英语词汇的学习是学习英语的基本任务，在英语习得中发挥着重要的作用。本文首先阐..
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How to Improve English Vocabulary Teaching in Middle School
英语专业毕业论文
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3秒自动关闭窗口　　【Abstract】Vocabulary is an elementary component of a langua" />
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A Study on English Vocabulary Teaching Strategies of Middle School
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　　【Abstract】Vocabulary is an elementary component of a language， which is essential to communication and plays an important role in language learning. Therefore， how to strengthen and improve the vocabulary teaching has become one of important fields in English teaching. To some degree， whether or not the vocabulary teaching is successful will have direct effect on the quality of English teaching. In retrospect， foreign language researchers and educators have probed into vocabulary teaching theoretically and practically on the second language acquisition， linguistics， psychology， pedagogy and have obtained great accomplishment. The present paper incorporates five parts： 1） introduction， 2） English vocabulary learning strategies， 3） English vocabulary teaching principles and strategies and 4） conclusion. 中国论文网 /1/view-5346737.htm　　【Key words】vocabulary learning；vocabulary teaching；strategies 　　1. Introduction 　　Vocabulary is one of the three major components that constitute the English language knowledge （the other two are phonetics and grammar）. It is also the foundation of the formation and development in students’ listening， speaking， reading and writing. So vocabulary plays a crucial part in English study. Wilkins （1972） states that without grammar very little can be conveyed， but without vocabulary nothing can be conveyed. However， there are a lot of frequently mentioned problems in the students’ vocabulary learning. Some count on the textbooks alone to learn words， some have no effective ways to memorize them， and others get fairly confused about how to deal with them. A number of linguists and language teachers have made great efforts to help students to learn vocabulary， cracking their brains to use all kinds of strategies to strengthen students’ vocabulary learning. Therefore， it is significant to research vocabulary learning strategies and enhance students’ lexical competence. 　　2. Researches on English Vocabulary Learning 　　Strategies 　　2.1 The Definition of Language Learning Strategies 　　Learning strategies are the thoughts and actions that individuals use to accomplish a learning goal， and are the mental and communicative procedures learners use in order to learn and use language. According to Rosa Maria and Jimenez， vocabulary learning strategy is knowledge about the mechanisms （process， strategies） used in order to learn vocabulary as well as steps or actions taken by students. That is vocabulary learning strategies concern techniques， approaches of discovery， consolidation and production of words.
　　2.2English vocabulary learning strategies in general 　　2.2.1 Meta-cognitive Strategies 　　Meta-cognitive strategies are used by students to control and evaluate their own learning by having an overview of the learning process in general. It is a kind of strategies that facilitate learning by actively involving the learner in conscious efforts to remember new words. Usually， meta-cognitive strategies divided into plan strategies， control strategies and adjust strategies. Planning strategies include setting learning objectives， browsing the reading materials， producing the questions to answer， and analyzing how to fulfill the tasks. According to the actual process of evaluation and feedback in cognitive goal of cognitive deficiencies， control strategy is the cognitive activities which correct estimation results and the degree of goals. And adjust strategy is based on cognitive activities， such as finding problems， adopting corresponding remedial measures. 　　2.2.2 Semantic Field Strategies 　　Vocabulary is not isolated in people’s memory， but store in human’s memory as a whole. Semantic paradigmatic relations have known as polymerization， antonym； hyponymy， etc. According to previous research， vocabulary learning strategies have an influence on context strategy is more than semantic field strategy in short-term memory. As a result， if you want to remember more vocabularies in short period of time and it is appropriate to memory through semantic strategy. 　　2.2.3 Context Strategies 　　Context strategy is a strategy that learners guess the new word through the information which is provided in the context language environment. Context strategy can not only expand students’ vocabulary but also let them understand some cultural knowledge. Students can use synonym and antonym to guess meanings of new words. They also can use the whole sentence or the paragraph even the whole passage to guess the meaning of new words. 　　3. Study on English Vocabulary Teaching 　　3.1 What Should Be Taught in English Vocabulary Teaching and Learning？ 　　Wallace， M. J. （1982） states that to know a word means the ability to “recognize it in its spoken or written form， recall it at will， relate it to an appropriate object or concept， use it in the appropriate grammatical form， pronounce it in a recognizable way in speech， spell it correctly in writing， use it with the words it correctly goes with， use it at the appropriate level of formality， and be aware of its connotations and associations”. According to Nation （2001）， nine aspects are involved in knowing a word， which fall into three categories， namely Form， Meaning， and Use.
　　The aspects involved in knowing a word mentioned above are certainly the information needed to be presented， but can we present all those information just in one presentation activity？ How should the information of new words be presented？ 　　3.2 How Should the Information of New Words Be Presented？ 　　It is commonly accepted that presentation is one of the steps or stages in language teaching， during which new language items are introduced. Presentation stage includes showing the language items and explaining their meanings， giving examples， illustrations， etc. as well as introducing other necessary information， and it is also called the stage of showing or introduction. 　　Generally， two presentation modes are typically adopted. Firstly， teacher shows some target words to students， and then asks them to read and memorize the vocabulary items. Second， after the target vocabulary items are presented， the teacher offers some example sentences. Gairn & Redman （1986） put forward 3 kinds of traditional approaches and techniques used in the presentation of new vocabulary items， namely Visual Techniques， Verbal Techniques， and Translation. Actually， there is not a fixed way of presentation which is always suitable for all the vocabulary teaching and learning contexts， and hence in the actual teaching practice， we need to take the concrete teaching and learning situations into consideration to find out more appropriate and effective presentation methods. 　　3.4 Some Strategies of English Vocabulary Teaching 　　3.4.1 Teaching Students to Use Dictionary Correctly 　　As Pan Shumin （2007） put it “A dictionary is an invaluable aid to every educated person. Used to its fullest extent， it can provide learners with a great deal of useful information.” Although a majority of students have realized the importance of dictionary， they don’t know how to choose a suitable dictionary for themselves. 　　In order to accurately understand the meaning of a word， English teachers should guide students to choose a suitable dictionary and use it well. For less-successful learners， a bilingual dictionary is acceptable if it includes adequate English example sentences. For better learners， English-Chinese dictionary is advocated. For successful learners， English- English dictionaries are encouraged to use. Of course， students should also be informed that the choice of dictionaries is dynamic. With the increasing English level， the choice of dictionaries shifts to monolingual dictionaries from bilingual dictionaries. In a word， English teachers should tell their students that they should escape the dependence of Chinese gradually and turn to English， and the monolingual dictionary is the ultimate goal.
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7 Storytime Strategies to Boost Early Literacy
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based on 67 ratings
By Traci Geiser
Updated on Sep 17, 2013
Most parents know that reading to your child for fifteen minutes every day is one of the most important activities you can do with your preschooler to help her learn to read and succeed in school. But what you may not know are some of the secrets teachers use during storytime to teach important early literacy skills to their kids. Well we've got a slew of sneaky teacher tips to share with you the next time you read with your child. Try a few of these simple ideas as you read books for the first time (or the hundredth time!) to help promote beginning literacy skills with your little bookworm.Left to RightThis may sound simple, but running your fingers under the words as you read has many valuable lessons for young readers. The left to right and top to bottom orientation in the English language is not natural to young children. (You may notice this when she starts to write her name, often times right to left.) This is a simple skill that has to be learned and what an easy way to teach it! As an added bonus, she may also begin to recognize the words you are reading,and perhaps even start to recognize words used frequently in books.Working With WordsIf your child is inquisitive, she may naturally ask the meaning of words she doesn't recognize. Reading is a wonderful opportunity to expand your child&s vocabulary as most picture books contain some words that your child may not know. After reading the book at least once all the way through (just for fun), begin to discuss some of the words you think your child may not know. As she begins to read, it will much easier to sound out a known word than one she has never heard or seen before (this is true for adults as well!).Point Out PunctuationAlthough it's not necessary for her to know what an explanation point, question mark or period is before she starts to read, being familiar with these common punctuation marks will help her feel more comfortable in the world of print. Make a game out of it by showing her (in an exaggerated way) what an exclamation point does to the sentence as you read it, or give her an opportunity to answer each question as you come to it. And for extra practice, you can even try reading the same sentence with different inflections based on the type of punctuation.Letter HuntFor a fun alternative to just reading a book, give your child a specific letter to hunt for on each page. Give her a magnifying glass and tell her she's a letter detective! Begin with the letters in her name to pique her interest in the activity. See how many upper case &B&s& are in the book, and then show her what the lower case &b& looks like. How many &B&s& and &b&s& are in the book all together? This is a fun way to practice letter recognition and you can find most of the alphabet in almost every book!Sight Word SearchIf your child's a little older, you can begin to help her recognize some simple sight words found in most books. The ten most common used words in the English language (ranked by frequency) are: the, of, and, a, to, in, is, you, that, it. Give your little one a head start at reading by helping her recognize these words in print. Write one word on several mini self stick notes and have her stick one on each page where she finds the word. (For example, make ten notes that say the word &and& and let her search through the book for the word &and& to mark with a sticky note each time she finds it.) Read each sentence containing the word so she can hear and see the word in print. Don&t push this unless she thinks it's fun or it may have the opposite of the intended effect!
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