毕业论文-the-effective-methods-of-improving-the-quality-of-english-vocabulary-teaching-提高英语词汇

4TheeffectivemethodsofimprovingthequalityofEnglishVocabularyTeaching提高英语词汇教学质量的有效方法Inthelastchapter,whichpresentsthecurrentsituationofEnglishvocabularyteachinginseniorhighschool,theexistingproblemsoftheteachersandstudentsareanalyzed.Inthischapter,itmainlydiscusseshowtoimprovethequalityofvocabularyteachingandlearning.4.1theemotioneducation情感教育Humanbeingsareemotionalcreatures,soitisofextremeimportancetounderstandhumanemotioninsecondlanguageacquisition.Fromtheperspectiveofeducationpsychology,thelearners’emotionalcontrolisoneofthebiggestfactorswhichinfluencethelearningeffectintheprocessoflearning.Therearemanyfactorswhichcaninfluencelanguagelearningemotion,includingself-esteemandself-confidence,anxiety,motivation,attitude,imitationetc.Theseemotionfactorscandirectlyinfluencethelanguageacquisition.Learners’affectivestateplaysadirectpartintheirlanguagelearningandlearningresults.Toimproveteaching,thelearners’positiveemotionsmustbecultivated.Fromtheperspectiveofemotion,mobilizethestudents'emotionalfactorstoimprovestudents'autonomyinEnglishvocabularylearning.Solvetheemotionalproblemfromthefollowingseveralaspects,sothatthevocabularyteachingcanbeimproved.4．1．1Relieveanxiety,enhanceself-esteemanddevelopconfidence1．AnxietyisthemostimportantfactorinfluencingEnglishlearningeffectAnxietyreferstoapsychologicalstateofEnglishlearners’uneasy,irritable,afraidoflosingfaceaftermakingmistakesandbeingcriticizedbyteachersintheprocessoflanguageacquisition,whichisanimportantfactortohinderlanguageacquisition.Manystudieshaveshownthatlanguageanxietyisinverselyproportionaltothelanguageacquisition.Thelesstheanxietyis,themoreacquisitionis,andviceversa.Whenthinkingthereisachanceofbeingquestionedbytheteacher,thelearnerswillgetupset.Asaresult,thelearners’learningisnoteasytosucceed.Comparedwithothersubjects,itiseasyforstudentstogetanxietyandnegativeimpacts.Especiallyforthosestudentswhobarelylearnaforeignlanguage,foreignlanguagelearningisalwaysaheavyburden.Thuscausehabitualmentaltension.Becauseofanxietyandtension,whichcanleadtheclassroomteachingeffecttobeverypoor,excessivefearwillcosttoomuchenergythatcouldhavebeenusedinmemoryandthinking?Chinesestudentshavealotofanxietyinlearningaforeignlanguage,includingtestanxietyandclassroomanxiety.Sohowtoeasetheanxietyofstudents?Firstofall,moveawayfromtheexcessivefocusontestingtoreducethefeelingoffailure.Second,establishaharmoniousrelationshipbetweentheteachersandstudents.Atthesametime,createapleasant,relaxedclassroomatmospheretogetridofstudents’psychologicalbarrierandtension.Inclass,organizecollectiveactivities

andcreatearelaxedandharmoniousatmosphere,whichcanbuilduptheconfidenceofthestudentsandincreasestudents’interestinlearning.

Finally,learntoacceptandbetolerant.Allowstudentstomakemistakes,whichisnecessaryforthestudentstolearnaforeignlanguage.Relievetheirmentalpressurethattheyareafraidofmakingmistakeswhenusingthetargetlanguage.Besides,eachpersonisanindividual,whohashisuniquecharacteristics,psychologicalstate,andlearningstrategiesandmotivation.Teachersshouldallowstudentstohavetheirownuniqueinsightsanddifferentspeedinprogressratherthanusethesamestandardtosimplydividestudentsintogoodonesandbadones.Teachersshouldadopttheattitudeofacceptingandtolerancetoallthestudents,consideringtheemotionalofeverystudent.2．Cultivatethestudents'self-confidence.培养学生的自信心Self-confidenceisakindofforceburstingformaperson'sinnerheart,whichcandrivepeopletofindthefutureofsunshine,motivatepeopletowakeupthepotentialfromthelongdeepsleep,anddevelopinfiniteabilityandenergy.Theactionofhumanbeingsiscontrolledbythebelief,andtheresultiscreatedbythegeneratedbytheaction.So,itcanbesaidthatwhatkindoffaithwillleadtowhatkindofresult.Whenonestudentisalwayssayingtohimself,“Ican'trememberwords".ItishardtoimaginethathewilllearnEnglishwell;Onthecontrary,whenheisalwaysthinkingtohimselfinhisdeepheart,"Icanrememberwords."hewillcreate

a

goodchance

of

success.Confidencecanenhancethememory.Inthememory,thestrongertheself-confidenceis,thebettertheeffectwillretain.Self-confidenceistheinnermotivepowerofboostingpeople'smemory.Studentsinlearningaforeignlanguagelackconfidenceandtheirself-consciousnessisrelativelyfaint,whichisrootedinculturaltraditionandeducationconcept.Conservative,boringclassroomteachingtomakethemajorityofstudentsreluctanttoexpresstheirownthoughts.Andintoleranceofexaminationsystemcanalsoreducethestudents’assessmentofthemselves.Soteachersshouldcreateagoodclassatmosphere,whichcanmakestudentsbuilduptheirconfidence.Bysettingthemsomegoals,teachersshouldencouragestudentstoachievethesegoals,andthenmotivatethemtoenhancetheirself-confidencefinally.Firstofall,setsomespecificsimplegoalsstudentstrytheirbesttoachieve.Forexample,wheninGradeone,seniorhighschool,itisunrealistictoletstudentsfullyusetheforeignlanguagetocompletethevarioustasks,soteacherscanallowthemtousepartofthenativelanguage,thengraduallytransittoacompleteforeignlanguage.ThisstepcanmakestudentsclearlyknowtheroleimprovingmemoryplaysinEnglishvocabularylearning.Secondly,afterrealizingthesegoals,teachersmustinspirethemintime,andatthesametimestudentswillproduceakindofself-confidenceandalsogetinterestedintheobjectsthatshouldbememorizedthroughtheirefforts.Finally,guidestudentstoreadalotofrelevantpositiveliteraturewithself-confidence.Somegoodexamplesinworkscaninspirethemtogropeforsomeregularity,andsetuptheirconfidenceinEnglishvocabularylearning.Asaresult,students’confidencehasbeengreatlyimprovedandEnglishlearninghasbeenmadegreatprogress.ThenstudentswillovercomealldifficultiesinstudyEnglish,andactivelylookfordifferentwaystolearn.Studentswillactivelyacceptthe"input"ofknowledge,whichcanobtaingoodlearningresult.Self-confidenceisanessentialpsychologicalfoundationforonetosucceed,soforeignlanguagelearnersneedmoreconfidence.Studentsarefullofself-confidenceandhavethecouragetopractice,thustheywillachieveideallearningresults.Self-confidencecangivestudentsalotoflearningmotivation.Soteachersshouldcreatearelaxed,pleasant"input"environmentforstudentsinteachingtohelpstudentsbuildupconfidence,facedifficulties,reduceanxiety,reducestress,andconvertpressureintomotivation.Encouragestudentsandstimulatestudents'learningenthusiasmandinitiativeinlearningaforeignlanguage.

Teachersshouldmakestudentsremembertriumphalismisthestartingpointofsuccess.4．1．2Developthestudents'vocabularylearningmotivation.培养学生的词汇学习动机Motivationisanotherimportantemotionalfactorinfluencinglanguageteaching.ThesuccessorfailureofEnglishteachinglargelydependsonthestudents'learningmotivation.Therefore,researchontheteachingmustfocusonmotivation.

Motivationissomeinternalstatethatdirectlypromotesactivitiestomeetsomeneed,whichisadirectcauseofbehaviorandinternalmotivation.Allkindsofactivitiesoforganismarecausedbymotivation.Thestudents'learningbehaviorisdominatedbymotivation,whichiscalllearningmotivation.(陆海东，2002)Motivationinforeignlanguagelearningreferstothedesireanddrivingforcethatlearnershaveinlearningaforeignlanguage,whichisthepsychologythatusedbyindividualtostartandsustainhisaction.Foreignlanguagelearningmotivationisastrongdesireforknowledgeinforeignlanguagelearningand,anddirectlypromoteakindofinnerimpetusofforeignlanguagelearning,whichisakindofinitiativeandpositivestateofmindoftheforeignlanguagelearnersinlanguagelearning.Learningeffectisbetterwithmotivationforforeignlanguage,comparedwithlearningeffectwithoutmotivation.(刘昕，2004)Thehigherlearningmotivationis,thefasterlanguageislearned,thebetterstudentswilllearn.Motivationiscomposed

ofintrinsicandextrinsicmotivation.Internalmotivationreferstothepowercausedbyinterestintheactivityitself.Learnerscanbesatisfiedintheprocessoflearningactivities.Forexample,StudentslearnvocabularyinordertogetEnglishknowledgeandcommunicateusingEnglishwords,whichisdrivenbyinternalmotivation.Oneofthemajorresponsibilitiesofeducationistomakestudentsinterestedinknowledgeitself.Externalmotivationreferstotheexternalfactorsthataffectstudents'learningEnglish.Forexample,thosestudentswhohavelargerEnglishvocabularyorgetgoodgradesinEnglishcompetitionwillbepraisedbyteachersandbeenviedbyclassmates.Theneedofrespectcanbemet.Thentheenthusiasmoflearningvocabularywillbeimproved.Therefore,Englishteachersshouldtrytomobilizethestudents’internalmotivationinEnglishvocabularyteaching.Stimulate

the

students'

interest

forforeignlanguageandmakeitlastsoastoachievethesuccessofEnglishvocabularylearningbyprovidingasenseofaccomplishmentandadjustingmotivationandevaluationtotransferextrinsicmotivationintointrinsicmotivation.So,arousingtheenthusiasmofstudentsistheresponsibilityofeachteacher.Teachersshouldunderstandthelearners’personality,attitude,interest,emotion,andlearningstrategyinordertoimprovetheconfidenceofthestudentsthattheycanlearnaforeignlanguagewell.Analysisofstudents'learningmotivation,whetheritiswhatkindofmotivation,intrinsicmotivationorextrinsicmotivation,willbewellworthfullaffirmationandencouragement.Buttheintrinsicmotivationiseasiertoleadstudentstolearnpersistentlyandthereforeitdeservestrainingandencouraging.4．1．3Cultivatestudents'positiveattitudeoflearningEnglishvocabulary培养学生学习英语词汇的积极态度Asisknown,apositiveattitudewillhelpstudentswithforeignlanguagelearning,andnegativeattitudewillhinderforeignlanguagelearning.Soteachersshouldcultivatestudents’positiveattitude.Learningaforeignlanguagecancarryoutinternationalexchangesandcooperation,understandthecustomsofwesterncountries,canlearnadvancedwesterntechnologicalandculturalknowledge,andbroadenhorizon,whichcanpositivelyguidestudentstolearnaforeignlanguage.Ultimatelyallofthemdependonthemasteryofvocabulary,soteachersmuststimulatetheenthusiasmofstudents’learningvocabulary.4．1．4Cultivatestudents'interestinlearningEnglish培养学生学习英语的浓厚的兴趣Itissaidthatinterestisthebestteacher,whichisthemotivityoflearning,istheleadingofallspiritualactivitiesandisthefirstconditionoflearningknowledge,developingintelligence.Interestwillproducestrongcuriositytolearn.

Thehigherthestudentsareinterestedinlearning,thehigherthestudents’enthusiasmoflearning,thebetterlearningeffectis.Ifinterestcanbecomepartofpsychologicalneedofstudents'Englishvocabularylearning,studentswillgraduallyformthehabitoflearningEnglishvocabularyconsciouslyandactively.StudentshavegreatdifficultyinlearningEnglishvocabulary.

OnlywhenstudentstakeadeepinterestinEnglishvocabulary,canstudents

improve

the

learning

enthusiasmandconsciousness,

overcomealldifficultiesinthelearningprocesshappilytolearnvocabulary.Thecultivationoflearninginterest

iscloselyrelatedwithandteachers’activeguide.Teachersshouldadoptflexibleandvariedteachingmethods,createrichandcolorfulteachingsituationaccordingtothecharacteristicsofEnglishandagecharacteristicsofstudents,usingtheartofeducationtostudents'interestsandattentiontoEnglishvocabularylearningareas,withinterestinthesparktoignitethefireofwisdom.Bringstudents'interestsandattentiontoEnglishvocabularylearningbyusingtheartofeducation.Invokeinspirationwithinterest.Therefore,inEnglishvocabularyteaching,theauthoralwaysstickstocreatingthebestlearningstate,paysattentiontolanguagecommunication,givesfullplay

to

the

students'

principal

part,inspiresinnovativethinkingdevelopment,establisheshisowndistinctivecharacteristicofEnglishteaching,andarousesthestudents'interestinEnglishvocabularylearning.4．1．5Hardeffortsarethekeytosuccess刻苦的努力是成功的关键Nomatterwhatthingsyouwanttoaccomplish,therearenoshortcutsandEnglishlearningisnoexception.ProfessorXuGuozhang(许国璋)oncesaid,

"Englishlearningneedstoworkstudyandpractice.”EspeciallyinChina,studentsarelearningEnglishinanon-Englishenvironment,sothereislimittocontactanduseEnglish.Generallyspeaking,thegraspofEnglishisthrough“Learning”insteadof“Acquisition”.LearningEnglishneedstomemorizealotofwords,sostudentsmusthavethespiritofhardworkandpersistence.Highschoolstudents

muststudyhardinorder

tomasterfourbasiclanguageskills-listening,speaking,readingandwriting.IftheirEnglishvocabularyisnotenough,itisverydifficultforstudentstocommunicate.InEnglishteaching,thelesswordsyoumaster,theworseyoustudyEnglish.SolearningEnglishrequiresplentyofeffort.4．2Themethodsoflexicalteaching词汇教学的方法AccordingtothecharacteristicsofEnglishvocabulary,teachersshoulduseflexibleteachingmethodstoteachwordsefficiently.Onlywhenstudentshavetoencounteritmanytimescanstudentssucceedinrememberingaword.Soiftheywanttorememberawordbyacquisition,studentsmusthaveanextensivereadingenvironmentinwhichtheycanfrequentlyencounterthesamewordsandrememberitnaturally.But,atpresenttheconditionforthestudentstolearnEnglishisstillrelativelybackward.Audio-visualequipmentandreadingmaterialcannotmeettheneedofeachstudent.Insuchacase,theclassroomasamainchannelthroughwhichstudentslearnEnglish,shouldundoubtedlyplayanimportantrole.Teachersasdesigners,organizers,anddirectorsoftheclassroomteaching,obviouslyshouldconstantlyreflectontheirteaching,changetraditionalvocabularyteachingmethods,andimprovestudents'vocabularylearningefficiency.4．2．1Firstofall,teachstudentstorememberthewordsaccordingtothephoneticsymbol.首先从音标入手，教学生用音标来记单词PeopleoftenadvocatethatEnglishteachingshouldfollowtheprincipleof“听说领先，读写跟上”.Vocabularyteachingmustalsofulfilltheprincipleof"leading"hear".Sowhentheyteachwords,teachersshouldmakestudentslistenanddistinguishsound.Itisprerequisitetomasterphoneticsymbolsverywell.Buttheseniorhighschoolwheretheauthorworksisinthecounty,wherethestudentscomefromdiversejuniormiddleschools.Especiallyforthosestudentsinthecountryside,thefoundationofphoneticfoundationispoor,soitisnecessarytostartwithphoneticfoundation,which

lays

a

good

foundation

in

pronunciation

and

intonation.Onlyinthiswaycanteachersreallycultivatethestudents'listening,whichispreparedreceivingtheinputofEnglishvocabularylearning.Englishisakindofalphabeticwriting,sopronunciationhasagreatinfluenceonwordretention.ThepronunciationofEnglishiscloselyrelatedwithspellingandmostofwordpronunciationisregular.Iftheycanreadwordscorrectlyanddistinguishsinglesyllable,studentsrememberwordsquicklyaftertheyreadafewtimes.Forexample，unpredictablecanbedividedintothefollowingsyllables:un-,pre-,dic-,ta-,-ble.Communicationcanbedividedintothefollowingsyllables:com-,mu-,ni-,ca-,-tiontoremember.Inthisway,itisveryeasytoremembertheword“telecommunication”,whichcanbedividedinto:te-,1e-,com-,mu-,ni-,ca-,-tion.Theadvantageofthismethodisthataslongastheycanreadsyllablesaccurately,studentswillwritewordscorrectly.4．2．2Theteachinglanguageisvividandlively.教师教学的语言要生动形象Teachinglanguage,whichisakindofartisticlanguage,hasagreatimpactonteachingeffect.Whenteachersexplainvocabulary,goodexamplesandvividlanguagecanmakestudentsunderstandandgraspvocabularyeasily.Onthecontrary,studentswillfeelvocabularylearningboring,whichisboundtoaffectlearningeffect.ThereforeinEnglishclass,teachersexplainknowledgeinrelationwithrelevantknowledge,humor,jokes,BritishandAmericanEnglishidioms,proverbsandrelevantallusions,whichnotonlymakestheclassactive,butalsoexpandstheirknowledgeandbroadenstheirvision.Forexample,theword“hang”has

two

forms.Whenitmeans“吊死”，itisaregularverb,whosepasttenseandpastparticiplearerespectivelyhanged,hanged；butwhenitrefersto“悬挂”，itisanirregularverb,whosepasttenseandpastparticiplearerespectivelyhung,hung.Theauthorteachesstudentstoremembertheword：吊死有规则。“Lie”hassuchasimilarphenomenon.Whenitismeans“撒谎”，itisaregularverb,whosepasttenseandpastparticiplearerespectivelylied,lied；butwhenitrefersto“躺”,itisanirregularverb,whosepasttenseandpastparticiplearerespectivelylay,lain.Theauthorteachesstudentstoremembertheword：说谎有规则。Thesetwowordshaveincommonthatiftheyrefertonegativemeaning,theyareregularverbs.Inaddition,whenteachingstudentstorememberwords,teacherscanuseavarietyofconditions.Usehomophoneandimagetotakeapart.Thenusevividlanguagetogettogetherthepartsthathasbeentakenapart.Whethersuchalanguageislogicornot,nomatterhowridiculousitis,itcanmakestudentsrememberwordseasilyandrememberthemforalongtime.Forexample,whenAntarcticaisexplained,itcanbedividedintothreeparts,thatis,“ant(蚂蚁)”，“arctica(北冰洋)”，and“a”.Thengetthemtogethertoformasentence一只(a)蚂蚁(ant)把北冰洋(Arctica)搬到了南极洲(Antarctica)；apracticalmemorybookillustratessome如一本实用记忆书上，例举了一些谐音记词法。trousers利用谐音“出褶子”，所以通过“裤子出褶子”，就可以记住该单词了：还有guest，谐音“该死的”，“该死的客人”；supper的谐音“仨婆”，“三个婆婆吃晚饭”；hen的谐音“汉”。“我家母鸡壮如汉”等等，有很多这样的单词可以通过谐音来记住。4．2．3Teachersshouldadoptflexibleandvariousmethodsvocabularyteaching教师词汇教学的形式要灵活多样Thoughpeoplealwayssay“Teachinghasitsmethodbutnon-fixed”，teachers’teachingmethodsshouldbeabletomakestudentsinterestedinlearningEnglish.Teachersshouldadoptflexibleandvariedmethodstomakestudentsplayaleadingpartintheprocessoflearning.Inclass,teachersshouldmakestudentstakeanactivepartandfullyarousestudents’studyenthusiasmtoimprovestudents’learningefficiencyandteachingeffect.Teachersshouldteachvocabularyusingmultimediaequipmentandvisualaidsandtomaketheprocessofvocabularyteachingvivid,deepeningtheimpressiononvocabularyandstrengtheningstudents’memory.InEnglishVocabularyTeachinginSeniorSchool,teachersshouldoftenadoptavarietyofforms,suchas,wordsolitaire,competitions,performances,guess,sketchetc,whichareofbenefittocultivatestudents’interestinlearningEnglishvocabulary.4．2．4Teachersshouldexplainword-formationtomultiplystudents’Englishvocabulary教师应向学生讲授构词法知识，成倍扩大词汇量ThoughEnglishhasalargevocabulary,yetthebasicvocabularyofEnglishisinasmallnumber,whichcanformnewwordstogetherwithotherwords.Vocabularyitselfhasitsinherent.Iftheymasterthebasicmethodsofword-formation,studentscaneasilyrememberwords.Wordformationisakindofscientificmethodtoexpandstudents'vocabulary.Oncetheymasterthismethod,studentswillreceive"halftheworkwithdoubleresults/bydoinghalfthework,onewillgetdoubletheresult.(半功倍的学习效果)Therearemostcommontypesofword-formation,includingderivation,

compounding

and

conversion.Inaddition,英语中最常见的构词方法主要有派生法、合成法和转化法，此外还有混成法、截短法、缩略法等次要的构词方法。1．DerivationRoot,prefixandsuffix,whicharecalledmorpheme,arethethreeelementsoftheword.Rootisthemainelement.Prefixandsuffixarethe次要元素。Thesethreeelementsarethekeytoexpandingvocabulary.英语词缀分成前缀和后缀两种，加在词根前的叫前缀，加于词根后的叫后缀。派生法就是给词根(或叫原生词)加上前缀或后缀派生出来新的单词。人们要逐个地记住成千上万个单词是困难的，但是词根、词缀的数量毕竟有限，其中词缀(前缀和后缀)的数量尤其小，使用的场合却特别多。通过词根加不同的前缀、后缀，可以转换词性、改变词义。在日常的教学中，教师应帮助学生或让学生自己归纳总结出常见的前缀和后缀。PrefixGenerallyspeaking,prefixonlychangesthemeaningofwordsinsteadof.Therearesomeimportantprefixes.一般来说，前缀只改变词的意义，但并不改变其词类。重要的前缀有：anti-．反；抗；阻，antiwar反战的；antisocial反社会的auto-自己，自动autobiography自传bi-．两：双。bicolor两色的；biannual一年两次的co-．共同，cooperate合作;coaction共同行动；coexistence共存counter-反：逆，countermarch反方向行进；counterattack反击，返攻multi-．多，multiparty多党的；multinational多国的pre-．前，prewar战前；preexamination预试preface序文，序言，开场白post-．后，postgraduate研究生，大学毕业后的；postwar战后re-．重，再return回来，返回；rebuild重建；rewrite重写semi-．半；部分，semicircle半圆sub-．在底下；次，subway地铁；subhead副标题；subacid略酸的super-superspeed超高速的；supermarket超级市场的；tele-telescope望远镜trans-transnational超越国界的；translate翻译；transplant移植under-underground地下的；underwear内衣vice-vice-chairman副主席表示否定的前缀有：un-，dis-，non-，de-，im-，in-，mis-等。un-．1ike像unlike不像;friendly;unfriendlydis-.appear出现disappear消失;agree;disagree;likedislike;couragediscourage;appointment;disappointmentnon-．stop停nonstop不停de-．merit优点demerit缺点im-．polite礼貌的impolite不礼貌的in-．complete完全的incomplete不完全的mis-．understand理解misunderstand误解Suffix后缀一般改变词的类别，也可能改变词的意思。常见的后缀有：-able.predict预测predictable可预测的-al.nature自然natural自然的-ive.expense花费expensive昂贵的;act,active;-ist.piano钢琴pianist钢琴家;science,scientist;art,artist-ment.agree同意agreement协议，同意;encourage,encouragement-ness.busy忙business事务，商业-tion.collect收集collection收集;-ous.danger危险dangerous危险的;poison;poisonous-y.sun太阳sunny阳光明媚的;wind,windy;cloud,cloudy-er.win赢winner赢家构词法内容庞杂，应用最广的当数词缀。把单词分成词根和词缀，非常便于归纳与整理，会让词汇成倍地增加。另外，在碰到生词时，可以根据构词法进行猜测和识别，增强阅读理解能力。比如利用派生法就很容易猜出unpredictable这个词的意思。predict是动词，意为“预测”，-able是形容词的后缀，an-是否定前缀，因此unpredictable的就是形容词，意为“不可预测的”。利用词根进行词汇教学，可以帮助学生对一些熟知的词有更深刻的了解，得以从许多新字里挑出整个的语族，从而使得他们更加清楚词义，更加有效地记忆单词。2．Compounding(合成法)合成法是把两个或两个以上的词按照一定顺序排列构成新词的方法，叫合成法。用合成法构成的词叫合成词。大多数的合成词的含义可以从单词的字面意义一目了然。例如：sunlight(阳光)，blackboard(黑板)，warship(战舰)，firepower(火力)。复合词的种类繁多，从词性看有复合名词(iceberg)、复合动词(input)、复合形容词(good-looking)、复合副词(everywhere)、复合介词(upon)、复合连接词(whatever)、复合代词(anyone)、复合数词(twenty-one)等，而数量最多是复合名词，其次是复合形容词，再次是复合动词。在整个英语发展过程中，合成词为英语增添和补充了大量的词语，而且其组合比较灵活多变。如果能用这些规律来学习英语单词，就会起到事半功倍的效果。3．Conversion(转化法)转化法是一个词由一种词类转化成另一种词类而词形不改变或略有变化，从而使该词具有新的意义和作用，成为一个新词。英语的词类转化最常见的是名词转化为动词，如water水(n．)，浇水(v．)；pump水泵(n．)，抽水(v．)；honour荣誉(n．)，尊敬“)。另外一种比较常见的转化是形容词转化为动词，如slow慢的(adj．)，使慢下来(v．)；heat热的(锄．)，加热(v．)。还有副词转化为动词，动词或形容词转化为名词，形容词转化为名词等等。派生词通常不能转化，因为派生词具有明确表示词类的后缀。利用转化法进行分析讲解，归纳总结，找出单词内部、单词与单词之间的联系，能够帮助学生产生联想记忆，使他们温故而知新，从而巩固和扩大了词汇量。当然对于这些构词法的这些特点教师最好不要直接把它们说出来，而应在集中教学词汇时呈现出来，让学生自己去总结、发现，这样的学习有学生亲自的参与，更能培养他们的学习能力。4．2．5教师应在一定的语境中进行词汇教学语境就是上下文，即词、短语、语句或语篇的前后关系。现代认知心理学家认为，人脑中的知识不可能孤立地贮存，总是通过与其他知识建立某种关系而贮存。词汇也不是孤立的存在的，单个词离开了语境，就显得呆板、生硬，没有活力。正如吕叔湘先生在论述关于语境和词汇学习的关系时所说的那样：“词语要嵌在上下文里头才有生命，才容易记住，才知道用法。”英语中的词汇有很多，尤其是很多词又是一词多义，比如gome，go，make，set等都有几十个意思，如果我们孤零零地去记住他们的含义一定是很难的，学生只有以句为单位，与语篇语境相结合，才能确切地理解一个单词的很多含义，掌握其用法。1．通过一定的语境教授新词汇在讲授新单词的时候，教师可以设置一定的情景，很自然地导出新单词的含义，例如，在教学单词advertisement时，教师可设问：“WhenwearewatchingTVwhatdon’twewanttoseeinthemiddIeoftheprogram?”学生便全立即作出反应“Wedon’twanttoseeadvertisements．”，这样便很自然地把advertisement这个词导出来了，同时教师就可以把该单词写到黑板上。接着教师再问．4“Ifcompanieswanttoselltheirproducts，whatshouldtheydo?”此时，大部分学生能轻而易举地应答．‘‘Theywillmakeanadvertisement．"这样学生基本掌握理解了advertisement这个词的含义。在一定的例句语境运用中让学生记忆单词，也就是人们常说的“词不离句”。这些情景例句的来源主要有三个，一是词典里面的例句，二是文章里面的佳句，三是教师根据具体情况自己造句。这样的例句与学生周围的人和事有一定的联系，可以提高学生对新词的接受程度。在情景中获得理解的词汇，学生能留下深刻印象，不容易遗忘。2．通过一定的语境来猜测词义猜测词义是一个复杂的心理过程，是对词汇进行多方面的深水平处理。关于英语词汇教学，不少学者认为：学习生词的最好方法是通过篇章来呈现它们，并让学习者自己根据上下文猜测生词的词义。如：Edisonisfamousforhishundredsofinventions．众所周知Edison是个发明家，因此可猜测inventions是“发明”之意。语境中所包含的内容能够把篇章中的词语联系起来，使学生更容易从他们的心理词汇中提取词汇，有助于学生记忆和运用词汇。而且在利用上下文猜测词义的过程中，通过联想、对比，充分调动学生的思维活动，这样既可以加强对词汇的理解，增强记忆效果，又能培养学生的判断、推理能力。在词汇教学中学生根据上下文猜测生词的含义，对训练学生分析能力，加强记忆有着极其重要的作用。3．通过语境可以解决一词多义的现象英语中有很多一词多义的现象，很多词在不同的语境中往往会有不同的词义，只有在语境中才能决定其词义。教学中一定要注意将词汇置于特定的语境中，决定其词义。如“Hewasaloneinalonelyislandbuthedidn’tfeellonely"．这句话中有两个lonely，第一个就应该是“荒凉的”，第二个应是“孤独的”。再如bank一词，在“Abankisaplacewherepeoplecansetasidethemoneyinandwithdrawthemoney．”一句中，人们可猜出bank是“银行”的意思；而另一句“Theyarewalkingalongthebank．”这里的“bank”是河岸的意思。从以上例子可以看出，学生在语境中才能正确辨别词义，从而获得词义的正确理解。因此，学习词汇，要在语境中联系上下文仔细推敲，把握词义。这样可以训练学生的分析能力，从而扩大词汇量。总之，语境制约着语言单位的选择，意义的表达与理解，词汇意义必须在上下文中才能准确地理解，否则理解词汇就会出现偏差。所以，教师必须创设良好的情境，在语境中呈现词汇，明确词义。把词汇与语篇语境结合进行词汇教学，有助于学生正确区分词与词之间的差异并正确使用它4．2．6教师应该用联想(association)的方法进行词汇教学每个单词的存在都不是孤立的，它与其它的词汇会保持多种关系：同音关系，同义关系、反义关系、同一范畴词汇关系等等。联想指词与词之间的联系。在学习中注意到词汇间的这些关系，大量运用联想记忆，往往能带来意想不到的效果。1．同根词的联想英语中很多词可能有同一个词根，在学某一个词根时，可引导学生联想出它的同根词。大多数的英语单词都有动词、名词、形容词、副词等不同词性的转化形式，如compete(v．)竞争，competence(n．)，能力，competent(删．)有能力的，competently(adv．)，有能力地，competition(n．)竞争，competitive(adj)竞争的，competitor(n．)竞争者；又如“成功”一词．suc，ceed(v．)，success(n．)，successful(adj．)，successfully(adv．)。对于这类词有了初步的掌握之后，教师还应注意如何使音、形、义、性四方面结合，以达到方便记忆和掌握这些词的用法。，这独词汇教学法对学生巩固和扩大词汇量、提高阅读能力有很大的帮助，也有助于学生根据词的不同词性去选用正确的形式。2．同音异义词的联想我们可以利用同音词读音相同的特点来帮助记忆，并对比其不同的功能和用法。如flour'‘面粉”和flower'‘花”这两个单词的读音是一样的，所以利用同一个读音同时可以记住两个单词。再如meee‘遇见”和meat'‘肉”，right“正确的，右面”和write“写”，这些都是同音词，利用这种方法可以记住更多的单词。．3．同形异义词的联想在英语中，同一个单词可能会有多个不同的含义，在遇到这样的单词时可通过联想的形式提取出该单词的不同意义。如：ball(球；舞会)，book(书；预订)，match(比赛，对手，匹配；火柴)。还有些单词拼写一样，但是读音和意义不同，如digest【di'd3est】消化和digest【’daid3est]摘要。4．同义词的联想同义词(synonym)是指同一语言中意义相近或相同的词。同义词的联想指两个或两个以上的词所表示的相同或相似的意义之间的联想。英语中的同义词非常丰富。比如，学到injure，就要想到wound，hurt,harm等；学到damage，就会联想到destroy,rain等；学到finish,可以联想到accomplish,complete，fulfil等。如果善于同义词联想，收集和整理这些纷繁复杂的同义词，将有利于扩大词汇量。同时也要注意同义词之间语义上的细微差别。我们可以从搭配上，语体色彩上，感情色彩上来区分这些同义词。学生们可以运用联想记忆的方式，愉快地学习英语词汇。5．反义词的联想反义词(Antonym)是指那些词与词之间存在相反或对立的语义关系的词，如：love与hate，patient与impatient，lend与borrow等。但反意词也不是固定不变的，有时因词性和搭配的不同可有不同的反义词，如like做介词是“像”，其反义词是unlike，而做动词“喜欢”时，反义词应是dislike。能Sh一词在不同的搭配当中，其反义词也不同。如果指新鲜的蔬菜，水果或肉时，反义词是stale；Tg容清新的“空气”时，反义词是stuffy。反义联想印象深刻，易于记忆。然而，它却比同义联想更复杂、更难于掌握。它完全受所搭配的词语的制约。英语中不少词具有一词多义和一词多性的特点，使得反义词的组合灵活多变，因此，反义联想主要应注意搭配。同义词和反义词对于词汇学习的意义在于启发学习者积极联想，使新词和已知词的同义词和反义词建立联系，从而使学习者易于区别词之间的种种差异，透彻理解词义、牢固掌握单词。6．词与词关系上的联想关系上的联想是以一种词类为中心，与其它词类发生联想。这类联想比较容易。(1)以形容词以中心，联想名词。例如，由light可以想到alightjacket(轻便的央克)，alightrain(小雨)，alighteater(食量小的人)，lig