflect the principle of their aptitude. In vocabulary teaching process, teachers should be moderate to enlarge the vocabulary of some students interested, expand relevant extra-curricular content, and make appropriate prompts so that make students learn vocabulary become interesting. Last but not least is that the ways of evaluation cannot truly refle ct students’ real situation of vocabulary learning. Many teachers evaluate students by dictation, assigning written exercises or homework and giving examinations but seldom concern if students can use words correctly in writing and speaking. And that is one of the reasons of students' poor speaking and writing.Vocabulary teaching method is single. At present, teachers’method of teaching vocabulary is single, mostly use “teacher voice - students with reading vocabulary usage - the student - teacher head office to read and write memory”. This teaching method not only monotonous, passive, but also make students feel boring, boring, and it’s very easy to cause a vicious cycle, over time, will produce school-weary emotions in English.According to this situation, teachers should be actively improve their teaching methods, fully arouse the enthusiasm of students, thus improve students’ interest in learning vocabulary.3. Vocabulary Teaching Strategies in Junior Middle SchoolThe teacher using the menial method in traditional teaching of teaching vocabulary, it is bad for the students to learn the vocabulary to keep the students involving at most. It is necessary to adopt various teaching Strategies in class.3.1 Visual InstructionImage is an important means of visual aids. Junior middle school English teachers can through the vivid picture, vividly present vocabulary, so as to improve vocabulary teaching intuitive and interesting. At the same time, image teaching can greatly improve teaching effectiveness. In this process, the junior middle school English teac her can use pictures cultivate the students’ observation, imagination and creativity. For example, when the teachers are teaching words of stationery, they can put the object one by one in the front of the students, let them look and say because the eyes see the real help memory. The use of the picture can let students intuitive understanding of some difficult to imagine things, so that to achieve communicative effect. For example, in the teaching of animal words, first teachers can put the pictures on the blackboard, and then put the corresponding words beside pictures. In this way, not only the attention of students is greatly increased, but it is relatively easy for them to learn. In addition, with the development of modern education technology, video, projection, the use of multimedia courseware provides visual new feeling to the students, and help them to form a good pronunciation, intonation. Courseware can be used images from the static variable, deepen students’ understanding of the language and gasping of the context.In short, these image things can stimulate students’ interest, so that their attention is highly concentrated in the word, so they can understand the meaning, so as to improve the efficiency of learning.Real objects teaching method is a kind of method that the teachers use real objects to show the meaning of some vocabulary in teaching and learning. Real objects teaching can help teach vocabulary timely and student learning effectively. For the beginners, especially who don’t understand Englishcompletely; the use of real objects not only can focus the attention of students but let them join in learning English vocabulary. Real object teaching can stimulate the students interest and study motivation, let students have a deeper understanding of words meaning. Teachers in the process of intuitive teaching, first one is to know the advantages of intuitive method clearly, should not use complex forms to show vocabulary relationship with vocabulary. Only in this way can teachers ensure that the selected teaching aid is useful.Let’s take “classroom” as an example. When the teachers teach words about classroom, blackboard, desk, door, window, light, glass, chair, platform, they don’t need to think any kind of teaching method, just use the real objects that the students can see, touch and use every day in their daily life. In this way, not the teachers can teach more easily and fluently, but the students learn more vividly so that both of them can benefit a lot. Another example is when the teachers are teaching words of stationery, they can put the object one by one in the front of the students, let them look and say because the eyes see the real help memory. The use of the picture can let students intuitive understanding of some difficult to imagine things, so that to achieve communicative effect.In general, real objects presentation method is a very interesting and effective teaching method; it can be widely applied in English vocabulary teaching and learning especially for the beginners.3.2 Situation TeachingEnglish should be used for real communication in the classroom as much as possible. Teaching vocabulary by communication means teaching the new words through thinking with students about the things presented or happening in our daily lift, since real experience can deepen the impressions of things upon people, teaching by cementation have a great advantage that the new words presented in the conversation immediately become an active word which students can exploit freely and proper. [5] Fox example, look at the following conversation between a teacher and a student:Teacher: Do you enjoy yourself on the national day?Student: Yes!Teacher: What did you do on national day?Student: My father brought me to Peking and that is the first time I raveled by plane?Teacher: It is very exciting and pleasant?Student: Yes, yes. It’s very exciting and pleasant.From the communication, the students consciously of unconsciously feel the relation ship between “enjoy”, “the Nation day”, “go to Beijing (travel)” “exciting” and “pleasant”. An important point to note about the extracts above is that the vocabulary is presented in a context, not as isolated words. An appropriate context helps learners begin to understand the use of item as well as its basic meaning another advantage of teaching vocabulary in communication is that it can arouse the students’ motive and interest toward enlarging their size of vocabulary when students meet difficulty in communication, they will have the urge to consult the dictionary or ask for the help from the teacher or the other students and try to remember the word students want to express. So that next timInterest is the best teacher, language learning needs to depend on interest, especially to junior school students. If a student has no interest in learning English, maybe it is difficult for him to learn English well. In order to raise the students’ interest and let them maintain their attention, the author thinks games teaching can catch the students’ minds and abstract their attention, and then they can be interested in learning English. So the best way to learn English well is through games. Game is combination of a form of entertainment, knowledge and interest. It is also a kind of children prefer learning methods. Students are tired of the psychological words, hence often adopt flexible teaching in vocabulary teaching is very necessary. For example, when we teach body part, we can do the following game. Everybody moves your body. Nod your head andtouch your face. Touch your nose and close your eyes. Touch your ears and clap your hands. Raise your arms and look at your back. Touch your stomach and tap your foot. Sit down and move your legs. Another example is to review the words “Word Race” is adopted. It is a great vocabula ry revision game. First, the teacher divides the class into several teams. Two teams make up a competitive group. Then the teacher gives each team a big piece of poster paper asks them to stand in line. Next, asks the student at the front on each team to run to the poster paper and write a word which is learned in the unit. After she or he finishes, the next student goes on. Finally, the teacher compares the work between the groups, and chooses the winner. If one student cannot think of a word, she or he can leave a space, but the team with the most words at the end is the winner.Serious work is taking place in the context of a game. The games enliven the classroom atmosphere. Maybe some people will say that using games in the classroom can make a lot of noise and make the class difficult to organize, and this needs to depend on the teachers’ teaching artifice. We know that some skilled teachers can control their classes no matter how disordered the classes are. But for the green-hand teachers, they must spend more time learning how to organize their classes. We know teaching vocabulary is boring itself. Therefore, if the classes are lifeless, the students will be tedious and lose their interest in language learning. Thus, activating the ambience of classroom is very important Junior middle school student hobby is widely and they are easy to arouse enthusiasm. Therefore, English teachers should try to choose the more flexible teaching methods and let the students in learning words can have enough fresh according to the characteristics of the junior middle school students.For example: teaching the word “watch”, we can use English riddle to help students deepen the memory in the form of: I have a round face. I have no hand or foot but I can walk all day. I can tell you the time and wake you up in the morning. Do you know who I am? Then, let the students guess what it is a tool.In this fun form, not only is a good way to exercise the students’ English。