英语词汇学期末论文
英语词汇学期末论文
英语词汇学期末论文题目：浅析英语词汇巧记法专业：英语班级：13级3班学号：201313010309姓名：黄旷静完成时间：2015年1月14号浅析英语词汇巧记法摘要：词汇是英语学习的基础，没有足够的词汇量就不可能高水平的掌握英语这门外语，而浩瀚的词汇海洋让很多人望而生畏。
尽管花费了大量时间精力去背，记忆的效果却差强人意，原因就在于没有使用科学的方法记忆词汇。
其实，世间万物都是有规律性的，英语单词的组词与构词方法也有规律，了解了它的规律有利于我们有效甚至高效学习英语单词。
为了提高单词记忆的效率，本文从不同方面介绍几种记忆方法。
关键词：词汇科学记忆规律效率一．读音记忆法1.拼读法英语是拼音文字，英语中的单词的读音大多是有规律的，熟悉字母及字母组合的发音规则，掌握正确的拼法与读音之间的关系，可以根据单词的读音，降低记忆难度，正确地拼写单词。
例如ay读[ei]。
带有ay字母组合的词，如say，day，way，pay，may，play，spray，不仅发音容易，而且拼写也没有任何困难。
Sh ch tion ture 等也都有固定读音，ee发音为i:culture 文化pasture牧场mature 成熟的architecture 建筑学带有true的单词也都能很方便的记忆下来2.谐音法尽管有些人认为用这种谐音记忆法记忆单词不科学，不利于正确掌握发音，但实践证明，对尚未掌握外语的构词特点和记词规律的初学者来说，采用谐音法记单词确实能有效地记住一部分难记的单词。
但是，在用谐音法记单词时需要特别注意，绝不可将其作为模仿发音的依据，只能作为记忆单词时的谐音联想手段，以加强记忆，而必须按照单词的标准发音去读记，以避免这种记词法干扰正确发音。
用谐音法记单词是，根据外语单词的读音到中文中寻找与其读音相似的谐音，寻找到谐音与单词的联系。
用这种方法甚至可能达到终身不忘，这也正是谐音记忆法的绝妙之处。
例如：mouth嘴[联想：说话“冒失”的就是嘴]think想[联想：想时要“深刻”]二．联想法1.拆分联想科学研究表明：联想是记忆的基础。
Lexicology and My English Study 英语词汇学论文
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1
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
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。
英语词汇学的论文怎么写[共5篇]
![英语词汇学的论文怎么写[共5篇]](https://img.taocdn.com/s3/m/6ecb7b3191c69ec3d5bbfd0a79563c1ec5dad7fa.png)
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。
词汇学期末论文
A brief introduction of the major differences between British English and American EnglishAbstractThis article describes some of the main differences in the English of British and American speakers. Differences in the way that the same language is spok en in different places are called varieties or dialects. These varieties may be regional or national. For example, we can hear different forms of English in various regions of the UK, or in different parts of the English-speaking world. There are numerous varieties of English, such as Indian English, Australian English, and West African English. But for historical reasons, British English and American English are the two most influential varieties and it is the differences between these two that we will discuss here.Key Words：British English，American English，differences，varieties，dialects，IntroductionAmerican and British English are dialects of English which have a recognised standard form and are equally acceptable in Academic English as long as the style and register used are appropriately formal. There are no significant differences in the academic form of other varieties of English.These tend to resemble either the American or British form. For example, Australian English generally uses the same spelling as British English. Those people who complain about the difficulties of learning German, don't know how lucky they really are - they only have one language to master. Admittedly, there are regional differences of dialect in German-speaking countries, but the non-native speaker who has learned Hochdeutsch (high or standard German) should have no problems in making himself understood by citizens of Germany, Austria or Switzerland. The difficulty for the nonnative learner of English on the other hand is that there is no standard English form. He is confronted with two English dialects to learn: British English and American English (leaving aside Australian, Indian, South AfricanEnglish etc.) And despite the many cross-cultural influences, it seems that the vocabularies, spellings and pronunciations of these two dialects are diverging year by year.To be consistent in his use of English and, more importantly, to be understood , the nonnative speaker needs to know which words have distinct meanings and pronunciations depending on whether they are used by a Briton or an American. This is necessary not only for sake of communication, but also to avoid embarrassment. For example, if a Londoner tells a resident of New Y ork that she has left her child's dummy in the pram and its nappy in the boot, she will merely be greeted with a look of bewilderment. If the New Y orker then tells the London woman that she has nice pants, he may well wonder why she doesn't seem to take his remark as a compliment.What follows are brief examples of the major areas of difference between the two languages:Spelling differencesThe most noticeable difference in the academic context is in spelling. Where there are differences between British English (BE) and American English (AE) spelling, it can be said that American English has the more economical and phonetic spelling. Unnecessary letters are left out andIn general, both American and British spelling are acceptable, but it is important to be consistent, at least with the use of the same word - theatre or theater, but not both - and in your choice of ize or ise endings as in criticize or criticise, plagiarize or plagiarise. The Cambridge International Dictionary of English gives British, American and Australian English spelling. American spelling tends to reflect pronunciation and British spelling tends to reflect grammatical or historical implications as well.However, there may be advantages in using British spelling in certain situations. For instance, two forms: programme and program exist in British English. The former can be a noun referring to television programmes or programmes of events (plans, conferences, a theatre programme etc.). The latter can be a noun referring to computerprograms. Both forms can be verbs, but there is no spelling distinction between them except in the infinitive form (as in She learned how to program the computer to calculate the value of the pound against the Euro at twelve hourly intervals) and the present tense. If you wish to make reference to both meanings in your writing, then British English makes a useful reference (meaning) distinction between the two, while American English has only one form program to refer to both.An obvious example is the omission in AE of the letter u in words such as color, neighbor, honor etc. Compare also the AE words traveling, jewelry and program with their BE counterparts travelling, jewellery and programme. However, this rule does not always apply. For example, you would expect skilful to be the AE spelling and skillful the BE spelling, but unfortunately you would be wrong!Pronunciation differencesThere are a number of easy-to-hear differences in the way that English is pronounced by British and American speakers. Here we will look at the following areas: stress, some vowel sounds, and vowels followed by an 'r'.British and American speakers have different stress patterns in their speech when they say certain words with two or more syllables. For example:word BritishEnglishAmerican Englishballet/b le/ /b le/debris/debri/ /d bri/The same differences can be heard in words like gourmet, chalet, garage, parquet, and paté. In words with several syllables like secretary, American speakers emphasize the ending more than British speakers, so that the word seems to have an extra syllable:word BritishEnglishAmerican Englishsecretary/sekr tri/ /sekr teri/territory/ter tri/ /ter t ri/There are of course great regional differences in pronunciation within both countries, but the following is a list of words which are pronounced differently by most Americans and most British. The difference in lies either in using different vowel sounds or by stressing the word in a different place.Vocabulary differencesAs a percentage of the total English vocabulary the number of words which are used only in one or the other country is very small, but the problem for learners of English is that these words are among the most common in the language. There are many words that are used almost exclusively by Americans which are understood by most Britons, and vice versa. But there are others which can cause difficulty. For example, most Britons know that Americans call biscuits cookies and flats apartments, but not so many know what an alumnus or a fender is. Similarly, Americans know that what they call their yard is called a garden in Britain and that trucks are lorries, but common British English words like plimsolls or off-licence may mean nothing to them.Grammar differencesBritish English and American English grammar are mostly in agreement; there are however some interesting variations. For example there are differences in certain verb forms. In AE the past tense of fit is fit; in BE it is fitted. Americans say I've gotten to know her well; Britons I've got to know her well. In BE the present perfect tense is used for situations in which AE would typically use the past simple. For exampleusing the words just or already, Britons would be more likely to say: I've just seen him or I've already done it whereas in AE it would be common to hear I just saw him or I already did it.As another example, Americans are much more likely to be technically correct in the agreement of collective noun and verb form than Britons. So in standard AE it would be: The team is playing well this season whereas in BE it is common and acceptable to say The team are playing well. Similar differences can be seen in the use of words like government, committee etc.: The government is .. (AE), The government are .. (BE).American English accepts the use of the simple past tense with just, already and yet (Did you see him yet?/He just went out?/Did you go there already?) while British English requires the use of the present perfect (Have you seen him yet?/He has just gone out/Have you been there already?) In Academic English, the British form is preferable as the American form tends to be perceived as informal (rather than inaccurate).Particle differences - Clinton met with the representatives of the Daughters of the Revolution / Clinton met the representatives - are not significant, though British markers may 'correct' the with as it seems informal.American English can make what British English considers to be uncountable nouns plural, for example technologies. When this occurs with formal, technical vocabulary in a specific context - the new technologies - British English, over time, tends to adopt the same form.Semantics differencesThere are two important types of difference in the meanings of words in the two varieties:1 The same object may have a completely different name2 The same word is used in both varieties, but it mayhave a completely different meaning.Type 1: same object, different namesSome of the biggest differences are in the words used for basic everyday things, such as common foods, household equipment, and the parts of a car. For example:British word American wordmobile phone cellphonepetrol gastap faucetcooker stovedustbin garbage canaubergine eggplantsweets candybonnet (on a car) hoodboot (on a car) trunkwindscreen windshieldType 2: same word, different meaningsDifferences of this type can be very confusing, even for people whose first language is English. The Macmillan English Dictionary provides over 25 special usage notes that deal with these American/British 'false friends'.word British meaning American meaningfootba ll a game played all over the world,with a round ball that the players kick(but do not throw). Americanspeakers call this game soccer.a game played in the US, with anegg-shaped ball that the players canthrow or kick. British speakers callthis game American football.chips long thin pieces of potato, fried and eaten hot. American speakers callthese fries or French fries. thin flat pieces of potato, fried and eaten cold. Also called potato chips. British speakers call these crisps.vest a piece of underwear that you wearunder a shirt. American speakers callthis an undershirt.a piece of clothing with buttons on thefront and no sleeves that men oftenwear over their shirt as part of a suit.British speakers call this a waistcoat.Usage differencesThere are countless other small and interesting differences between AE and BE, which come under the heading of usage. Take the useful expression used in AE through, meaning up to and including. E.g., The exhibition is showing March through June. The equivalent expression in BE is from March to June, but this is ambiguous. Does the exhibition close at the end of May or the end of June? To avoid any misunderstanding, it is necessary to say something like The exhibition is showing from March to the end of June.As another example: for Americans the number billion has 9 zeros (a thousand million); for most Britons it has 12 zeros (a million million). Zero itself is a much more common word in AE than in BE, where nought is more widespread. Americans say the number 453 as four hundred fifty three, whereas in Britain it would be said four hundred and fifty three.ConclusionAmerican and British English will be two major varities of one language bacause of the similarities of the basic word stock,the basic grammer and the basic phonetic system, and because of rapid development of modern science, technology, mass media, and constant cultural and economic exchanges between these two nations.Bibliography1 Practical English Usage, M. Swan (1995) , Oxford University Press2 The Right Word at the Right Time (A guide to the English language and how to use it) (1985) Readers Digest3 Doreen du Boulay, Sussex Language Institute 1998-2001.4 British and American English，by Don R. McCreary5 British English and American English，陈福生，厦门大学外文系6 An Introdyction To English Lexicology, 林承璋，刘世平著，武汉大学出版社7语音学教程，林焘，王理嘉著，1992年11月，北京大学出版社8语音学与音系学入门，[英]克拉克，[英]亚洛坡著，史宝辉导读，2000年08月，外语教学与研究出版社9英国英语和美国英语的词汇差异现象，孟宪友，广东农工商职业技术学院学报，2003，第1期。
词汇学期末论文
李易忱教授：吴建设英语学院0892010-6-18<论词汇的力量>我是个篮球迷，经常关注NBA的比赛。
前一段时间我在看球的时候总感觉央视解说员在解说的时候有一些奇怪的地方，细细观察才发现，他们在解说的过程中凡是遇到英文的单词或者缩略词都换成了中文来表达，例如最常用的缩略词“NBA”换成了“美国职业男子篮球联赛”或“美职篮”。
而且在很多其他的媒体节目中也是这样做的。
我开始觉得很好笑，因为对于现在大多数人来说，在日常生活中，运用一些英文缩略词或者英文单词来表达事情是很常见的。
这件事在互联网上也引起了很多人的争议和讨论。
很多网友纷纷表示不理解央视的做法（其实一开始也包括我）。
认为这是多此一举，甚至会惹来很多麻烦。
有的人开玩笑说如果非要按照央视这种套路办，那会出现滑稽的表达，比如“我去医院做了个B超。
”要说成“我去医院做了个第二型超声波检查”, CT会变成“电子计算机X射线断层扫描。
网友们说的也不无道理，毕竟英语词汇在我们的生活中已经渗透的太多太多了，这些词汇也带给了我们李易忱很多方便，如果真要屏蔽或者换掉肯定会造成一种尴尬的境地。
但是，凡是都有两面性，如果我们从另一方面考虑这个事情，也许会得出不一样的结论。
我看到支持这项举措的大多数是一些老一辈的语言学家等。
他们的理论也很简单，就是如果放任这种英语单词的渗入，会对我们自己的语言文字，甚至文化产生影响。
正巧本学期我选了词汇学这门课，通过这门课的学习，我对上述这个事情有了更深一层的看法。
词汇作为一门语言的最基本的组成部分之一，虽然看起来是很不起眼，但它却也是最重要的组成部分。
一个词语所包含的意义是很深的，而我们在日常生活中运用的知识它的基本含义而已。
如果我们细细研究，便能发现词汇能影响我们很多方面，知识，素质，意识等等。
我认为，词汇对意识的影响是最大的，也恰恰是人们最容易忽略掉的一点。
所以词汇学这个研究分支是有意义的。
它让我们知道学习一门语言，甚至一种文化，不仅仅是把它的单词全部背下来就可以的。
初中英语词汇教学论文（汇总8篇）
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。
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英语词汇学期末论文题目：浅析英语词汇巧记法专业：英语班级：13级3班学号：201313010309姓名：黄旷静完成时间：2015年1月14号浅析英语词汇巧记法摘要：词汇是英语学习的基础，没有足够的词汇量就不可能高水平的掌握英语这门外语，而浩瀚的词汇海洋让很多人望而生畏。
尽管花费了大量时间精力去背，记忆的效果却差强人意，原因就在于没有使用科学的方法记忆词汇。
其实，世间万物都是有规律性的，英语单词的组词与构词方法也有规律，了解了它的规律有利于我们有效甚至高效学习英语单词。
为了提高单词记忆的效率，本文从不同方面介绍几种记忆方法。
关键词：词汇科学记忆规律效率一．读音记忆法1.拼读法英语是拼音文字，英语中的单词的读音大多是有规律的，熟悉字母及字母组合的发音规则，掌握正确的拼法与读音之间的关系，可以根据单词的读音，降低记忆难度，正确地拼写单词。
例如ay读[ei]。
带有ay字母组合的词，如say，day，way，pay，may，play，spray，不仅发音容易，而且拼写也没有任何困难。
Sh ch tion ture 等也都有固定读音，ee发音为i:culture 文化pasture牧场mature 成熟的architecture 建筑学带有true的单词也都能很方便的记忆下来2.谐音法尽管有些人认为用这种谐音记忆法记忆单词不科学，不利于正确掌握发音，但实践证明，对尚未掌握外语的构词特点和记词规律的初学者来说，采用谐音法记单词确实能有效地记住一部分难记的单词。
但是，在用谐音法记单词时需要特别注意，绝不可将其作为模仿发音的依据，只能作为记忆单词时的谐音联想手段，以加强记忆，而必须按照单词的标准发音去读记，以避免这种记词法干扰正确发音。
用谐音法记单词是，根据外语单词的读音到中文中寻找与其读音相似的谐音，寻找到谐音与单词的联系。
用这种方法甚至可能达到终身不忘，这也正是谐音记忆法的绝妙之处。
例如：mouth嘴[联想：说话“冒失”的就是嘴]think想[联想：想时要“深刻”]二．联想法1.拆分联想科学研究表明：联想是记忆的基础。
世界著名的生理学家巴甫洛夫指出："记忆要依靠联想，而联想则是新旧知识建立联系的产物。
”联想法是联想记忆的进一步运用和发展。
它是指学习者展开积极丰富的想象力，使所要记忆的知识生动、形象化，通过联想在新旧知识(如英语熟词词义与生词词义)之间建立起一种联系，从而达到以旧带新、快速记忆的目的。
例如：legislate v.立法将该词分解成leg、is、late三个字母组合，这三个字母组合恰好都是我们熟悉的英语单词，轻松就能记住，所以legislate可记成：为腿（leg）立法，总是（is）太迟（late）以后我们再看到单词legislate，就会不由自主地想起这个有趣的句子，legislate的词义也就在其中了。
而且，据大多数试用此记法的人亲身体会，一旦将legislate的词义真正熟记之后，用以联想的具体记法会逐渐淡化，而单词的词义却会深深地被记住。
Family =father and mother,I love you !爸爸，妈妈，我爱你们！，由此构成一个家庭。
crystal(水晶) 联想记忆为cry(哭泣)+ stal (联想为star星星)，所以“水晶”就是天上的星星哭泣的时候掉下的眼泪。
grouse “gr”想象成“grow”，你长大了，嫌家里地方太小了，处处限制你的自由了，你当然会“埋怨，发牢骚”了。
district n.区域，地区，行政区将该词分解成汉字“弟”的拼音di和词义为“严格的”的英语单词strict，则可记成：弟（di）在行政区里面，遵守严格的（strict）的制度。
2.对比联想英语词汇中有许多的单词都有意义相对应的词，我们可以通过对比、对照的方式，联想到它的同义词，反义词，同根词，同类词等。
在记忆单词时，如果对一个表示人的男性或表示动物的雄性名词联想与其相对应的同一类女性或雌性名词，当我们记忆father（父亲）一词时，可同时联想与其相对应的同一类女性名词mother（母亲）。
这样对应记忆单词可同时记住两个词，从而使记忆单词的效率提高一倍。
（1）.同义词：big—large; small—little（2）反义词：fat—thin; long—short（3）呼应词：circle, square, triangle,rectangle（4）同类名词：brother兄弟—sister姐妹man男人—woman女人groom新郎—bride新娘（5）同根词：care——careful——carefully三．分类法单词不仅是代表客观世界中事物的符号，它也反映说话人的文化社会背景和不同的经验意图。
因此我们在记忆单词时联系自己所在的环境，根据实际需要，对日常生活中的事物进行分类，按照单词所表达的含义分类记忆。
a、交通工具bike（自行车）car（小汽车）train（火车）bus （公共汽车）……b、食物bamana（香蕉）vegetable（蔬菜）fruit（水果）hamburger （汉堡包）……c、家庭成员father（父亲）mother（母亲）son（儿子）daughter （女儿）……d、时间morhing（早晨、上午）afternoon（下午）night（晚上）evening（傍晚）……e、颜色white（白色）red（红色）blue（蓝色）green（绿色）……f、节日MayDay（五一节）ArmyDay（建军节）NationalDay （国庆节）……四．阅读记忆法单词并不是孤立的，它必须结合一定的句子。
只有把单词按照语言规律结合成句子。
外语原文是外语词汇、词法、句法、惯用语、句型、各方面知识的综合体，反复地大量地阅读原文，不仅能巩固学过的单词，还能学到新单词，扩大词汇量。
联系上下文去理解，去掌握，才是记忆单词的好方法。
借助语言环境，才能提高记忆的效率。
例如：Bricks and mortar are mortar and bricks,only the architect can make it different. 通过阅读我们很容易理解mortar的意思，这就是阅读记忆单词的好处。
五．反复记忆法很多人都有这种感觉，花了很长时间背下的单词，过不了多久就遗忘了不少，挫败感很大。
根据艾宾浩斯的遗忘曲线规律：遗忘的进程是不均匀的，在识记后最初的一段时间遗忘的比较快，而后逐渐变慢。
唯一的解决方法就是反复记忆，提高重复率。
但是如果只是机械地重复是不行的，复习的时间要间隔应先短后长并且不断循环。
六．构词记忆法英语中有一半以上的词都是借助构词法来延伸变化的，利用构词法知识记忆，就能很快扩大我们的词汇量。
英语单词是由词素构成的，词素分为自由词素和粘附词素。
我们可以通过分解单词的前缀、词根、后缀以及派生、合成等方式来理解单词的含义。
合成：就是把两个或两个以上的单词组合成一个新词，如：foot 脚+print痕迹= footprint 足迹，脚印; thunder 打雷+storm 暴风雨= thunderstorm 雷雨雷暴派生:是在一个词根上加前缀或后缀从而构成另一个新词。
1.前缀法前缀法记忆单词：把具有相同前缀的单词编为一组，以同一前缀为主线将它们串联起来记忆。
例如：1)纯否定前缀a-, an-, asymmetry anhydrousdis- dislikein-, ig-, il, im, ir, inability, ignoble, impossible, illegal, irregular ne-, n-, none, neverneg-, neglectun- unable2）a- 加于名词、动词和形容词之前构成副词，具有in，on，at，to，by，of，with之意aloud高声地aright正确地3）表示相反，相互对立意思anti-, ant- antiknock( 防震)contra-, contre-, contro-, contradictioncounter-, counterbalanceob-, oc-, of-, op-, object, oppose, occupywith-, withdraw4）表示共同，相等意思的前缀com-, cop-, con-, cor-, co- 表示“共同，一起”。
connect, combine, collect, co-operatesyn-, syl-,sym-,表示“同，共，和，类”sympathy, synthesis(合成)2.后缀法后缀是决定一个词的词性的重要标记，后缀表示单词的词类和词性，不同的后缀还含有不同的词汇意义。
例如：1）名词后缀A. -ster，-eer，-er（or）意为：从事某种职业或参与某种活动的人.例词：gamester，engineer，profiteer，driver，actorB．-let意为：小或者不重要的东西例词：booklet，leafletC．-ette意为：小的东西例词：cigarette 假的东西例：leatherette 女性例词：usheretteD．-ess意为：女性例词：actress，poetessE．-hood意为：时期例词：boyhood，childhoodF．-ship意为：才能，状态，资格，品质等例词：leadership，G．-ful意为：量例词：cupful，handfulH. -tion，-ion意为状态，行动等例词：action，oppression机构等例词：organizationI. -ment意为：状态，行动等例词：movementJ．-al意为：动作例词：arrivalK．-age意为：程度，数量等例词：wastage hostageL．-ness；-ity（ty）意为：状态，品质例词：happiness，selfishness，kindness，rapidityM．-ism意为：道义，主义，学说等例词：idealism，absenteeism，racism2)动词后缀A．-ify意为：转为，变为diversify，simplifyB．-ize；-en意为：使……，变得……hospitalize，symbolize，ripen，widenC．-ate意为：增加，使……validate，differentiate3)形容词后缀A．-ful意为：充满，有useful，pitifulB．-less意为：没有，无hopeless，meaninglessC．-ly意为：有……品质的brotherly，friendlyD．-like意为：像……的statesmanlike，tiger-likeE．-y；-ish意为：像……一般的watery，foolish，girlish，blackish F．-some意为：像……一样的；引起……的；有……品质的wholesome，tiresome，bothersomeG. -able（ible）意为：能……的；可以……的comfortable，expansible H．-ed意为：有……的moneyed，odd-shapedI．-al意为：有……属性的，……类型的regional，musical J．-ary（ory）意为：属于……的，与……相连的contradictory K．-ous意为：富含……的；有……品质的；像……的malicious，graciousL．-ic（ical）意为：……类的；属于……的dramatic，heroic M．-ive意为：有……属性的；有某种倾向的sensitive4)副词后缀A．-ly意为：以……方式boldly，strangelyB．-ward（s）意为：表示方式或动作的方向earthward（s），homeward （s），eastward（s）3.词根词缀法词根是构成外语单词的核心，它是表示该词最基本意义的重要词素。