谈英语词汇教学 [3]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-17编辑:黄丽樱点击率:20169
论文字数:5178论文编号:org200904171622507276语种:英语 English地区:中国价格:免费论文
关键词:English teachingwords memorizingteaching methods英语教学词汇记忆教学方法
d forgetting the words. It is easier for students to recognize the words than consolidate and remember them. “Initial word knowledge is very fragile and memories of new words that are not met again soon are lost.” [4] Here are some reasons: First, memory has a regular pattern. Rob Waring said: “Brains are designed to forget, not to remember. If a student has just learned 10 new words, it is normal for most of them to be forgotten within a few days, and maybe only one or two will be remained in the medium or long term. This is called the ‘Forgetting Curve’”. [5]Second, there is very low recycling of vocabulary in course books. Most words, which are learned before seldom appear in another exercise, or even in the same book. The words, which cannot be consolidated in time, are forgotten quickly. 2.2.2 The efficiency of study is not so high. The main reason is that Chinese affects vocabulary learning. In this situation, it is very difficult for students to understand the relationships among meaning, pronunciation and formation. So students feel vocabulary learning difficult. For example, when they have learned “take”, “cake” and later come across “lake”, they do not know how to use the knowledge they learned to read it. On the other hand, teachers do not know how to use the effective way to draw students’ attention. Therefore, students lose interest in learning.⑴ Students cannot use the words in communication flexibly. In the process of vocabulary learning, because of the environmental limitation and the lack of learning techniques, the students always remember the meaning without certain collocation or cultural background. So they do not understand these words and use them blindly in conversation. When they meet some phrases, such as “a bad apple” “as busy as a bee” or” A little bird told me”, which contain no new words at all, so they will feel puzzled.⑵ Many students learn vocabulary in ineffective ways. Rote learning is a typical ineffective way. So it is important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce forgetting. [6] 3. Select words Learners need help in developing a large sight vocabulary, so that they may automatically access word meaning. However, it is fortunate that not all English words need to be learned. This is because not all words are equally useful. Students do not have time to learn all the words, nor do they have time to pay attention to too many words each time. It is important that vocabulary teachers have to focus on:(1) Building the learner’s ‘start up’ or initial vocabulary. (2) Developing the learner’s understanding of what learning words means. (3) Showing the learner how to learn the words most effectively. The final aim is to develop the learners as independent word learners. [7]Before reaching the aim, teachers should carefully choose certain words to teach, with focus on the most frequent and useful words. Special attention should also be given to words which are difficult to learn. 3.1 What words to teach?Research shows that learners should learn 2,000 most frequent words in English and about 3,000 word families to be good at English (‘Word family’ is a group of words that own the same meaning such as ‘care, careful, careless’ etc.). Teachers should concentrate on the most frequent and useful words first, as these words are the words that students will meet very often. Many teachers concentrate on rarer words assuming that
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