如果学生词汇学习不成功的话.doc

第三章 如果学生词汇学习不成功的话 ,那么对教师来说学生语言技巧的形成和教学目标的完成就是奢望。教师就应该坦率地面对这些问题并采取合理的方法来解决。3.1 教学方法3.1.1 直接法直接法在私立语言学校中应用地非常成功,比如贝力资语言学校,在那儿学员有着很强的学习动力,聘用外教是一个条件。他们不会用母语作为媒介,在外语和具体物品中建立直接的联系。对于初学者来说,教师可以充分使用图片、具体物品、动作、面部表情来辅助词汇教学从而加深学生对词汇的认知,使他们熟悉词汇在具体、生动的教学环境中的含义和用法。在创造有多媒体的语境范围,增强能力,激发学生的学习兴趣 ,提高学生语言能力方面给以特别的注意。3.1.2 辅助教学法联想法,作为一种重要的英语教学法,可以使学生有意识的认识语言的规则 ,区别词语的相似点和不同点。同时,这也是一个巩固记忆,熟悉词语,发展思维能力的有效方法。以单词 hear 为例,教师可以引导学生回忆ear ,而将 h想象成一个手机,将手机放在耳边。用这种方法他们很容易理解单词的意思。3.1.3 依据构词法进行教学英语词汇的形成和分布并不是支离破碎的而是井然有序。它是系统和规则的。因此,教师应该引导学生以内部构造和形、音、义用法之间的联系为手段来指导学生掌握词汇。合成 ,派生和转换是构词的基本规则构词法限定了语言使用者创造出新词的范围和方法例如“ - able”的构词法认为它是加在动词后形成一个表示具有某种能力的意义的形容词,所以当遇到“readable”他们可以很容易地知道词的意思。3.1.4 概念解释帮助学生吸收单词最好的方法是采用解析法、结构分析法、同义词转换、反义词对比等方法来根据单词的特征作必要的解释。这种解释可以简单也可以复杂。一开始,解释可以用汉语,在他们有了一定的基础后,教师们可以用英语来进行解释;考虑到学生的实际接受能力,可以尽量使用学生已经使用的词。这样,不仅能够增进学生的理解,还能使他们学得更多。3.2 记忆方法学生记单词的过程是学生自发学习的过程。教师们必须努力使学生调动起他们的感官,帮助他们记住单词。教师们必须充分激发学生的兴趣和活力,强调记忆方法的引导,发掘词之间的内在关系,科学地学习记忆方法能有效的训练记忆能力。3.2.1 以理解为基础的记忆理解和记忆是紧密相连的。正如研究者们所阐释的那样,机械记忆尽管必要,但却容易忘记,而理解记忆忘记的比例却很低,而且不像机械记忆那样花时间和精力,所以教师应该让学生注意理解,帮助他们及时巩固词汇。3.2.2 联想记忆在理解的基础上，教师应该引导学生用联想和想象,的方法将单个的词归到不同的语言种类中。年轻人的身心特征显示他们有很强的想象力，教师在教学中应利用这种优势分别进行教学。对于那些有关联的单词教师必须教学生合理地联想。例如 当在教，“foot ”这个单词时，教师应让学生联想身体的其他部位，例如脚趾、手、腿、胳膊等等。用这种方法学生可以一次性记住几个单词，并在脑海里留下深刻的印象。对于那些没有明显关系的单词 ,教师应该帮助学生创造联想进行记忆从而增加学习兴趣减轻学习负担。3.2.3 分类记忆/ 英语词汇的形成和特征是系统性的,并且有一定的规则。教师可根据词性和构词法对词进行分类,引导学生运用做卡片和列表格等方法记忆单词。Chapter 3If the students cant learn vocabulary successfully, it will be an extravagant hope for the teachers to cultivate in the students the language learning skills and fulfill the teaching goal. Then, the teachers should face the music and take proper actions to overcome the problems.3.1 Teaching approaches3.1.1 The direct approachThe direct approach is implemented quite successfully in private language learning schools, such as Bells language learning school, in which learners have a strong learning will and employing foreign teachers is a necessity. They do not use mother tongue as a medium but construct a direct connection between English and concrete things. As to beginners, the teachers can make well use of pictures, concrete things, action and facial expression as assistance in the vocabulary teaching, so as to deepen their cognition of vocabulary and make them familiar with the meaning and usage of vocabulary in a real and vivid teaching atmosphere. Also, pay special attention to the forming of a multi-media teaching environment, the stimulating of the students learning interests and the improving of their language competence.3.1.2 The assistant approachAssociation, as an important English teaching method, can make the students learn language rules consciously and differentiate the sameness and oppositeness of vocabulary. At the meantime, it is also an effective way of enhancing the memorization, familiarizing the vocabulary and cultivating the thinking ability. Take word hear for example, the teachers can guide the students to reflect on ear, and then let them imagine the h in the word hear as a cell-phone which is right besides the ear. Using this method can easily get them know exactly the meaning of the word.3.1.3 The word-formation approachThe formation and distribution of English vocabulary are not fragmented but ordered, and it is a system and has rules. Therefore, the teachers should instruct the students by relations between internal structure and form, sound and meaning so as to guide their vocabulary acquisition. Compounding, derivation and shift are primary rules of word-formation, which constrain the language users in the range and method of creating new words.3.1.4 The notion-explaining approachThe best way of teaching vocabulary is to explain them to the students according to their features and by means of structure-analyzing, shift among synonyms, and so on. The explanation can either be simple or be complex. In the beginning, explanation can be in Chinese, and then the teachers can explain in English after a period of learning. On considering the students actual acceptability, the teachers should try to use words common to the students. In this way, the students can understand better and learn more.3.2 Memorizing methodsThe students vocabulary learning process is a spontaneous learning process. The teachers should make every effort to activate the students sense organs, stimulate their interests and rigors, emphasize the instruction of scientific memorizing methods and finally help them to acquire the vocabulary.3.2.1 A method of memorizing on the basis of understandingUnderstanding and memorizing are closely related to each other. As researchers formulate, route-memorizing is necessary but it is easy to be gone out of the mind. Nevertheless, memorizing by understanding is not that easy to be forgotten and costs less time and energy than route-memorizing. Therefore, the teachers should let the students concentrate on understanding and help them to review what have been learned in time.3.2.2 An association methodOn the basis of understanding, the teachers should instruct the students to categorize words into groups by means of association and imagination. Youngsters body and mind features show that they have a strong ability of imagination, which ought to be utilized and exploited fully by the teachers in the class. The teachers should teach the students how to associate properly and creatively.3.2.3 A method of memoriz