The Process of Vocabulary Teaching and Learning 英语毕业论文.doc

the process of vocabulary teaching and learning acknowledgmentfirst, i am mostly grateful to my supervisor professor wang qingmin without whose support and patience this project would not even have got off the ground .second, i am grateful to professor huang yunhong for editing us such a good course.third, no amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.last but not the least, big thanks to my colleagues for their time spent on brainstorm as well as their support and help. 摘 要在语言教学中，词汇教学是很重要的一个方面. 本文从词汇教学的原则和方法二个方面入手，结合本人教学实际，分析、论证英语教学中的词汇教学，可以找出实施课堂词汇教学的高效手段，并希望对英语教师和初中学生的课堂词汇教与学有帮助。关键词: 词汇教学 原则 方法附录3：英文摘要abstractthe vocabulary teaching and learning is an important aspect in language teaching. through analyzing in english teaching, we can find ways to complement the process of vocabulary teaching and learning from two aspects-the principles and methods of vocabulary teaching and learning- hope that these measures can have helpful to class-english teaching for teachers and students.key word: the vocabulary teaching and learning principles methods附录4：目录contentsacknowledgementiabstract ( in chinese) iiabstract ( in english)iiicontentsiv1. introduction 12. problem analysis13. possible solutions24. project objective25. project hypothesis26. project rationale37. research design37.1 subjects37.2 procedure37.3stages37.4 techniques for data collection38. possible conclusion58.1 some principles of vocabulary teaching58.2 some methods of vocabulary teaching119. data analysis1710. conclusion19. references21the process of vocabulary teaching and learning1. introduction in english teaching and learning listening, speaking, reading and writing are integrated skills. especially in the process of vocabulary teaching and learning teachers need to master many principles of vocabulary teaching and analyze some problems influencing vocabulary teaching and learning. teachers also need some new methods of vocabulary teaching. students need to have reasonable learning strategies for them and must be persistent. the paper analyses the problems of vocabulary teaching and learning in senior school. according to the results, the paper brings in some methods. teachers can improve the vocabulary teaching and students can get good effect in their vocabulary learning. 2. problem analysis in foreign language teaching and learning, vocabulary learning is one of the hottest topics among language learners and teachers, for vocabulary ability is essential in developing the language abilities of learners. in language teaching research fields, researchers and teachers are concerned with questions like: how to help the students learn vocabulary actively and effectively, how to improve their abilities of using vocabulary, how to taking the above factors into consideration, the following solutions were proposed:a, to show learners about more objects or pictures in order to help the learners to learn the vocabularyb, to choose an interesting simplifies reading text like in the beginning (christopher, 1972), of mice and men (winks, 1975) animal farm (orwell, 1945) which is at a vocabulary level well below the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. c, to control the teachers spoken language to help the learners to learn the vocabulary.d, to ask the learners to provide the missing word to help the learners to review the vocabulary learned.3. possible solutions taking the above factors into consideration, the following solutions were proposed:a, to show learners about more objects or pictures in order to help the learners to learn the vocabularyb, to choose an interesting simplifies reading text like in the beginning (christopher, 1972), of mice and men (winks, 1975) animal farm (orwell, 1945) which is at a vocabulary level well below the learners for 10 or 15 minutes each day trying to keep the learners interested in the story.c, to control the teachers spoken language to help the learners to learn the vocabulary.d, to ask the learners to provide the missing word to help the learners to review the vocabulary learned.4. project objective this project is aimed to be impossible for students to remember all of words in a short time and motivate the students in english learning through the process of vocabulary teaching.5. project hypotheses considering the age factors of the students: the process of vocabulary teaching can help students to master these vocabularies gradually and thus motivate the students to learn english happily.6. project rationale the vocabulary teaching and learning is an important aspect in language teaching and learning. d.a. wilkins said “we can not express anything if there is not vocabulary” and p.s. carder said “it is ok without grammar if you give a dictionary to me.” although many foreign language learners vocabulary development has different, their studies in different stages show different characters. therefore, teachers should have important spots about vocabulary learning in different stages. m psychological studies indicated that human beings mainly depend on eyes and ears to obtain information. experiments indicate that the information received by ear will remain 60% in memory after 3 hours and only 40% after 3 days, while the information obtained both by ear and eye will remain 90% in memory after 3 hours and still 75% after 3 days. application of in english teaching will create language circumstances for students and mobilize their enthusiasm in thinking in images, for the abstract language materials to turn into concrete images. when a persons daily communication needs change, then the words may become a part of the “motivated “active vocabulary motivation is one of the most important factors in learning a foreign language. they are not only better ways to learn the vocabulary, but also helpful to their motivation.7. research design7.1 subjects for this research, i chose the classes of my students as subjects, one as the experimental group, the other as the control group. the experimental and control groups were randomly selected by the process of vocabulary teaching. throughout the project, the experimental group will receive the new methods to learn the vocabulary. while the control group goes on with the old methods of vocabulary . 7.2 procedure this project lasted four months from february in 2010 to july in 2010.7.3. stages to follow1. some principles of vocabulary teaching 1). the stage principle of vocabulary teaching 2).the principle of further processing3).the principle of guessing word meanings 2. methods of vocabulary teaching and learning 1). learning through listening, speaking, reading and writing 2). using high-frequency words 3). the special and comprehensive training for reviewing 7.4 techniques for data collection during this research two techniques were adopted, namely questionnaire and test. to gather information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end. two tests will be included (one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording.8. project implementationalthough many foreign language learners vocabulary development is different, their studies in different stages show different characters. this time, i gave students some stage principles of vocabulary teaching to help them learning vocabulary in much training of listening, speaking, reading, writing. next, there are some advices around the three stages of teaching.some principles of vocabulary teaching 8.1.1. three stages of vocabulary teaching during the period, chinese english learners are green hands for english, because english and chinese have very different in pronunciation and writing system, adding the word form way of english and its formation, both are completely different from chinese. english vocabulary learning is a difficult thing. this time, i gave students some advices around the three stages of teaching.1) the junior stage for this point, i paid more attention to explain and trained these english high-frequency words and emphasized that learners learn vocabulary during communication because that can make learners get and understand vocabulary accurately and improve their ability to use these vocabulary. my name is tom white. white for example 1: when i taught the color word white through the color of the clothes, first, i showed the picture and then, i pointed to the cap and asked: what color is it? let the students answer: “its white” .next i pointed at the boy called tom white in the picture and asked: “who is he?” let the students answer: “he is tom white.” “he is mr. white” i said like this a few times in order to make the students understand the word white meanings i taught the words red red, brown brown, green green for students like that.2) the middle stage when learners finish learning the basic vocabulary, they get to the middle stage. at this time, learners can read some common materials. for example: on march 17th in 2010,i taught 2 in section d from book 1 unit 5 topic 3 like following:1.let students read 2 after the tape 2. let students answer the following questions:1) what does li mei do? 2) what are in their school newspaper? 3) why does li mei like science today best? 4) how does li mei like their school newspaper?3. check the answers of the questions and then let students read 2 again and underline the news words “february”, “hard” and “wish”. from the example, you can know more clearly. i not only need learners to relate formation, pronunciation and meanings of words together, but also make learners try their best to understand the match, association meaning of words and so on.run until the end of the line. for example: when i taught the differences of the words “speak talk and tell. ”i asked the students to finish the following sentences through the pictures:what color is it?i speak japanese: 1.the boy is telling his dog something that it is running.2.now, hellen is singing in japanese on the playground. she must speak japanese. 3. the red sock girl is talking about the color with the green and white sock boy. from the sentences, i choose some unfamiliar words run, japanese, what , color, is, it, playground and so on to help students to understand the sentences meanings so that they can learn and master the differences of tell, speak and talk.3) the senior stage in this period, with vocabulary size increasing and language skills improving, most of the learners enlarge their vocabulary size by incidental learning. for example: when i taught the vocabularies hot dog, sandwich and potato. first, i guided students to reappear the vocabularies through the pictures and then let them say the vocabulary chinese meanings which learners learnt, and trained the ability of guessing words. second, i introduced words origin through the stories of hot dog, sandwich and a hot potato. according to the research, that can cause students interest in independent learning vocabulary. at this time, the study of vocabulary at some extent has connected with reading teaching. 8.1.2. the principle of further processing in dealing with new vocabulary, learners must pay more attention to require the quality of exercises design. learners can strengthen and internalize vocabulary knowledge by doing exercises avoiding amount and low level of repetition. example: when i taught the new words of section b from unit 1 topic 2, i did like this:1. let students look at the star photo and then fill the banks with the words in the table. excuse me whats where the u.s.a from 1) _, who is she? she is deng yaping. 2)_ her name? 3) _ isshe _? is she from _? no, she isnt. she is from china.2. then teach and explain the new word : excuse me , whats = what is , where , the usa. from.8.1.3the principle of guessing word meanings using the context and word formation to guess words meanings, to promote vocabulary learning is a controversial topic in education system. i think guessing word is good for vocabulary learning, because the person who is good at guessing words can acquire more vocabulary from reading. these all explain that improving the ability of guessing words is good for incidental learning of increasing vocabulary. example1: when i lead my students to learn the words like driver, cook,. teacher and famer ect. i use the following steps:first show the pictures. then, say: “she works in a car she is driving the gray car now”. next, let the learners guess: what does she do? last, i lead them to say” driver” and learn the word driver.example 2 : let students learning the word “which” “easy” “interesting” through the following sentences:1) a: which subject do you like best? b: i like english best. 2) a: why do you like it? b: because it isnt difficult and boring, it is easy and interesting.from the example: you know the students learn the new words by using the words “ subject” “english” “because” “difficult” “boring” to guess their meanings .8.2methods of vocabulary teaching and learning 8.2.1. learning through listening, speaking, reading and writing 1). learning through listening (1). activities are to turn a reading vocabulary into a listening vocabulary. learners need to have the chance to transfer their reading vocabularies to listening. quaintly of listening experience is important along with some help to see the written spoken connection. for example: my school life hi, im hu bin, a student of class 1, grade 7. at school, my teachers and classmates are very friendly to me. my school life is very interesting, i like it very much . classes begin at 8:00 a.m. i have four classes in the morning and two classes in the afternoon. i study chinese, math, english, biology, politics geography and some other subjects. english is my favorite subject, and i often speak english with my classmates. i also like p.e. and music. but i dont like math very much, i think it is a little difficult and boring. what do you think?after school, i often play basketball with my classmates. its my favorite outdoor activity. sometimes i swim in the swimming pool. sometimes i draw pictures with my classmates in the park. every tuesday and thursday, i go to the school library. do you think my school life is interesting? what about yours? can you tell me something about it?first，let students listen to the tape, and then finish 1bnext, make students find out the new words and at the same time i wrote the new word “friendly” “other” on the blackboard while repeating the sentence containing it. this is done without intermitting of the text. if the word occurs again, i simply points to it on the blackboard. after class, dictation and prediction exercises is a useful bridge between writing and listening. one variation is to put a fairly simple text on tape and get the learners to transcribe it. the text has no special pauses like ordinary dictation so the learners need to use the pause and reply buttons often. (2)activities to increase vocabulary through listening if learners have a very limited vocabulary, then vocabulary need to be taught through listening. in listening exercises the learners listen to a monologue, conversation, or description and complete a diagram or table while listening. for example, the learners listened to a conversation while the learners were looking pictures of their family. they circle the words of grandparents, uncle , aunt , son and daughter. grandparentsunclefathermotherauntsondaughter2) learning through speaking such activities give learners little choice in what to say. these activities are like games and can be used quite often for a short time.example1: i showed learners about more objects or pictures. the learners already know the names in english. the learners are allowed to look at them for one minute and then the objects are taken away or covered with a cloth. then, using their memory, the learners must write or say these things that they saw when they become better at this, i used the objects in the picture to train their ability learning vocabulary. for example: the picture i can ask them about the color of each object like following: what can you see in the picture? let students answer: a cap, a t-shirt, hair, glasses and so on. . and then i can say: yes, you can see a red cap, a white t-shirt , brown hair a pair of black glasses and a blue skirt . example2: about 5 cards with pictures on them are put in a row so that the whole class can see them .i pointed to the cards and say the names. then i turned some cards around so that the learners could see only the backs of them. when i pointed to a card, the learners must say the name by remembering the position in the row. when all the cards are turned around, i change the position of two of the cards. the learners watch while this is done. then i pointed and the learners said the names. then the position of two more cards was changed. learners answered individually. when anyone made a mistake, that learner was “out” and must watch. the game continued until only one learner is not “out”. example 3 : i taught the word teeth thro