Teaching Vocabulary in Primary Schools and Junior Middle Schools_陈道明.ppt

1、Teaching Vocabulary in Primary Schools and Junior Middle Schools,陈道明华南师范大学 外文学院 ,What do we know about a word?,Form, Meaning, and Use,Form,pronunciation, spelling, e.g. girl,Meaning,semantic meaning 语义, lexical meaning 词汇意义 core meaning, meaning in the mini-context,Meaning,e.g. girl, a girl, a girl

2、friend, a girlfriend.,Use,pragmatic meaning语用意义, meaning in use: meaning in a large context,Use,e.g. (A classmate introducing a picture) Its a girl. (A man introducing his daughter) This is my girl.,Use,e.g. (A girl introducing another girl) This is my girl friend Mary.,Use,e.g. (A boy/man introduci

3、ng another boy/man) This is my friend Tom. (不说This is my boy friend Tom，虽然boy friend也并非“男朋友“的意思。),词汇学习Form，Meaning, Use的顺序问题,那么，我们学词汇时，是不是按“先学Form，然后学Meaning, 最后学Use”的顺序学呢？,词汇学习Form，Meaning, Use的顺序问题,想想我们自己在母语的学习（习得）中是如何学习词汇的。,词汇学习Form，Meaning, Use的顺序问题,一个妈妈会突然想到她的孩子现在该学“苹果”这个单词，于是就马上教他说“苹果”，然后再去买（或

4、者找）苹果来给孩子看，然后对他说“苹果，说，苹果”吗？,Two types of rules,When learning a language, we learn two types of rules, rules of language form and rules of language use.,Two types of rules,一个女孩什么时候会说Im a girl 呢？（当一个女孩到机场接一个外国客人的时候？当校长要她剪短头发的时候？）,Two types of rules,所以，学词汇，什么条件最重要？ 语境（Context）,What items to learn,When

5、learning vocabulary, we learn: the most frequently used words multiword units/lexical phrases/ chunks (词块、词汇短语),What items to learn,groups of words like absolutely fantastic, at once, in a minute, portable TV, the United States of America, etc.,The noun pain,in pain feel pain cause/inflict pain 使受痛

6、great/severe pain, relieve/ease pain sharp/dull pain 剧痛，隐痛,Frequency of use,Suggestions for teaching vocabulary,Bit by bit, in a context 分批学习，融于语境。,Suggestions for teaching vocabulary,Avoid presenting all the new vocabulary items from a unit before coming to the topic. Vocabulary items should be pre

7、sented in a large context.,Three stages of teaching vocabulary,Presentation（呈现阶段） Consolidation（巩固阶段） Extension（扩展阶段）,三个阶段的基本原则,呈现阶段：大语境原则 巩固阶段：语境原则（大语境，或小语境） 扩展阶段：相关原则,呈现阶段：大语境原则,How do we teach the new words, e.g., 20 new words, in a unit of a textbook? Do we teach all the 20 word at a time in an

8、isolated way, i.e., without a large context? or:,呈现阶段：大语境原则,Do we use a large context and allow the new words to occur in a more natural way?,呈现词汇的环境：有意义的语言输入Learning from meaning-focused input,It involves learning from listening and reading.,呈现词汇的环境：有意义的语言输入Learning from meaning-focused input,分批呈现，

9、融于语境 如：把词汇的学习融于阅读的 引入主题阶段 理解大意阶段,了解细节阶段 总结评论阶段,本课生词和新句子:,cost, cheap, need, oh, paint brush, comes to, pay 3 yuan 45 for one Can I help/What would you like? Id like /Can I have ?,本课生词和新句子:,How much is it/are they? They are cheap/It is cheap. They cost/it costs So, that comes to,引入阶段: (shopping, cust

10、omer, shop keeper), Can I help/What would you like? Id like /Can I have ? 理解大意阶段: How much is it/are they? (price),了解细节阶段: cost, cheap, (expensive), need, 3 yuan 45 for one, oh, paint brush, comes to, pay. They are cheap/It is cheap, They cost/it costs So, that comes to (price) 总结评论阶段: (serve the cu

11、stomer, ask the price, in a polite way, ),巩固阶段：语境原则（大语境，或小语境）,小语境（句子语境）的优点：在有限的时间内复习巩固较多的词汇项目。 小语境要尽量紧扣大语境（如：Shopping） 复习巩固的形式：口头和笔头,巩固阶段：语境原则（大语境，或小语境）,口头：复述、造句、游戏（例：猜词：What can you see?） 笔头：填空、选择，造句、听写包含有刚学过的单词的句子，单词归类 e.g.:,Using word categories,左侧图片：A同学拿的; 右侧图片：B同学拿的 使用的语言：What do you see/have o

12、n the table?,扩展阶段：相关原则,同义词，近义词，反义词（同类法，异类法） 词缀法 派生法,Some more suggestions on teaching vocabulary,Provide creative examples. Elicit meaning from the students before telling them. Use related words such as synonyms, antonyms etc. to show the meaning.,Some more suggestions on teaching vocabulary,Think about how to check students understanding. Relate the new word(s) to real life context(s). Predict possible misunderstanding or confusion.,小结,词汇教学要 语境化， 词块化,Some books recommended,王蔷，小学