怎样学习中学英语词汇论文提纲
How to Teach English Vocabulary in Middle Schools
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Introduction
In China, English teachers have sometimes tended to overlook the importance of the lexical system. This phenomenon might have resulted students’ small vocabulary and low English level, to be worse, students may lose interest in learning English. Linguist David Wilkins once said that without grammar we can convey a little, but without vocabulary we can convey nothing. Word is one of the three basic language units (sound, word, grammar) , it is essential to communication, so vocabulary teaching is an indispensable part of English curriculum.
There are many teaching methods in the history of English vocabulary teaching all over the world. Widdowson puts forward the notion of Teaching New Vocabulary in the Context (1999); Littlewood stresses on Communicative Language Teaching (2000); Krashen proposes the Input Hypothesis (1982); after that, Meta-cognition is combined with English vocabulary teaching quickly. In China, there are also lots of research books and papers on English vocabulary teaching, such as English Vocabulary Teaching of Huang Weihua (2004); On English Vocabulary Teaching of Wang Yuhua(2006); On English Vocabulary Teaching in Middle School of Tangfang(2006), and so on.
The solution here is to seek scientific techniques of vocabulary teaching. Students should be exposed to the vocabulary needed to express the ideas they want to communicate. The vocabulary items should not be strictly limited, nor should vocabulary acquisition be stressed to the exclusion of other parts of the language system.
In the following part, we will discuss four topics: 1 The importance of vocabulary teaching in middle schools; 2 Vocabulary that learners need to know; 3 Drawbacks of several traditional vocabulary teaching methods; 4 Twelve scientific methods for middle school teachers to deliver vocabulary teaching. Chapter 1 The Importance of Vocabulary Teaching in Middle School
Chapter II Vocabulary That Learners Need to Know
Chapter III Drawbacks of Several Traditional Vocabulary Teaching Methods
3.1Teaching Words in Isolation
3.2 Teaching Words in One-to-One Form
3.3 Treating all Words Equally
3.4 Neglecting the Cooperation of Sense Organs
3.5 Failing to Follow the Memory Rule
3.6 Copying Words as Punishment
Chapter IV Effective Vocabulary Teaching Methods
4.1 Changing Letters
4.2 Using Etymology , Morphology and Comparison
4.3 Grouping
4.4 Using Visual Aid and Gestures
4.5 Using Known Vocabulary and Native Language
4.6 Learning by Communication
4.7 Teaching in Context and Providing Culture Background
Conclusion
There are many factors contributing to the inefficiency in English teaching, and bad influence brought by some awkward traditional vocabulary teaching methods which are overused and exploited inflexibly by many teachers in middle school classroom is the main one. To improve the effectiveness and efficiency of English teaching, we should focus on the reformation of the old teaching system. On one hand, teachers should try to convert their roles for the needs of the students. On the other hand, they should possess proficient professional knowledge and good teaching methods, since vocabulary teaching is an important part of English language teaching. Whether a teacher can handle this process technically is important to the students’ language acquisition ability such as observation, analysis, creation, thinking, communication, and their language competence. Based on the drawbacks which mentioned in the thesis, and the author’s personal experience of English teaching, this thesis puts forward twelve scientific and efficient vocabulary teaching methods. The aim of this thesis, and the final teaching target, is not only in arousing the students’ motives to learn English well and learn it in a relaxing and scientific way, but also in improving their language competence. That is to say, not to let English become an accumulated knowledge, but a tool for communication
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