英语本科专业毕业论文-论中学英语词汇教学策略

毕业论文开题报告中文题目论中学英语词汇教学策略英文题目ONTHESTRATEGIESOFENGLISHVOCABULARYTEACHINGINMIDDLESCHOOL学院外国语学院年级、专业2008级本3班英语学生姓名学号指导教师日期2011年11月30日选题依据、目的意义与准备解决的问题（包括国内外目前对该论题的研究现状与发展趋势简述；论文选题的依据及论文的理论意义、现实意义及应用价值；准备解决什么样的问题并将在哪些方面有可能突破等）一、国内外目前对该论题的研究现状与发展趋势随着英语教学和学习方法的不断改进，教师在如何组织课堂教学和为学生创造良好的学习环境方面面临着挑战。词汇在英语语言学习和应用中的地位和重要性是毋庸置疑的，它是培养听、说、读、写、译五种基本技能的基础，如何采用科学有效的教学策略进行词汇教学显得尤为重要。最近几十年来，国内外对词汇教学策略这一领域的研究从广度和深度都有了很大发展，这大大丰富了对于中国教师英语词汇教学策略的了解。20世纪80年代至今,国内陆续出版了多部英语词汇学专著,如1983年,陆国强就出版了现代英语词汇学,以后陆续问世的有林福美的现代英语词汇学1985、张韵斐与周锡卿合著的现代英语词汇学概论1986、杨承章的英语词汇学引论1987、林良生与秦大维合著的现代英语词汇学导论1991、曹务堂的简明英语词汇学1992和英语词汇学全国高等教育自学考试教材1997,以及汪榕培的英语词汇学教程1997、英语词汇探胜1999、英语词汇学研究2000，毕淑芝和王义高的当代外国教育思想研究（2000），刘向红的英语词汇学习策略综述（2005），崔美丽的中学英语词汇教学策略浅析（2007）等等。然而对于词汇教学,英语教师有的较为重视,有的不够重视。在国外,70年代以前的词汇教学不受重视。70年代DA威尔金斯从词汇语义学的立场出发,竭力强调词汇教学的重要性。威尔金斯竭力主张,词汇在语言教学中应占重要地位。“没有语法,人们能说的话很少；没有词汇,人们一句话也说不出。”这是他的名言。此后学者们对词汇教学日益关心,提出了许多见解。我们可以看出国内外学者对词汇教学和学习已日益关心。这说明人们已经把词汇教学放在了一个非常重要的位置,但多数是理论上的探讨，对英语词汇教学的策略还有待研究。二、论文选题的依据及论文的理论意义、现实意义及应用价值1选题依据和理论意义英语学习对于中国学生来说，一直是个大难题，对于教师来说英语教学策略也是一大难题，尤其是词汇的教学策略。词汇是构成语言的基础。学习一门语言，对词汇的学习是不可或缺的，英语学习也不例外。作为一个英语教学工作者，如何有效地进行词汇教学将直接影响到学生是否真正理解和掌握英语。2现实意义词汇教学是英语教学中的一个重要环节，忽视词汇教学即忽视了语言教学的本质。通过对中学英语词汇教学策略的研究有利于英语教师在平时的词汇教学中善于发现问题、解决问题，耐心帮助学生解决在词汇学习中遇到的问题。并利用英语词汇内在的有机联系，有效地进行教学，帮助学生不断地进行梳理、总结和归类，形成知识体系。本文试图通过总结目前实际教学过程中的发展状况，前进方向和存在的弊端，提出行之有效的英语词汇教学策略。3应用价值从细节上分析中学英语教学过程中的发展状况，前进方向和存在的弊端，试图提出行之有效的英语词汇教学策略。通过本文，希望对以后的英语教学有一定的指导作用，正确认识中学英语词汇教学存在的问题，尽量避免在实际教学中走弯路，从而促进英语教学，提高英语教学水平和质量。三、准备解决什么样的问题并将在哪些方面有可能突破对于该论题前人已经作出了很多研究，有些是写的纯理论的著作，有些是采取的实证研究的方法。但总的来说，在教学的实践中运用的不太成功。本文从比较实际的教学理论角度来分析现阶段中学英语词汇教学问题，试图提出行之有效的英语词汇教学策略。主要研究内容、研究方法及预期目标一、主要研究内容本选题通过发现问题，提出问题，分析问题，解决问题的思路，对当前词汇教学中存在的缺陷进行分析，基于对优秀语言教学策略研究，对一线教师的调查和作者自己的教学实践，本文试图提出行之有效的英语词汇教学策略。首先，简要介绍词汇学习的重要性，以及在中学词汇教学的现状。其次，通过分析传统词汇教学中存在的一些问题，结合英语词汇的特征找出问题所在，据此提出行之有效的词汇教学策略，即视觉教学法，音形结合法，构词法，归纳组织法，交流法，游戏法。再次，提出词汇教学应强调学生学习词汇的能力以及在文化背景下对词汇的不同理解。最后，简述教师应该遵循词汇的特征，正视学生学习词汇，以及词汇教学方法的问题，根据不同的情况采用不同的词汇教学策略，才会使中学的词汇教学上一个台阶。二、研究的方法总体上来说，本次研究将采用文献分析的研究方法。鉴于前人的研究大多数是提出理论依据和分析，因此，通过查阅资料了解关于本论题的具体研究结果是有必要的。利用学校图书馆书籍资源和网络资源，搜集有关方面的研究成果，作为论文写作的理论指导。从分析中查找出前人的不足，提出更为有效地英语词汇教学方法。三、预期目标本次研究的预期目标是通过各种有效途径，搜集有关本论题的资料和信息，从理论和实际的角度去进行分析，找出前人研究的不足，结合实际，提出对中学英语词汇教学行之有效的教学策略。总体安排及进度计划本论文写作分为八个阶段，具体如下第一个阶段2011年10月26日至11月30日，收集资料,确定选题，完成开题报告；第二个阶段2011年12月前，拟定提纲；第三个阶段2012年3月1日前完成论文的初稿；第四个阶段2012年3月1日至31日完成论文二稿交由指导教师批阅；第五个阶段2012年4月1日至30日完成三稿交由指导教师批阅；第六个阶段2012年5月1日至20日论文定稿；第七个阶段2012年5月26日至31日论文答辩。参考文献、资料ALLEN,VIRGINIAFRENCHTECHNIQUESINTEACHINGVOCABULARYSHANGHAIFOREIGNLANGUAGETEACHINGANDRESEARCHPRESS,2002HOCKETT,CHARLESFRANCISACOURSEINMODERNLINGUISTICSNEWYORKMACMILLAN1958ISP,NATIONTEACHINGANDLEARNINGVOCABULARYNEWYORKNEWBURYHOUSE1990LEECH,GEOFFREYSEMANTICSHARMONDSWORTHPENGUIN,1974MICHAELOMALLEYJANDANNAUHLCHAMOTLEARNINGSTRATEGIESINSECONDLANGUAGEACQUISITIONCAMBRIDGECAMBRIDGEUNIVERSITYPRESS,1990TRUDGILL,PETERSOCIOLINGUISTICSANINTRODUCTIONTOLANGUAGEANDSOCIETY,FOURTHEDITIONHARMONDSWORTHPENGUIN,2001WILKINS,DAVIDARTHURLINGUISTICSINLANGUAGETEACHINGLONDONEDWARDARNOLD,1972毕淑芝,王义高，当代外国教育思想研究。北京人民教育出版社,2000。崔美丽，“中学英语词汇教学策略浅析”，英语教学研究2（2007）112。刘向红，“英语词汇学习策略综述”，基础教育外语教学研究,7（2005）31。王蔷，英语教学法教程第二版。高等教育出版社,2006。文秋芳，“英语成功者与不成功者在学习方法上的差异”，外语教学与研究,3（19956661。指导教师意见指导教师签名年月日毕业设计论文领导小组意见组长签名年月日ONTHESTRATEGIESFORTHEVOCABULARYTEACHINGINMIDDLESCHOOLABSTRACTWITHTHECONTINUALREFORMOFLANGUAGETEACHINGANDLEARNINGMETHODS,TEACHERSAREFACEDWITHCHALLENGESHOWTOORGANIZETHECLASSESINENGLISHANDCREATEENGLISHLEARNINGCIRCUMSTANCEVOCABULARYISTHELANGUAGEOFCONSTRUCTIONMATERIALSANDTHEBASISFORTHEDEVELOPMENTOFTHEFIVESKILLSLISTENING,SPEAKING,READING,WRITING,ANDTRANSLATINGASTHEMOSTBASICMATERIALOFLANGUAGE,FOREIGNLANGUAGETEACHINGCANNOTEXISTWITHOUTTHEVOCABULARYTEACHINGVOCABULARYUNDOUBTEDLYPLAYSANIMPORTANTROLEINENGLISHLANGUAGESTUDYANDAPPLICATIONTHEREFORE,ITSEEMSESPECIALLYIMPORTANTFORUSTOADOPTASCIENTIFICTEACHINGSTRATEGYINVOCABULARYTEACHINGINRECENTYEARS,THESIGNIFICANTDEVELOPMENTHASTAKENPLACEINBOTHBREADTHANDDEPTHOFTHISAREAINCHINA,WHICHHASGREATLYENRICHEDTHEUNDERSTANDINGOFVOCABULARYTEACHINGPROCESSOFTHECHINESETEACHERSTHISTHESISSUMMARIZESTHEPROCESSOFITSDEVELOPMENT,THEDIRECTIONOFITSDEVELOPMENTANDTHEDEFECTSINTHECURRENTPRACTICALTEACHINGBASEDONTHEADVANCEDTHEORYOFEDUCATIONALVOCABULARYTEACHING,THEINVESTIGATIONONFRONTLINETEACHERSANDTHEAUTHORSOWNPRACTICALTEACHING,THISTHESISATTEMPTSTOPUTFORWARDANEFFECTIVEPROPOSALTOIMPROVEVOCABULARYTEACHINGHOPINGCANIMPROVETHEEFFICIENCYOFVOCABULARYTEACHING,ANDPROMOTETHESTUDENTSVOCABULARYACCUMULATIONKEYWORDSVOCABULARYTEACHINGCURRENTDEFECTSSTRATEGIES论中学英语词汇教学策略内容摘要随着英语教学和学习方法的不断改进，教师在如何组织课堂教学和为学生创造良好的学习环境方面面临着挑战。词汇是语言的建筑材料，是培养听、说、读、写、译五种基本技能的基础。作为组成语言最基本的材料，外语教学自然离不开词汇教学。词汇在英语语言学习和应用中的地位和重要性是毋庸置疑的。如何采用科学有效的教学策略进行词汇教学显得尤为重要。最近几年来，国内对词汇教学策略这一领域的研究从广度和深度都有了很大发展，这大大丰富了对于中国教师英语词汇教学策略的了解。本文总结了目前实际教学过程中的发展状况，前进方向和存在的弊端。基于近几年来优秀语言教学策略研究，对一线教师的调查和作者自己的教学实践，本文试图提出行之有效的英语词汇教学策略，以期提高词汇教学的效率，促进学生的词汇积累。关键词词汇教学；目前弊端；策略ONTHESTRATEGIESOFENGLISHVOCABULARYTEACHINGINMIDDLESCHOOLCONTENTS1INTRODUCTION12DISADVANTAGESOFVOCABULARYTEACHING321INSUFFICIENTUNDERSTANDINGTHENECESSITYOFVOCABULARYTEACHING322INSUFFICIENTUNDERSTANDINGTHENECESSITYOFVOCABULARYTEACHING423THEWRONGOPINIONSONTHETEACHINGVOCABULARYTEACHING63THECHARACTERISTICSOFENGLISHVOCABULARY931ATTENTIONTOSPELLING,PRONUNCIATIONANDWRITING932ATTENTIONTOTHEMEANINGS,COLLOCATIONSANDUSAGES94IMPROVINGTHEEFFICIENCYOFENGLISHVOCABULARYTEACHING1141STRATEGIESFORENGLISHTEACHERSTEACHINGVOCABULARY1142PLACINGEMPHASISONTRAININGSTUDENTSABILITIESTOLEARN1643THECULTURESBACKGROUNDOFLANGUAGEANDVOCABULARY175CONCLUSION19NOTES20WORKSCITED21ACKNOWLEDGEMENTS22DECLARATIONOFTHESISORIGINALITY23ONTHESTRATEGIESOFENGLISHVOCABULARYTEACHINGINMIDDLESCHOOL1INTRODUCTIONLANGUAGEISMADEUPOFTHREEMAINELEMENTSGRAMMAR，PHONETICSANDVOCABULARYHOWEVER,VOCABULARYISTHEMOSTIMPORTANTONEVOCABULARYISNOTONLYTHECARRIEROFPHONETICSANDGRAMMAR,BUTALSOTHECONSTRUCTIONMATERIALOFLINGUISTICBUILDINGTHEGREATENGLISHLINGUIST,WILKINS,SAID“IFTHEREISNOGRAMMAR,PEOPLECANONLYEXPRESSSOMETHINGBUTIFTHEREISNOVOCABULARY,PEOPLECANEXPRESSNOTHING”1SOVOCABULARYTEACHINGANDLEARNINGISTHEBASICPOINTINENGLISHTEACHINGANDLEARNINGWORD,ONEOFTHETHREEBASICLANGUAGEUNITSSOUND,WORD,ANDGRAMMAR,ISESSENTIALTOCOMMUNICATION2WHENYOUSPENDMOSTOFYOURTIMELEARNINGGRAMMAR,YOURENGLISHWILLNOTIMPROVEVERYMUCHHOWEVER,YOUWILLMAKEGREATPROGRESSWITHYOURENGLISHIFYOULEARNMOREWORDSANDEXPRESSIONSASWORDSARETHEBASICANDCOREPARTOFCOMMUNICATION,WHICHDIRECTLYINFLUENCESONESABILITYOFLISTENING,SPEAKING,READING,WRITINGANDTRANSLATINGSOONLYAFTERMASTERINGENOUGHVOCABULARIESCANYOUPOSSIBLYUNDERSTANDWHATOTHERSSAYANDWHATOTHERSWRITE,ANDCANYOUEXPRESSYOURTHOUGHTFLUENTLYANDCOMMUNICATEWITHOTHERSSUCCESSFULLYINFACT,THEDIFFICULTIESINCOMMUNICATINGOFTENRESULTFROMINSUFFICIENTVOCABULARYTHEWELLKNOWNAMERICANAUTHORANDEDUCATOR,LRONHUBBARDADVISED“FAILURETOLEARNDEFINITIONSRESULTSINALATERINABILITYTOUNDERSTANDEXPLANATIONS,WHICHINCLUDETHOSEDEFINITIONSEASILYTHEMOSTIMPORTANTFACTORINANYSTUDYISACOMPREHENSIONOFWHATISMEANTBYCERTAINWORDS”3VIRGINIAFRENCHALLENWRITESINHISBOOK,TECHNIQUESINTEACHINGVOCABULARYTHAT“EXPERIENCEDESLENGLISHASASECONDLANGUAGEOREFLENGLISHASFOREIGNLANGUAGETEACHERSKNOWVERYWELLHOWIMPORTANTVOCABULARYIS”4WITHCOMPREHENSIONANDAPPLICATIONPLAYINGAMOREANDMOREIMPORTANTROLEINEXAMINATION,VOCABULARYINTERMSOFTHEENGLISHTEACHINGSTATUSSHOULDBECOMEMORESIGNIFICANTCORRECTINGACQUAINTANCEFORTEACHINGANDLEARNINGVOCABULARYISCRUCIALSUBJECTFOROURBETTERENGLISHTEACHINGINORDERTOFINDTHEEFFICIENTWAYSOFTEACHINGVOCABULARY,VOCABULARYTEACHINGSTRATEGIESHAVEBEENSTUDIEDFORDECADESOFYEARSNOWITISAHOTISSUEINTHESTUDYOFLANGUAGETEACHINGSTRATEGIESLOTSOFRESEARCHHASBEENDONEBOTHABROADANDINCHINATHESIGNIFICANTDEVELOPMENTHASBEENTAKENPLACEINBOTHBREADTHANDDEPTHOFTHISAREAINCHINA,WHICHHASGREATLYENRICHEDTHEUNDERSTANDINGOFVOCABULARYTEACHINGPROCESSOFTHECHINESETEACHERSINTHISTHESIS,THEDEFECTSOFCURRENTVOCABULARYTEACHINGWILLBEANALYZEDINADDITION,BASEDONADVANCEDTHEORYOFEDUCATIONALVOCABULARYTEACHINGANDPRACTICALTEACHING,THISTHESISWILLTRYTOPUTFORWARDAPROPOSALTOPERFECTVOCABULARYTEACHING2DISADVANTAGESOFVOCABULARYTEACHINGTRADITIONALVOCABULARYTEACHINGONLYREQUIRESSTUDENTSTOREADTHENEWWORDSANDSPELLTHEMOUTTHENOFFEREDTHECORRESPONDINGORSIMILARCHINESEEXPLANATIONASTHERESULTWEFONDTHATMANYSTUDENTSSPENDALOTOFTIMEONREMEMBERINGTHENEWWORDSALTHOUGHTHEYKNEWTHEMEANINGOFWORDSBUTTHEYDONTKNOWHOWTOUSETHEMCORRECTLYALTHOUGHMANYCURRENTEDUCATIONALTHEORIESPROMOTEVOCABULARYTEACHING,THEREAREMANYPROBLEMSEXISTINGINENGLISHVOCABULARYTEACHINGANDTHENTHESTUDENTSFINDITDIFFICULTTOLEARNVOCABULARYANDGRADUALLYLOSETHEINTERESTINMEMORIZINGVOCABULARY21INSUFFICIENTUNDERSTANDINGTHENECESSITYOFVOCABULARYTEACHINGTHOUGHPEOPLEDONOTDENYTHEROLEOFVOCABULARIESINLANGUAGECOMMUNICATION,MANYPEOPLETHINKTHATVOCABULARIESSHOULDBETAUGHTBYTHETEACHERSANDACCUMULATEDBYSTUDENTSTHEMSELVESITISEXACTLYUNDERTHEINFLUENCEOFTHEMISTAKECONCEPTFROMPRIMARYSCHOOLTOTHEUNIVERSITY,MANYSTUDENTSBELIEVETHATTOLEARNENGLISHWELLWASTOLEARNGRAMMARSWELLHEWHOISPOORINTHEABILITYTOUSEENGLISHISJUSTBECAUSEHEISNOTGOODATGRAMMARSSOTHEYPAYMOREATTENTIONONGRAMMAR,ABOUTVOCABULARYJUSTKNOWTHEMEANINGANDTHEPRONUNCIATIONINFACTWHENTALKABOUTTHEGRAMMARANALYSISMANYCHINESESTUDENTSAREGOODATITINCONTRARYLOTSOFFOREIGNTEACHERSARENOTASGOODASTHEMHOWEVER,CHINESESTUDENTSACTUALABILITYTOUSEENGLISHISDISAPPOINTINGWHYCANNOTSOMESTUDENTSUSETHEWORDS,WHICHREMEMBEREDFIRMLYBYTHEMWHYISTHEIRWRITINGSCONTENTSOPOORWHYCANNOTTHEYGETRIDOFTHINKINGINCHINESE,EXPRESSINGONESOWNTHOUGHTWITHSOMEWORDSANDEXPRESSIONSCOINEDDOESTHEVOCABULARYREALLYNOTNEEDTOBETAUGHTASWEKNOW,IGNORINGVOCABULARYTEACHINGHASALREADYPRODUCEDSOMEBADCONSEQUENCESIFWECANMAKEVOCABULARYTEACHINGBEEQUALOFGRAMMARTEACHING,IBELIEVETHATTHESITUATIONWILLBECHANGEDGREATLYTEACHERNOTONLYHASTHEDUTYTOTEACHSTUDENTSTHEKNOWLEDGEOFVOCABULARY,BUTALSOSHOULDSTUDYANDPROBEINTOTHETEACHINGAPPROACHESOFTHEVOCABULARY,VOCABULARYTEACHINGSHOULDBEANESSENTIALIMPORTANTLINKINENGLISHTEACHINGNATURALLY22THREEPHENOMENAEXISTINGINTHETRADITIONALENGLISHVOCABULARYTEACHINGITISWELLKNOWNTOALLTHATVOCABULARYTEACHINGISAHARDWORKTRADITIONALENGLISHTEACHINGAPPROACHINCHINAISATEACHERCENTEREDONETHETRADITIONALENGLISHVOCABULARYTEACHINGHASEXISTSSOMEPROBLEMSTEACHERSSHOULDHAVETHECORRECTATTITUDEONTHISSITUATION,ANDCHANGETHEIRT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