英语本科专业毕业论文论中学英语词汇教学策略

1、毕业论文开题报告中 文 题 目：论中学英语词汇教学策略英 文 题 目：on the strategies of english vocabulary teaching in middle school学 院：外国语学院年级、 专业：2008级本3班 英语学 生 姓 名：学 号：指 导 教 师：日 期：2011年11月30日选题依据、目的意义与准备解决的问题（包括国内外目前对该论题的研究现状与发展趋势简述；论文选题的依据及论文的理论意义、现实意义及应用价值；准备解决什么样的问题并将在哪些方面有可能突破等）：一、 国内外目前对该论题的研究现状与发展趋势：随着英语教学和学习方法的不断改进，教师在如何

2、组织课堂教学和为学生创造良好的学习环境方面面临着挑战。词汇在英语语言学习和应用中的地位和重要性是毋庸置疑的，它是培养听、说、读、写、译五种基本技能的基础，如何采用科学有效的教学策略进行词汇教学显得尤为重要。最近几十年来，国内外对词汇教学策略这一领域的研究从广度和深度都有了很大发展，这大大丰富了对于中国教师英语词汇教学策略的了解。20 世纪80 年代至今, 国内陆续出版了多部英语词汇学专著,如：1983 年, 陆国强就出版了现代英语词汇学, 以后陆续问世的有林福美的 现代英语词汇学(1985) 、张韵斐与周锡卿合著的现代英语词汇学概论(1986) 、杨承章的英语词汇学引论(1987)、林良生与秦

3、大维合著的现代英语词汇学导论(1991) 、曹务堂的简明英语词汇学(1992)和英语词汇学-全国高等教育自学考试教材(1997) , 以及汪榕培的英语词汇学教程(1997) 、英语词汇探胜(1999) 、英语词汇学研究(2000)，毕淑芝和王义高的当代外国教育思想研究（2000），刘向红的 英语词汇学习策略综述（2005），崔美丽的 中学英语词汇教学策略浅析（2007）等等。然而对于词汇教学, 英语教师有的较为重视,有的不够重视。 在国外, 70年代以前的词汇教学不受重视。70年代d.a.威尔金斯从词汇语义学的立场出发, 竭力强调词汇教学的重要性。威尔金斯竭力主张, 词汇在语言教学中应占重要地

4、位。“没有语法,人们能说的话很少；没有词汇,人们一句话也说不出。”这是他的名言。此后学者们对词汇教学日益关心,提出了许多见解。我们可以看出国内外学者对词汇教学和学习已日益关心。这说明人们已经把词汇教学放在了一个非常重要的位置,但多数是理论上的探讨，对英语词汇教学的策略还有待研究。二、论文选题的依据及论文的理论意义、现实意义及应用价值:1.选题依据和理论意义英语学习对于中国学生来说，一直是个大难题，对于教师来说英语教学策略也是一大难题，尤其是词汇的教学策略。词汇是构成语言的基础。学习一门语言，对词汇的学习是不可或缺的，英语学习也不例外。作为一个英语教学工作者，如何有效地进行词汇教学将直接影响到学

5、生是否真正理解和掌握英语。2.现实意义 词汇教学是英语教学中的一个重要环节，忽视词汇教学即忽视了语言教学的本质。通过对中学英语词汇教学策略的研究有利于英语教师在平时的词汇教学中善于发现问题、解决问题，耐心帮助学生解决在词汇学习中遇到的问题。并利用英语词汇内在的有机联系，有效地进行教学，帮助学生不断地进行梳理、总结和归类，形成知识体系。本文试图通过总结目前实际教学过程中的发展状况，前进方向和存在的弊端，提出行之有效的英语词汇教学策略。3. 应用价值从细节上分析中学英语教学过程中的发展状况，前进方向和存在的弊端，试图提出行之有效的英语词汇教学策略。通过本文，希望对以后的英语教学有一定的指导作用，正

6、确认识中学英语词汇教学存在的问题，尽量避免在实际教学中走弯路，从而促进英语教学，提高英语教学水平和质量。三、准备解决什么样的问题并将在哪些方面有可能突破：对于该论题前人已经作出了很多研究，有些是写的纯理论的著作，有些是采取的实证研究的方法。但总的来说，在教学的实践中运用的不太成功。本文从比较实际的教学理论角度来分析现阶段中学英语词汇教学问题，试图提出行之有效的英语词汇教学策略。主要研究内容、研究方法及预期目标：一、主要研究内容本选题通过发现问题，提出问题，分析问题，解决问题的思路，对当前词汇教学中存在的缺陷进行分析，基于对优秀语言教学策略研究，对一线教师的调查和作者自己的教学实践，本文试图提出

7、行之有效的英语词汇教学策略。首先，简要介绍词汇学习的重要性，以及在中学词汇教学的现状。其次，通过分析传统词汇教学中存在的一些问题，结合英语词汇的特征找出问题所在，据此提出行之有效的词汇教学策略，即视觉教学法，音形结合法，构词法，归纳组织法，交流法，游戏法。再次，提出词汇教学应强调学生学习词汇的能力以及在文化背景下对词汇的不同理解。最后，简述教师应该遵循词汇的特征，正视学生学习词汇，以及词汇教学方法的问题，根据不同的情况采用不同的词汇教学策略，才会使中学的词汇教学上一个台阶。二、研究的方法总体上来说，本次研究将采用文献分析的研究方法。鉴于前人的研究大多数是提出理论依据和分析，因此，通过查阅资料了

8、解关于本论题的具体研究结果是有必要的。利用学校图书馆书籍资源和网络资源，搜集有关方面的研究成果，作为论文写作的理论指导。从分析中查找出前人的不足，提出更为有效地英语词汇教学方法。三、预期目标 本次研究的预期目标是：通过各种有效途径，搜集有关本论题的资料和信息，从理论和实际的角度去进行分析，找出前人研究的不足，结合实际，提出对中学英语词汇教学行之有效的教学策略。 总体安排及进度计划：本论文写作分为八个阶段，具体如下：第一个阶段：2011年10月26日至11月30日，收集资料,确定选题，完成开题报告；第二个阶段：2011年12月前，拟定提纲；第三个阶段：2012年3月1日前完成论文的初稿；第四个阶

9、段：2012年3月1日至31日完成论文二稿交由指导教师批阅；第五个阶段：2012年4月1日至30日完成三稿交由指导教师批阅；第六个阶段：2012年5月1日至20日论文定稿；第七个阶段: 2012年5月26日至31日论文答辩。参考文献、资料：allen, virginia french. techniques in teaching vocabulary. shanghai: foreign language teaching and research press, 2002hockett, charles francis. a course in modern linguistics. (ne

10、w york: macmillan) 1958.i.s.p., nation. teaching and learning vocabulary. (new york: newbury house) 1990.leech,geoffrey. semantics harmond sworth : penguin, 1974.michael omalley j. and anna uhl chamot. learning strategies in second language acquisition. cambridge: cambridge university press, 1990.tr

11、udgill, peter. sociolinguistics: an introduction to language and society, fourth edition. harmond sworth: penguin, 2001.wilkins, david arthur. linguistics in language teaching. london: edwardarnold,1972.毕淑芝, 王义高，当代外国教育思想研究。 北京: 人民教育出版社, 2000。崔美丽， “中学英语词汇教学策略浅析”，英语教学研究2（2007）：112。刘向红，“英语词汇学习策略综述”，基础教

12、育外语教学研究, 7（2005）:31。王蔷， 英语教学法教程(第二版)。 高等教育出版社, 2006。文秋芳，“英语成功者与不成功者在学习方法上的差异”， 外语教学与研究,3（1995 66-61。指导教师意见：指导教师签名：年 月 日毕业设计(论文)领导小组意见：组长签名：年 月 日on the strategies for the vocabulary teaching in middle schoolabstractwith the continual reform of language teaching and learning methods, teachers are face

13、d with challenges how to organize the classes in english and create english-learning circumstance. vocabulary is the language of construction materials and the basis for the development of the five skills: listening, speaking, reading, writing, and translating. as the most basic material of language

14、, foreign language teaching cannot exist without the vocabulary teaching. vocabulary undoubtedly plays an important role in english language study and application. therefore, it seems especially important for us to adopt a scientific teaching strategy in vocabulary teaching. in recent years, the sig

15、nificant development has taken place in both breadth and depth of this area in china, which has greatly enriched the understanding of vocabulary teaching process of the chinese teachers. this thesis summarizes the process of its development, the direction of its development and the defects in the cu

16、rrent practical teaching. based on the advanced theory of educational vocabulary teaching, the investigation on front-line teachers and the authors own practical teaching, this thesis attempts to put forward an effective proposal to improve vocabulary teaching. hoping can improve the efficiency of v

17、ocabulary teaching, and promote the students vocabulary accumulation.key words: vocabulary teaching; current defects; strategies论中学英语词汇教学策略内容摘要 随着英语教学和学习方法的不断改进，教师在如何组织课堂教学和为学生创造良好的学习环境方面面临着挑战。词汇是语言的建筑材料，是培养听、说、读、写、译五种基本技能的基础。作为组成语言最基本的材料，外语教学自然离不开词汇教学。词汇在英语语言学习和应用中的地位和重要性是毋庸置疑的。如何采用科学有效的教学策略进行词汇教学显

18、得尤为重要。最近几年来，国内对词汇教学策略这一领域的研究从广度和深度都有了很大发展，这大大丰富了对于中国教师英语词汇教学策略的了解。 本文总结了目前实际教学过程中的发展状况，前进方向和存在的弊端。基于近几年来优秀语言教学策略研究，对一线教师的调查和作者自己的教学实践，本文试图提出行之有效的英语词汇教学策略，以期提高词汇教学的效率，促进学生的词汇积累。关键词: 词汇教学；目前弊端；策略on the strategies of english vocabularyteaching in middle schoolcontents1 introduction12 disadvantages of v

19、ocabulary teaching32.1 insufficient understanding the necessity of vocabulary teaching.32.2 insufficient understanding the necessity of vocabulary teaching.42.3 the wrong opinions on the teaching vocabulary teaching.63 the characteristics of english vocabulary.9 3.1 attention to spelling, pronunciat

20、ion and writing.9 3.2 attention to the meanings, collocations and usages.94 improving the efficiency of english vocabulary teaching.11 4.1 strategies for english teachers teaching vocabulary11 4.2 placing emphasis on training students abilities to learn.16 4.3 the cultures background of language and

21、 vocabulary.175 conclusion.19notes20works cited21acknowledgements.22declaration of thesis originality.23on the strategies of english vocabularyteaching in middle school1 introductionlanguage is made up of three main elements: grammar，phonetics and vocabulary; however, vocabulary is the most importan

22、t one. vocabulary is not only the carrier of phonetics and grammar, but also the construction material of linguistic building. the great english linguist, wilkins, said: “if there is no grammar, people can only express something; but if there is no vocabulary, people can express nothing.”1 so vocabu

23、lary teaching and learning is the basic point in english teaching and learning.word, one of the three basic language units (sound, word, and grammar), is essential to communication2. when you spend most of your time learning grammar, your english will not improve very much. however, you will make gr

24、eat progress with your english if you learn more words and expressions. as words are the basic and core part of communication, which directly influences ones ability of listening, speaking, reading, writing and translating. so only after mastering enough vocabularies can you possibly understand what

25、 others say and what others write, and can you express your thought fluently and communicate with others successfully. in fact, the difficulties in communicating often result from insufficient vocabulary. the well-known american author and educator, l. ron hubbard advised: “failure to learn definiti

26、ons results in a later inability to understand explanations, which include those definitions. easily the most important factor in any study is a comprehension of what is meant by certain words.”3. virginia french allen writes in his book, techniques in teaching vocabulary that “experienced esl (engl

27、ish as a second language) or efl (english as foreign language) teachers know very well how important vocabulary is”4. with comprehension and application playing a more and more important role in examination, vocabulary in terms of the english teaching status should become more significant. correctin

28、g acquaintance for teaching and learning vocabulary is crucial subject for our better english teaching. in order to find the efficient ways of teaching vocabulary, vocabulary-teaching strategies have been studied for decades of years. now it is a hot issue in the study of language teaching strategie

29、s. lots of research has been done both abroad and in china. the significant development has been taken place in both breadth and depth of this area in china, which has greatly enriched the understanding of vocabulary teaching process of the chinese teachers.in this thesis, the defects of current voc

30、abulary teaching will be analyzed. in addition, based on advanced theory of educational vocabulary teaching and practical teaching, this thesis will try to put forward a proposalto perfect vocabulary teaching.2 disadvantages of vocabulary teachingtraditional vocabulary teaching only requires student

31、s to read the new words and spell them out then offered the corresponding or similar chinese explanation. as the result we fond that many students spend a lot of time on remembering the new words. although they knew the meaning of words but they dont know how to use them correctly. although many cur

32、rent educational theories promote vocabulary teaching, there are many problems existing in english vocabulary teaching. and then the students find it difficult to learn vocabulary and gradually lose the interest in memorizing vocabulary2.1 insufficient understanding the necessity of vocabulary teach

33、ingthough people do not deny the role of vocabularies in language communication, many people think that vocabularies should be taught by the teachers and accumulated by students themselves. it is exactly under the influence of the mistake concept. from primary school to the university, many students

34、 believe that to learn english well was to learn grammars well; he who is poor in the ability to use english is just because he is not good at grammars. so they pay more attention on grammar, about vocabulary just know the meaning and the pronunciation. in fact when talk about the grammar analysis m

35、any chinese students are good at it. in contrary lots of foreign teachers are not as good as them. however, chinese students actual ability to use english is disappointing. why cannot some students use the words, which remembered firmly by them? why is their writings content so poor? why cannot they

36、 get rid of thinking in chinese, expressing ones own thought with some words and expressions coined? does the vocabulary really not need to be taught? as we know, ignoring vocabulary teaching has already produced some bad consequences. if we can make vocabulary teaching be equal of grammar teaching,

37、 i believe that the situation will be changed greatly. teacher not only has the duty to teach students the knowledge of vocabulary, but also should study and probe into the teaching approaches of the vocabulary, vocabulary teaching should be an essential important link in english teaching naturally.

38、2.2 three phenomena existing in the traditional english vocabulary teaching it is well known to all that vocabulary teaching is a hard work; traditional english teaching approach in china is a teacher-centered one. the traditional english vocabulary teaching has exists some problems teachers should

39、have the correct attitude on this situation, and change their teaching methods on vocabulary teaching. 2.2.1 breaking away from the sentence and article contentteachers are used to teaching words and phrases before text, which are the common features of most of them. when the class begins teachers w

40、rite down the new words on the blackboard and then teach the words in isolation, ignoring the content and meaning of the language. so the teachers break vocabularies away from sentence and text. for instance, there are many vocabulary means scenery, such as, landscape, sight, view, scene, prospect,

41、and outlook. if teachers just list and write down the new words on the blackboard and then teach the words in isolation, and then, many a student do not understand the real meaning and usage of the words. if the teachers write down “walked round the town, looking at the sights” and “from the window

42、there was a clear view of the mountains”. then the students understand their meaning and usage naturally. 2.2.2 overlooking the relationship between the central and concrete meaningthe central meaning is called the basic meaning of the word. the concrete meaning refers to the specific meaning of the

43、 word5. in vocabulary teaching, teacher must make students grasp the differences between the central meaning and the concrete meaning of word. the relation between them is generally and specific relation, namely affiliation of the concept. some teachers often ignore this on interpretation, which mak

44、es student not understand vocabularies correctly. for example, “please give me a hand.” and “we need three more hands.” in the first sentence “hand” means “help”, but it means “person” in the second sentence. if teachers do not pay attention to distinguish the two kinds of meanings in vocabulary tea

45、ching, students will misunderstand.2.2.3 no dividing the vocabulary into primary and secondarywordssome teachers do not divide all the vocabularies among every lesson into the primary words and secondary words. for instance, there are many vocabularies such as, audience, choir, classical, composer,

46、jazz, orchestra, saxophone, lose, lyrics, lecture, conductor students must memorize the primary words: audience, classical, composer, lose, lecture, conductor there is no need for students to memorize the other secondary words: choir, jazz, orchestra, saxophone, lyrics. teachers should not attach th

47、e equal importance to all the words, he should screen to the new vocabularies in fact, distinguish primary and secondary words to explain. some words are needed to read only, and some must be explained in detail, not only the pronunciation and the meaning of a word should be explained in detail, but

48、 also the way to use the transferred meaning of words, the comparison and extended meaning of the word should be taught by the teacher. nevertheless, talking from the beginning to the end, using time equally, it has increased students burden and pressure to study vocabulary virtually, and it makes t

49、hem feel so boring that they even want to give up study english.2.3 the wrong opinions on the teaching vocabularies teaching vocabulary teaching should not be just teach words isolatedly and explain them trivially, or memorize them mechanically vocabulary teaching should fully mobilize students subj

50、ective initiative, let the students to be the master in the classroom, training their sensitivities of the vocabulary, and let them know how to learn english vocabulary well. therefore, the teachers should pay more attention on the wrong opinions and try their best to improve their teaching efficien

51、cy.2.3.1 breaking away from three elementsvocabulary teaching includes sound, morphology and the meaning6. the first element is sound, namely the pronunciation of the word. in order to lay a good foundation for learning words, students should read phonetic symbol accurately. the second element is mo

52、rphology, namely the spelling of the word. it is an important course in vocabulary teaching. therefore, teacher should drill students to have the ability and the habit of spelling and learning words according to the rule of pronouncing. in english there are many words have the similarities pronuncia

53、tions but spelling and meaning are completely difference. so it difficult that to teaching these words which has similarities in pronunciation. such as son, song if teacher read son it is very difficult for student to distinguish whether it is son or song. if teacher dont point them out in class, an

54、d let students analyze, argue and distinguish, they will confused. the third element is that using words freely is based on understanding the meaning of word. at present, some teachers regard vocabulary teaching as attached content of reading teaching at the time of carrying on vocabulary teaching.

55、facing full of new words and pursuing the ability of reading and grasping the grammar, teachers carry on vocabulary teaching in isolation. it makes the students feel difficult to remember and understand the new words correctly. moreover, when students are reading, each word seems to have met before,

56、 but they cannot get the correct meaning of the sentence.2.3.2 failing to follow the laws of language teachingwen qiufang, said: “language teaching must follow the law of listening, speaking and writing repeatedly. learn fast and forget fast, it is the present middle school students common fault in

57、the course of studying english words”7. all of us know when students start to learn a certain vocabulary for the first time, they only have an “instant memory” at first, only by practicing and repeating a lot can it be changed into “the long-term memory”, can the words be mastered firmly. some teachers do no