版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
ReflectiononEnglishVocabularyTeaching
一.CurrentSituationofVocabularyTeachingamongStudents
Withtherapiddevelopmentofscienceandtechnology,the“globalvillage”isbecomingsmallerandsmaller.English,aswidelyusedtoolforcommunicationaroundtheworld,hasbecomethemostpopularlanguageinChina.“InChina,lexicologyhasbecomethecompulsoryorselectedcourseforstudents”(LeiYu,2013:10).Vocabularyteachingisoneofthemostimportantstepsinlanguageteaching.IthasbeenarguedthattheultimategoalofEnglishteachingistocultivatetheabilityofcommunication(FengJunying,2010:157).Vocabularyteachinghavemademanyachievements.Withvocabularytextbookssprungup,manyvocabularyteachingmaterialsonthemarkethavebeenappearedsothatthestudentscouldnotdistinguishwhichoneisthebest.Whatismore,traditionalEnglishteachingmethodhasbeenpermeatedtomultidisciplinary.ItnotonlyincludeslearningEnglishlanguage,butalsoinvolvestrade,automobile,businessandsoon.ChineselearnerslearnEnglishfromjuniorhighschool.Toalargeextent,theyhavelearneditmanyyears.Theforeignlanguageteachingdependsoneffectivenessofvocabularyteaching,includingthestudents’capacityofvocabularylearningstrategiesandvocabularyproficiency.Nowadays,Englishvocabularyteachingnotonlypayattentiontothespellingofwords,butalsotakeslistening,speaking,readingandwritingintoconsideration.Teachersnotonlypayattentiontothescoresoftext,butalsothestudents’overallability.Manyteachersadoptassociativememorytoenhancecognitiveabilityofvocabularyteaching.Forexample,teachersassociatefamilywithgrandfather,grandmother,fatherandmother.SometeachersalsoassociateEnglishsongsandEnglishstoriestodeepentheirunderstandingofvocabulary.Englishvocabularyteachinghasbeencalledontoprovidestudentswithabilitytouselanguagetocommunicate.Itisconducivetoimprovingstudents’wordpowerinprocessofcommunicativecompetence.
二.BasicProblemsintheEnglishVocabularyTeachingProcess
Atpresent,vocabularyteachingalsoexistsomeproblems.Teachersfailtobeawareofrelationshipbetweenvocabularyandculture.StudentscouldnotcultivatetheirinteresttoEnglishvocabularylearning.Itisalsounreasonabletodesignvocabularyinthetextbook.Thecurrentsituationofvocabularysituationisfarfromsatisfactory.SoRead(1993:357)thinksthatmoreemphasisshouldbepaidtovocabularyteaching.
Inthefirstplace,fromtheperspectiveoftheteachers,teachers’teachingmethodisboringandtediousforstudents.Asweallknow,thewayofEnglishvocabularyteachinginChinaincludesfoursteps:teachingnewwords,rememberingnewwords,teachingthepassageandhaveatest.Teachersusuallyfollowthesamepatterntoteachwordsandtheclassesaremostlyteacher-centered.Beforeclass,theteacherasksthestudentstopreparethewords,theteachertellsstudentshowtopronounceandspellwords,checkthepronunciation,pickupsomekeywordsorphrasestoexplain,andasksstudentstorememberwordsandtheirChineseequivalentsmechanically.Thentheteacherspendsmostoftimetoexplainvocabularyinthepassageandputmoreeffortsonexercisesinthetextbook.Thatis,theyteachtextsandvocabularyseparately.Duringthisperiod,theteacherasksthestudentstoanswersomequestions,afterclass,studentsareaskedtomemorizeallnewwords,buttheydon’tknowhowtousethemsmoothly.What’smore,duringstudy,mostEnglishteachersteachwordsaccordingtothewordlistsandignorevocabularyinpassage.Theyusuallyaskstudentstounderstandthewordswithoutconsideringthecontext.Intheperiod,teachergoesbythebook;studentsonlytakenotes,andpassivelyacceptthelanguageinformation.Teachersalwaysthinkthatstudentsdonotworkhard.Aviciouscircleisformed:thepoormethodsoflearningbyrotemakethestudentsunabletodealwithnewdifficulties.Meanwhile,studentscouldnotcatchtheeffectiveway,consumingmuchtimeandenergy.Andtheylacktheself-learningability,whichmakeEnglishprogressslow.Whatismore,whenteachersexplainsomevocabulary,theyevendonotdistinguishdifferentculturebetweenChineseandEnglish.Inaddition,ithasbeenignoredbyteacherswhothinkitisnotnecessarytodevotetimetovocabularyteaching.Theteachersaskthemtowritenotesdown.Thentheydoit.
Inthesecondplace,fromtheperspectiveofthestudents,theinitialproblemofthestudentscomeacrossistolearnvocabulary.Theyregarditasdisasterratherthaninteresttolearn.Theenthusiasmofstudentsisgreatlyreduced.Actually,knowledgeiscloselyconnectedtolearningstrategies.Ifthestudentshavethecorrectlearningstrategies,theymaybeinterestinvocabularyteaching.Infact,studentshaveagoodknowledgeoftheimportanceofvocabularylearning.Inaddition,mostvocabularyteachingmethodsareisolated.Studentscouldnotunderstandsignificanceofputtingcultureintovocabularyteaching.What’more,studentsalwayscomplainthevocabularylearningtask.MoststudentsfinditisabarrierforthemtorememberEnglishvocabulary.Studentsarerequiredtoremembervocabularymanytimes.Besides,lowefficiencyhasbecomeabottleneckinvocabularyteachingandtheeffectisnotsogood.Consequently,theylosetheirinterestinthevocabularyteaching.TheyarealsounwillingtolearnEnglishanymore.StudentsalwaysconsiderthatEnglishvocabularyhasacounterpartinChineselanguagewithsamemeaning;eachonehasanequivalentChinesemeaning.Itwillnotcultivatethestudents’abilityoflearningandusingwordseffectively.Forexample,thepassagecalled“IHaveaDream”hasasentence,“Hismessagewasthatblackpeopleshouldnotbeseparatedbutshouldbetreatedwithrespectinthesamewayasotherpeople”(MartinLutherKing,1963citedinCentralCompilation&TranslationPress,2001:25).Here,“treat”means“beingregardas”.Thereisnodoubtthatithasothermeaningsinliteralmeaning,suchas“dealwith”,“entertainsomebody”,“curingsomebody”andsoon.Butsomestudentsonlyknowthemeaningsofdealingwith.Ifyouaskthestudentswhatisthemeaningof“Dutchtreat”.Theyareataloss,maybeitmeanstoentertainsomebodyinDutchmanners.Infact,BritishholdtheviewthatHollandissomeanthattheylearntosavemoneyindealingwithsomething.So,ifteachercannotconnecttheculturebackgroundswiththevocabulary,theywillnotcultivatethestudents’abilityoflearningandusingthewordseffectively.TheydonotknowthatthesameEnglishwordsmaybedifferentindifferentculturalcontexts.AfterstudyingEnglishforyears,manystudentsfindithardtounderstandsomereadingmaterials,thoughtheyhaverememberedsomanyEnglishwords.Whentheyspeakorwritesomething,theycannotfindappropriatewordstoexpress.Theteachersfinditeasierforstudentstoforgetwords.Afterall,inChina,Englishisnotourmothertongue.“Chinesestudents’culturalmisunderstandingisduetotheinterferenceoftheirmothertongue-Chinese”(ZhangXiuqing,2004:44).StudentsonlyuseEnglishintheirclassrooms.Theyalsolackreallanguageenvironment.Teachersalwayscomplainthateventhoughstudentsrememberthesewordsmanytimes,theywillforgetthemlater.Soitisabigtaskforstudentstorememberwordsinthevocabularyteaching.Itisuniversallyknownthatthemostdifficultthingsinthereadingmaterialsisnewwords.
Inthethirdplace,itisunreasonabletodesignvocabularyinthetextbook.Therepetitionrateofwordsissolowthatitiseasyforstudentstoforgetvocabulary.Forexample,inContemporaryCollegeEnglish.,theword“crouch”onlyappearonce,thatis,“There,about50feetaway,crouchedmytwoattackerswiththeirtailsbetweentheirlegs.”Theglossaryprovidesthevocabularyplatformforteachersandstudent.Andtheteachersexplainthemeaningsaccordingtothewordlist.Generallyspeaking,somevocabularyreferencesclassifywordsaccordingtoalphabeticalorder,whichincreasethedifficultiesforstudentstorememberwords.Wealsofindthatitisunreasonabletodesignvocabularyexercisesinsometestbooks.Forexample,
Youcannotrunabusinesswithouttakingrisks.
=2\*GB3
②
Successisajourney,notadestination.
Womendemandanequalsayinimportantaffairs.
=4\*GB3
④
thefilmquicklybecameahitalloverthecountry.
=5\*GB3
⑤
theoldcityareahasbeenheavilyhitbytheearthquake.(ContemporaryCollegeEnglish,2002:41)
Fromthetext,wecometoconcludethatthesinglesentenceisbasedonthepractice,andonesentenceisnotconnectedwithanotherone.
Aboveall,withproblemsofvocabularyteachingputforward,whethertheteachersareawareoftheproblemsornothasanimpactonthelevelofEnglishvocabularyteaching.So,theteachersshouldnotonlyrealizeproblems,butalsofindwaystosolveit.ItisreallythekeypointthatimprovesthelevelofEnglishvocabulary.
三CulturalStrategiesintheEnglishVocabularyTeaching
InviewofthecurrentsituationinEnglishvocabularyteaching,somesuggestionsforEnglishlearnersareputforward,mainlyinvolvingassociationmemorymethod,cultivatesensitivityoflanguageandsoon.
3.1LaunchAssociationTeachingActivitiesintheClassroom
Studentsneedmorediversitiesofteachingmethods.Invocabularyteaching,teachersshouldenlightenstudentstohaveassociationswithspecificvocabularytopromotetheunderstandingofnewwords.“TeachingEnglishsongsisagoodwaysinEnglishvocabularyteachingactivities”(LiXia,2004:54).Themaintaskofvocabularyteachingistoenablethelearnerstoconnectvocabularywithobject,andthenuseitproperly.Forexample,“Iambluetoday”.Itmeans“Ifeelgloomy”.Ifsomestudentstranslateitliterally,theywillmakemistakes.Englishisnotourmothertongues;weonlyuseitinourclassroom.So,italsoasksustocreatethelanguageenvironmenttocommunicatewithotherpeople.
Whetherassociationmethodsinvocabularyteachingcanbecarriedoutsuccessfullyinclasslargelydependsonteachers’teachingmethods.Therefore,teachersshouldlaunchcolorfulactivitiesaboutvocabularyteaching.Formemorizingwordlist,thetraditionalvocabularyteachingtechniqueislargelydependentontranslation(Cook,2000:44).Teachersshouldmakeadvantageofteachingtechniquestocreateteachingenvironmentandguidestudentstoassociatevocabulary.Forexample,whenstudentsstartschool,teachersguidestudentstoremindofcoursestheytake,whichincludeChinese,English,matchandpolitics.The“vehicle”remindstudentsofcars,busandtrain.So,strengtheningassociationtrainingofvocabularyteachingisindispensable.
3.2CultivateStudent’sSensitivityofLanguageandCross-CulturalAwareness
Englishteachingmethodshouldbediversified.Ithasbeenarguedthattheteachersshouldupdatetheirteachingmethod,whichisthebasisofchange(DaiXueying,2009:32).Thus,whenteachersteachvocabulary,studentsshouldcommunicateinacertaincontext.Separatedfromcontext,themeaningofawordwouldbeunlimited.Sowemusthavetheaidofawidercontexttochooseitsacceptationsoastoserveitbetter.Meanwhile,onewordhasmanymeaningsoftheword,themeaningsofthewordisnotisolated.Forexample,thewordof“contribute”hasmanymeanings;thestudentscouldrememberitlikethis:aperson“contributes”tothenewspaper,andcontributesthemoneytothesociety,thiswaymakecontributiontothesociety.
Inshort,inanalyzingofdifferentcultureandvocabularyteaching,itshouldmakestudentsrealizetheexistenceofculturaldifferenceandthenecessitytorespectit.Buildingagoodlanguagecommunicationenvironmentisessential.Intheteachingvocabulary,culturaldifferenceisofgreatsignificancetoEnglishvocabularyteaching.Theteachershouldintroducethebackground,promotingthestudentstomakeuseofthecommunicationplatformtofeeltheculture.Readingisagoodwaytocultivatethesensitivityoflanguage.Asthesayingsgoes“practicemakeperfect”.Meanwhile,“Consultingisaneffectiveapproachtolearningvocabulary”(SunChaoxia,2011:59).Thecultivationofculturaldifferencesalsoneeduspayattentiontothedifferentculture.Whenstudentsreadsomematerialsabouttheculture,attentionshouldpaidtovocabulary.Learningtheculturaldifferenceisbasedonintereststhatattractstudents,interestsarethepoweroflearningthings.Itisalsoconducivetodevelopingstudents’interculturalcommunicativecompetence.
3.3UpdateLanguageMaterialsandtheWayofCulturalIntegration
Teachersshouldadopttheflexiblemeasurestoattracttheirinterests,enhancetheirsensibilityofwordsandenrichtheirlanguageknowledge.“Inteachingvocabulary,theteachershouldsetsituation,andhelpstudentstohaveabetterunderstandingofthevocabulary”(NiXuehua,2007:149).Forexample,bywatchingthefilmorreadingmaterial,studentscanunderstandthewords,studythewordsandapplythewords.Thepresentvocabularymaterialscannotprovideagoodfeedback,thefirstwordinvocabularymaterialsarealways“abandon”.Soitisnecessaryforstudentstochoosebookstha
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 肉桂病虫害防治策略探讨
- 糖尿病低血糖患者健康教育研究
- 《供应链风险规避与危机管理》
- 房地产开盘活动策划与实施要点
- 医院感染管理规范与责任分配
- 城市汽车站草坪病虫害防治措施
- 物业管理章程:节能与减排
- 旅游景点物业管理系统
- 公司廉洁协议
- 与医院合作协议书
- 大型储罐的焊接质量控制
- 部编人教版道德与法治二年级下册教学计划和教学进度表
- 工程施工强制性条文执行情况检查记录表监理2-
- 人教新课标四年级下册语文试题:第七单元测试题含答案
- 临床医学本科教学开设肿瘤学课程的必要性
- 研发机构或项目组编制
- 主要基团的红外特征吸收峰
- 主题班会流言止于智者PPT课件
- (完整版)微格教学评价表.doc
- 危险废物处理程序
- 小学教育-小学班集体建构存在的问题及对策研究论文
评论
0/150
提交评论