浅议初中学生记忆单词的问题所在及解决方法.doc

浅议初中学生记忆单词的问题所在及解决方法 浅谈中学生英语单词记忆方法 (福建省福安市第九中学 陈苗玉 355015) 摘 要 学生词汇量的多少直接关系到英语语言能力的提高。由于缺乏语 言环境对学生记忆单词产生了消极的影响，学生普遍觉得记忆单词很困难。本文针对这些问题，通过分析传统词汇教学弊端，提出了中学生对单词记忆的有效方法。这些有效的记忆方法不仅可以激发学生的学习兴趣，而且还可以提高学生的学习效率。因此，如何让学生有效、快速的记忆单词并扩大学生的词汇量成为重中之重。 关键词 单词记忆；方法；英语教学 Some Methods of Memorizing English Words for Middle School Students Abstract The amount of vocabulary has a direct effect on the improvement of students English ability. Because of lacking of language environment, students generally feel that it is difficult to memorize words. Focusing on the problems, the author puts forward the effective methods of memorizing words of middle school students through analyzing the disadvantages of the traditional vocabulary teaching. These effective memorizing methods motivate students learning interest and improve students learning efficiency. Thus, how to enable students to be effective and positive remembering words and enlarge their vocabulary bees the most important thing. Key words memorizing words; method; English teaching 1. Introduction Having a large number of vocabulary is one of the keys to learn English. But the vocabulary is difficult for students to learn language. In terms of teaching, how to improve students word memory will bee the most important things in English teaching. And aording to the students psychological characteristics, teachers can not only train students ability about word memory and they can use the scientific methods and techniques to improve their English vocabulary learning efficiency, but also focus on teaching strategies. So that vocabulary teaching has bee more vivid and makes students understand and remember vocabularies easily. Therefore, learning English can be more relaxed, and these methods can stimulate interest in study. 2. The Problem of Students Memorizing Vocabulary 2.1 The neglect of students understanding ability An English word may have some different kinds of meanings. Since a word can be used in different situation, its meaning changes from time to time. In English vocabulary teaching, some teachers only teach the concept meaning, not the other meaning in the English lesson. As a result, the students are not able to understand the whole meaning of the word. Thus, when the word is appeared in another context, they cannot understand it well enough. Some teachers ignore the presentation; the presentation can affect the students understanding and the use of the word. 2.2 The unconscious memory of words Many students are not strong about the word memories. It is difficult for them to expand vocabulary. The reason is not that they do not study hard, but they dont have a better way to learn and memorize words. Some students only depend on rote, and they feel tired and cannot remember words well. However, students dont use words aurately. With the advancement of the lesson, students need to memorize and master more and more words. Aordingly the rote method will make a lot of students get embarrassed burden. And before long the students will lose interest in learning English. Once they lack of interest, they will not read and memorize the words any more.Therefore, possessing effective ways to read and memorize words is very important for students to learn English. And during my practice, from those poor students, I found that their English performance formed a chain in the learning process when they lost their interest to learn English, such as “not a good learning method-they are very tired-they refuse to exercise-the poor academic performance in English.”(Xie Jun, xx) 2.3 The disadvantages of several traditional vocabulary teaching method The traditional vocabulary teaching is lack of scientific method in vocabulary teaching. On the one hand, it lets students memorize English words in isolation. On the other hand, it seldom links the vocabulary teaching to the students linguistic petence and their actual needs. It is boring and tiresome to students. Whats more, the traditional vocabulary teaching is failing to follow the memory rule. There are two types of memory process, one is short-term memory, and the other one is long-term memory. Short-term memory means that the store of input only stay in your memory temporarily; while the long-term memory means in the store of input can stay in your memory for more than 10 days, even for the whole life(ZhouNing zuo 1991:91). As a matter of fact, memory process is a recycling process. Aording to the survey of linguist called Felicity ODell, “the more times the word is used, the better you remember it.” (Felicity ODell, 1986). But there are still many teachers emphasizing the function of short-memory. They seem to care about the amount of vocabulary input than those actually staying in students memory. Students are forced to remember a large amount of vocabularies in this way, and they are treated as if they were criminals. In appearance they take in thousands of new words, but in practice only a few which are frequently used really stay in their store and can be put to use it. However, students remember little word. Many teachers always put all the blame to the students laziness. And they explain for themselves that those students are too lazy to enlarge vocabularies. In addition, there might be some teachers seeing the long-term memory rule. However, they were never sueeding in applying the memory rule in classroom. The claim is that the time of the each period of class is limited so that they cant spend so much time on the repetition of vocabulary teaching. As far as I know, I dont think their excuses make any sense. Thus, it is not only making students tired, but also cannot help students enlarge vocabulary. 3. Some Methods of Memorizing English Words 3.1 Memorizing words in grouping In middle school, many textbooks present vocabulary items in random order. Some books have alphabetical lists of new words. In any case, new words may go a step further grouped to point out similarities and differences among them. Such as bright students do this automatically, but some time the slower students run into difficulty precisely, because they dont notice the obvious grouping.However, the teacher can prepare expositions of group words for helping students to remember the words easily and quickly.Such as :“Monday, Tuesday, Wednesday, Thursday and so forth”. Using the method, it can help students to memorize words. And more examples are as the following. A. Nouns: nouns can be grouped in families. a. Fruits: orange, banana, apple, melon, lemon and so on. b. color: red, green, yellow, blue, pink, black and so on. B. Verbs: verbs can be grouped by its usage and collocation a. enjoy, avoid, finish+doing. b. go. v; go about: perform. go for: attack. go against for: oppose. We can memorize the phrase about the word “go” by paring their difference. C. Adjectives: adjectives can be grouped in terms of the way they are used. -ful: wonderful, beautiful, and useful -ive: active, passive, parative -ous: famous, generous, and dangerous Aording to memorizing words in grouping, it is easy for students to remember words in learning English. 3.2 Memorizing words in association In Soviet Union, the famous physiologist Pavlov said: “memory to rely on the association, their association is the basis of memory” (LuXiaoli, xx, 6). Imaginative memory word is the full use of divergent thinking to start their association. They could learn a word associating with other words.Through the method, it will make students memorize words and students wont forget it easily. 3.2.1 Natural concept association The human brain is easy to engender association. Using the rule, teachers can guide and help students learn vocabulary by linking it. In nature imagination, it not only gives top priority to receive, but also help students improve the ability of memory. Such as the nature association, when you see a pencil you are very easy to remember the eraser. In addition, when you are playing ball, you caemember some words. Such as “ball, (play) football, playground.” Therefore, the students can 浅谈初中生单词记忆的困难及改进对策 内容摘要： 当前中学生在英语学习上有很大的阻碍，其中单词是影响英语学习的主要因素。本文从学生的英语单词学习状况分析学生在记忆单词过程中碰到的困难以及造成原因，并提出了解决办法。 关键词：单词记忆问题 原因解决办法 一学生英语单词记忆现状及出现的问题 英语学习就像一座高楼，而单词就像构成高楼的砖块，贯穿于整个英语学习过程，因此英语词汇量的多少是学好英语的必备条件。学生在刚开始学习英语时，学习积极性都很高，觉得英语很有趣。但是随着教学的深入，他们发现英语词汇量越来越多，越来越长。一些学生开始害怕，逃避，讨厌英语。时间长了，学生可能会对英语的学习失去兴趣，产生厌学的情绪，或者有抗拒的心理，随着年段越高，掉队的人就越来越多。单词成为学习英语的最大难关。那么学生在记单词的过程中碰到了什么问题呢？ 通过对初中生问卷抽样调查及笔者的教学体会，学生记单词问题主要体现在这些方面：见到单词不动脑筋就死记硬背；记了且没有及时回头复习，又忘了；只记住了英文拼写，不记中文；不适合自己的方法，记单词很随意，认为枯燥无味又没有成就感。不能坚持。学生碰到了这些困难又没有及时去调整或解决，久而久之，就对英语失去了兴趣和信心，对英语的放弃也就是时间的问题而已。 二造成这种现状的原因： （一）地域和家庭的因素 （二）、教师因素 教师的教要有方法，教师不只是教学生知识，而且要教学生学会学。教学意味着教师有目的地引起学生投入积极地学习状态，引起学生学习的动机，并注重发展学生的后续学习。有的教师忽视了这一点，只注重知识的灌输；同时有的教师对学生有偏见，因平时表现不好而不重视或者放弃学生，课堂上缺乏对学生的 鼓励；没有注意学生心理的变化，比如说学习英语单词受挫，坚持不下去，没有想办法进行疏导沟通，平时教学过程中缺乏对学生学习毅力的引导和培养。 （三）.学生因素 1.心理原因： （1）、心理自卑、自弃 自卑是影响学生学习成效的一个重要因素。在开始学英语时，所有学生都很好奇，感兴趣，但是随着内容增多，平时不去背诵积累的学生在学习过程中不断受挫，就会出现畏惧心理，久而久之，他们会感到自卑，想办法逃避，单词记忆变得被动。这样，随着所学的内容增多和难度的提高，不懂不会的越来越多，成绩越来越不理想，又没有及时地弥补，如此恶性循环，造成无法挽回的局势，最后沦为放弃。 （2）、意志薄弱，做事缺乏恒心、耐心 现在家庭条件都比以前好了，学生想要的东西很容易得到满足，环境让部分学生变得很舒适，没有经历太多的挫折，也没有太多的艰苦历程，所以在平时的生活中没有受到困难的磨练，一旦困难来临，不知所措，容易放弃或绕着困难走，缺乏战胜困难的勇气。也就是说当学生面对着既多又长的单词时，就会有畏难情绪。有部分同学也有雄心，并制定计划，可是坚持几天后，看到没有什么成就感，就退缩了，结果不了了之。有的同学平时因为被批评而悲观失望，有的干脆产生逆反心理：你要我做，我偏不做，以此作为逃避的借口。 2.方法因素 有人说，只要坚持每天记5个单词，一年之后就可以2000个单词左右，从初中算到高中毕业至少也有12000个词汇量了。试问为什么我们自己都毕业工作这么好几年了词汇量有没有达到几万呢？其实他们忽视了一个规律艾宾浩斯遗忘规律。以下是艾宾浩斯遗忘曲线图： 曲线图表明:遗忘的进程是不均衡的，遗忘速度先快后慢，遗忘数量先多后少。也就是记得越多，忘的越多。再说谁能保证一年中天天背单词呢？甚至是两年，三年并且又不会忘记呢？更何况每天做同样的一件事情，不到一年早就没有学习的兴趣和欲望了。 四解决办法： （一）、家长观念的变化 家长首先端正自己的观念和态度,明白英语对个人和社会重要性，对英语要足够重视。当孩子很小的时候就应该像教母语督促和鼓励孩子进行这方面的学习,并让他们从心里产生对英语的渴望和兴趣,不要盲目灌输和错误引导。英语的学习好坏，将会对孩子的一生产生重要影响，所以要鼓励和督促孩子学好英语。 （二）、关注学生心理 学生在开始学英语的时候肯定都很好奇，很感兴趣，但是这种好奇会随着接触时间的增多而消失，兴趣也许也会随着内容和背诵的增多而日益减弱。当学生对这门语言失去了兴趣和动力之后，也就意味着对这门课的放弃。所以要维持学生的兴趣，杜绝他们的恐惧心理，培养他们坚强的信念。 首先，让他们知道英语的重要性：当今信息化的社会，英语充满着生活中的各个角落，大街上的广告牌，标语，日常用品和家里电器的说明书，电脑的信息；外资企业在中国的发展壮大，与外国人频繁的接触；英语还是国际会议的通用语言；同时英语也是初高中生的一门主课，通过这些介绍让他们明确学习英语的目的。 其次让学生保持乐观的精神，帮助学生学会控制不良情绪，体验学习的乐趣。学生一旦有进步，老师立即表扬，给学生以信心，学生会产生加倍努力的动力。要注意在英语学习过程中发现学生的优点：比如说对于成绩差的学生如果他的字写的好可以给予及时赞扬，举手回答问题错误时，也要赞扬他的勇气。我以前听过英语课的两堂同课异构，有一个地方印象很深，同样是举手发言，两个老师的处理方式却不一样：第一节是有一个回答对的学生被表扬了，很高兴，坐下来的时候还得意地看看别同学；另一个学生因为没有回答对问题而满 脸通红，神情有点尴尬，老师依然表扬了他的勇气，笔者注意到他坐下的时候，也非常高兴。而另外一堂课是学生回答问题对了，老师表扬了，可是当另一位同学踊跃举手回答问题错误时，老师却没有任何表示，叫他坐下，这时这个学生一脸的沮丧坐在那里。不知今后这个学生是否还会踊跃举手？ 最后，要训练学生的学习毅力。教师要帮助学生进行自我分析，如指出单 词记忆不足的环节，通过一些方法和专门练习使他记单词能力得到提高；学会通过体会学习乐趣，自我暗示，自我奖励来消除畏惧心理，树立起学好英语的自信心；例如“我今天该完成多少的任务，现在还有多少没完成，我会战胜这些困难的！”从心理上给予自己能力的肯定，达到目标之后给予一定的奖励和肯定。以此增强 “不服输”、“我不比别人差”的信心和培养奋发向上的精神，在任何时候都能以积极的心态面对各种挑战与困难。 （三）、方法上的引导 当初笔者在读初中时曾看过胡思先生的一本叫做奇特心像联想记忆法的书，根据书中介绍的方法，自己联想了许多小故事或图像 去记单词，包括利用想象图像、字母形象或谐音联想进行记忆，顺利克服了初中英语单词记忆的难关，为今后学好英语奠定了基础。单词是由多个字母组成，如果不找出其中的规律了，只是一个个字母去背，那可以想象工作量有多大，背的枯燥，效果还不理想，而且坚持不了多久，因此方法显得非常重要。以下介绍几种方法。 1.读音法 ：读音把单词中一个个毫无规律的字母串联起来，让这个单词的书写变得有规律可循。所以要重视音标教学，要从一开始就要重视读音。根据读音我们可以知道单词的字母组合：如t/t/ th/ ee或ea发/i:/等。例如fresh adj.新鲜的，清新的，/f/为f ，/r/为r， /e/为e ，/F/为sh，按照读音规律就可以拼写得出。初中阶段一定要从初一开始，音标教学可以放在教生词中进行，长期坚持。英语毕竟是一门语言，不会读就意味着不会说，更不要说要长久记忆了。 2.联想法：把英文读音，字母外这种方法有自己的规则，学习者首先要清楚这些规则或者根据规则创造自己新的规则，如：形象联想记忆的规则n代表门、椅子 ；o代表球或圆圈；P代表斧头；s代表蛇，美女；u代表杯子；x错或叉，y是丫头等，如pants可联想为扛着（p）斧头的(ant） 蚂蚁 抢走了美女（s） 的裤子（pants）.；而汉语拼音联想如e 可代表鹅；guide 分解 （gui )鬼+（de）的, 联想：(gui） 鬼的 + (de) 的向导。 联想也可以是同义词，反义词，相似词，同一单词不同词性的联想。如 direct adj. 直接的，联想到 directly adv. 直接地；director n . 主管，主任，导演;uncrowded 联想到crowed; park停车 v.联想到n.公园。也可以这样记:在公园（park）停车(park)。；market n.市场 ,由supermarket超级市场联想到market; organize v. 组织,联想到organization n.或organized adj 。 3.简单的词缀 （前缀和后缀）法：主要是un-,dis-(不) , -ment -tion(n.的标志)，-ful(adj的标志)，-ly(副词的标志)，如dislike（不喜欢）=dis(不)+like(喜欢)，helphelpful 。 4.分割法：如documentary 分成docu+men+tary；l+end(结束，结尾) appointmentap-point-ment(名词的标志), uncrowded- un (不)-crowd- ed。 5.合成法 black-board，restroom n.公共厕所；休息室；休息（rest）室 （room）也可以当厕所；药品（drug）店（store）就是药店. offend=off+end 6.谐音法: coffee , sofa，cafe ，shampoo 香波等。 当然以上的各种方法可以结合起来一起用，相