词语教学外文翻译一

1、外文翻译一：Excerptwords to more and more complex phrases. Children learn to listen and to talk long before they learn to read and write. The same sequence should be followed in classroom teaching. Extra difficulty would be created if one would try to develop English reading and writing skills before chil

2、dren can speak the language. In order to be able to speak the language, students need to know some vocabulary first. In this paper I will focus on how to teach vocabulary that enables students to construct a rich vocabulary bank. Guiding methods are introduced and sample activities are provided.II.

3、Main Part1. The Importance of Teaching Vocabulary1.1. Vocabulary Development in the Primary GradesThe findings of the “National Reading Panel” indicate that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader. Using bo

4、th indirect and direct teaching methods to build students oral and readingvocabularies should be a part of a balanced reading program. Indirect methods would include read-alouds, shared reading and writing experiences, and independent reading. Direct teaching of vocabulary should respond to the need

5、s of the students and should actively engage them in the process(NationalReading Panel, 2000).All word learning tasks are not equal in difficulty. A child may understand the concept behind a word, but not know the word itself. For example, the wordceaserepresents a known concept to most children; ho

6、wever, a young child has probably not heard this word used forstop.Learning a new word that represents a known concept is not as difficult as learning a new word that represents a new concept. Teachers in the primary grades introduce many new concepts, and direct instruction is necessary to build up

7、 the understanding of these concepts and the vocabulary words that represent them.When teaching vocabulary words that represent known concepts, the emphasis should always be on the context in which the word appears. Discussing the meaningof the word from the context of the reading selection together

8、 with supplying a definition of the word will help to build meaning for students. If students are to acquire this word as part of their vocabulary, then they must be given repeated exposure of the word in a variety of contexts. They must also have opportunities to practise using the word in conversa

9、tion and/or writing.By the time children enter second grade, they are likely to know between 2,000 and 5,000 vocabulary words. This amazing growth continuesthroughout the elementary years, as most children gain 3,000 - 4,000 new vocabulary words each year that they can read and understand ( Teaching

10、 Reading in the 21st Century, 2001). By encouraging independent reading and providing both indirect and direct instruction in vocabulary,students can be helped to develop the vocabulary knowledge they will need for effective comprehension.1.2. Educators View on Teaching Vocabulary"Teaching one

11、word at a time out of context is the worst way of teaching vocabulary, with rapid forgetting almost guaranteed," asserts Frank Smith, author of "The Book of Learning and Forgetting" (1998), recently published by Teachers College Press. According to Smith, people assimilate new vocabul

12、ary words from context the first time they read them, "provided that the gist of the material being read is both interesting and comprehensible. Within five more encounters, the word and itsconventional meaning are usually firmly established in the mind of the reader."Other educators who s

13、hare this view add that when reading material isn't instantly interesting or comprehensible, it's the teacher's job to build context by activating students' prior knowledge of the topic. With regard to vocabulary, that means having students identify difficult words themselves and poo

14、l their knowledge to get the meaning. Ann Marie Longo, director of the Boys Town Reading Center, argues that teens can't use context effectively when their vocabularies are limited. Limitedvocabulary is the most common problem among weak readers she's worked with. Longo begins with indirect

15、instruction in words and their meanings and then provides high-interest opportunities to use the words. Vocabularyexpert Isabel Beck of the University of Pittsburgh embraces both approaches. For her, there arefour ways to learn vocabulary: wide reading, hearing unfamiliar words in speech, direct ins

16、truction in words and "gimmicks" to boost students' interest.Beck suggests teachers incorporate difficult words into their classroom routines and encourage students to look for the words in reading outside class. Longo agrees that students need to put new words to use in writing and co

17、nversation as well as reading. "For vocabulary instruction to increase comprehension," says Longo, "you have to see those words over and over again" ( When Adolescents Can´t Read: Methods and Materials that Work, 1999).1.3. Memory and Storage SystemsUnderstanding how our mem

18、ory works might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairns and Redman (1986) offers us some insights into this process. It seems that learning new items involve storing them first in our short-term memory, and afterwards in long-term memory. We do n

19、ot control this process consciously but there seem to be some important clues to consider. First, retention in short-term memory is not effective if the number of chunks ofinformation exceeds seven. Therefore, this suggests that in a given class we should not aim at teaching more than this number. H

20、owever, our long-term memory can hold any amount of information.Research also suggests that our “mental lexicon” is highly organised and efficient, and that semantic related items are stored together. Word frequency is another factor that affects storage, as the most frequently used items are easier

21、 to retrieve. We can use this information to attempt to facilitate the learning process, by grouping items of vocabulary in semantic fields, such as topics (e.g. types of fruit). Oxford (1990) suggests memory strategies to aid learning, and these can be divided into creating mental linkages (groupin

22、g, associating, placing new words into a context), applying images and sounds (using imagery, semantic mapping, using keywords and representing sounds in memory), reviewing in a structured way and employing action (physical response or sensation, using mechanical techniques). The techniques just men

23、tioned can be used to greater advantage if we can diagnose learning style preferences (visual, aural, kinesthetic, tactile) and make students aware of different memory strategies.Meaningful tasks, however, seem to offer the best answer to vocabulary learning, as they rely on students experiences and

24、 reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help them retain information in long-term memory. Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recy

25、cling is vital, and ideally it should happen one or two days after the initial input. After that, weekly or monthly tests can check on previously taught items. The way students store the items learned can also contribute to their success or failure in retrieving them when needed. Most learners simpl

26、y list the items learnt in chronological order, indicating meaning with translation. This system is far from helpful, as items arede-contextualised, encouraging students to over generalise their usage. It does not allow for additions and refinements nor does it indicate pronunciation. Teachers can e

27、ncourage learners to use other methods, using topics and categories to organise a notebook, binder or index cards. Meaning should be stored using English as much as possible. Diagrams and word trees can also be used within this topic/categories organisation. The class as a whole can keep a vocabular

28、y box with cards, which can be used for revision/recycling regularly.1.4. Why Vocabulary is ImportantTeachers may wonder why it is important to teach vocabulary. Well, there is a very clear answer to that question, namely that vocabulary is critical to reading success for three reasons, which I will

29、 explain now briefly. First of all, comprehension improves when you know what the words mean. Since comprehension is the ultimate goal of reading, you cannotoverestimate the importance of vocabulary development. Secondly, words are the currency of communication. A robust vocabulary improves all area

30、s of communication which are listening, speaking, reading and writing. Last but no least, when children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too.In turn, a deficit in vocabulary knowledge causes comprehension problems, and comprehensi

31、on problems prevent people from improving their vocabulary knowledge on their own. Intensive vocabulary instruction can be effective in turning this situation around. What is required, though, is a clear and deliberate focus on facilitating students creation of meaningful contexts for the word meani

32、ngs they are learning,5and a frequent and consistent emphasis on helping them make connections to what they already know.1.5. Levels of Word Knowledge“Word knowledge” refers to how well you know the meaning of a word. Research shows that there are three kinds of word knowledge. Firstly, there is a l

33、ack of word knowledge where the meaning is completelyunfamiliar. Secondly, there is acquired word knowledge where the basic meaning is recognized after some thought. And last, there is established word knowledge where the meaning is easily, rapidly and automatically recognized (Beck, McKeown, and Om

34、anson, 1987). Words from the third category are already established in the personal vocabulary bank and are the words you would use in conversation and writing. Though its enough for students to have a surface understanding of some words in a selection, for most words students must have this same es

35、tablished level of knowledge if they are to understand what they are reading (Nagy, Herman, and Anderson, 1985).2. Teaching Vocabulary2.1. Which Words Should be TaughtWhen making instructional decisions as to which words to teach, it is helpful to have a framework for decision-making in this area. K

36、nowing what words to teach is the first step in providing effective vocabulary practice. Graves and Prenn, for instance, classify the words that should be devided into three types, each requiring a higher investment of teacher and learner time for instruction. With words that are already in the stud

37、ent's oral vocabulary, the students need only to identify the written symbol for such a word. When the word is one for which the student has acquired no concept and it appears frequently in the context, the teacher must take time to develop the concept through instruction. When the word is in th

38、e student's listening vocabulary, it may be taught though writing experiences and activities. Focus should be on helping students become independent learners; they should be encouraged to become actively involved in selecting words.6I will shortly mention a practical guide that helps teachers to

39、 remember the types of words that they should teach explicitly. First of all, there areType A Words.These words belong toacademiclanguage and thecontentareas.Academic language describes the language of schooling,words used across disciplines like genre and glossary. Content area words are specific t

40、o the discipline, words like organization in social studies and organism in science. Then there areType B Wordswhich arethebasics.There are hundreds of high-frequency words. The basics make up a large percentage of students´ reading and writing. Students must be able to read words likethe, is,

41、and, are, beenandbecause.The so-calledType C Wordsareconnectorsand act as signal words. There may be some overlap with the basic words. Students need to understand the signals for cause and effect relationships, sequence and other important indicators of how text is organized. InType D Wordsthe D st

42、ands fordifficult- words with multiple meanings are a challenge for all students and may be especially so for learners of the English language. When considering words with multiple meanings teachers should also pay attention to the consonant-vowel-consonant words children encounter when first learni

43、ng to read - for example words likejamandham.These words have accessible meanings if you think of something you may eat with eggs in the morning (ham) or of the sweet, sticky stuff on toast (jam). Butjamalso describes a music playing session. So learning to decode should not be meaning-free, but sho

44、uld provide a good opportunity for teaching the meanings of words including multiple ones. This kind of experience with words improves comprehension.At last there are alsoType X Wordswhich are the extras. These are the words that will not be encountered frequently but in a certain story or context t

45、hey are important for decoding meaning. A good example of this type of word isspindlein “Sleeping Beauty.” It is important to the fairy tale, but it is not a very high-utility word. I just tell kids what words like this mean without any special teaching.In order to understand, speak, read and write

46、a language, the students must acquire the basic functional vocabulary. New words are carefully selected, gradually introduced, and graded to make language learning smooth and easy. The following77 of 27 pages - scroll topInformation on this eBookTitleThe Teaching of Vocabulary in the Primary School

47、Foreign Language Classroom AuthorYear2003 Pages27 Archive No.V34883 ISBN (eBook)978-3-638-34971-0 ISBN (Book)978-3-640-44099-3 DOI10.3239/9783638349710 File size224 KB LanguageEnglish TagsTeachingVocabularyPrimarySchoolForeignLanguageClassroom翻译部分：国外小学词汇教学（The Teaching of Vocabulary in the Primary S

48、chool Foreign Language Classroom）摘要：很多词语都变得越来越复杂，拥有很多的词组。小孩子们在学习写和读之前就开始学习听和说了。而这样的规律同样适用于学校的教学。最大的困难就在于如果一个人在还不会说的时候就去学习英语的听力和写作技能，这样一来就会造成学生学习上的难点。因此，为了学生能更好地说，他们首先必须积累一些词汇。在这里我将结合我的指导理念和一些以下提供的案例就关于怎样教能帮助孩子们建立丰富的词汇上发表自己的看法。主要内容：1 词汇教学的重要性1.1小学英语的词汇发展“国家阅读小组”的研究结果表明，词汇教学对于获得文本的理解上有重大影响，但是这种观念一定适用有

49、一定年龄和一定能力的阅读者。同时使用直接和间接的教学方法，帮助学生建立口语和阅读词汇应该是一个合理阅读计划中的一部分。而间接的教学方法包括大声朗读，读写结合分享交流经验以及自主阅读。直接的词汇教学应该满足学生的学习需要，同时要让他们积极参与学习过程。所有单词的学习任务的难度是不同的。一个学生可能懂得一个词语背后的概念，但是不一定知道这个词本身的意义。比如wordceaserepresents的意思对于大多数的孩子而言已经知道了；然而，对于一个年轻的孩子来说可能没有听说过这个词还可以用forstop表示。学习一个新单词代替一个已知的概念和学习新的单词用新的概念的难度是不同的，前者更加容易。在小学

50、，许多老师向学生介绍许多新的概念，并且在教学上采用直接的方式引导学生理解这些概念以及用所学的词汇去重新代替他们寻找相近的词义。在教学词汇的时候，能用已知的概念代替所学的单词这样的教学能让学生更好地记忆和掌握。在教学单词的意思时，如果能根据阅读的课文采取上下文理解词义的方法能更好地帮助学生理解所学单词的词义。如果学生已经掌握这个词作为他词汇中的一部分，那么他们就应该能在不同的课文和情景中当这个词重复出现的时候还能清晰地了解和掌握这个词义与此同时，他们还必须要有机会在不同的语境或者写作中去运用这个单词。当学生进入第二阶段学习的时候，他们中的大部分人都已经积累了2000到5000的单词词汇。这个惊人

51、的增长将继续增加通过年复一年的训练和积累，因为据了解孩子们在每学年平均能获得3000到4000的新词汇。同时通过鼓励孩子们自己课外独立阅读和在课堂上采用多种方式教学词汇帮助学生积累丰富的词汇，来帮助他们理解课文内容。1.2教育家对于词汇教学的观点Frank Smith在学习和遗忘一书中提到 “逐字逐句的教学单词是最糟糕的方式，而直接导致学生快速遗忘的结果。”根据Smith所说的，人们在接受和理解新的词汇的时候，他们首先是在上下文中看到这个词，然后在上下文中去理解词义，当然这个前提是建立在所读的资料是有趣并且容易让孩子们理解的。随着跟单词多次的接触和碰面中，这个词和它的传统的意义通常就会在读者头

52、脑中牢固确立。其他教育家的观点有的认为在阅读资料时不能单凭有趣或者容易理解的，而资料的选择就是教师的责任去删选最适合学生学习的内容。关于词汇之间的联系，就是要让学生能够区分容易混淆的单词以及运用自己所学的知识去理解词义。安玛丽Longo是男孩镇阅读中心的主任，她认为当青少年的词汇量有限的时候在有效地利用上下文理解单词上是存在困难的。有限的词汇量对于阅读能力较薄弱的读者而言是最常见的难题。Longo开始采用间接指的教学方法联系单词他们的意义并提供多次运用单词的机会来帮助理解词义和运用单词。匹兹堡大学的词汇专家贝克伊莎贝尔同意这两种方法。对她而言，有四种方式去教学单词：广泛阅读学习积累词汇，语音听

53、力重点训练不熟悉的单词，直接指示词和一些“噱头”来提高学生的学习兴趣。1.3词汇教学的重要性很多教师可能会困惑为什么词汇教学如此重要？很显然有一个明确的回答就是词汇是成功阅读三个因素之一。首先，当你知道这些词的意思时你的理解能力就提高了，因为理解是阅读的最终目的，你不能低估的词汇发展的重要性。其次，语言相当于交际的货币。一个强大的词汇将有助于所有交际领域的提升比如有助于听，说，读和写。最后，当儿童和青少年丰富词汇的同时，他们的学术和社会自信心也会大大提高。反过来说，在词汇知识缺陷的基础上，人们的理解能力就会下降，而理解问题的困难也会从侧面提醒人们提高自己的词汇知识。而集中的词汇教学能有效地丰富

54、学生的词汇。教师需要明白的就是什么是必需的比如情境创造这仅仅是促进学生对学习词的意义有帮助的又或者说要明确重点词汇，就在教学中把频繁出现的重难点词汇和他们已经学过的旧知串联在一起帮助他们理解新学习的概念。2 词汇教学2.1 必教的词汇当我们明确哪些单词要教的时候，不管从教的效率还是从内容决策上都会对我们的教学有很大的帮助。而明确哪些词语是要教的首先要做的第一步就是提供有效的词汇训练。例如，某种程度上和坟墓，在教学的时候应分为三种类型的单词分类，每个都需要更高的投资即教师在教学的时候的时间安排和重难点不同。如果学生的口语词汇中已经掌握这个所学的单词的话，那么学生对于这样的词就只需要识别怎么写作为

55、一种书面符号对待即可。当这个词是学生所不熟悉的，而它又频繁在上下文中出现的时候，教师就必须花时间通过某种方式让学生获得这个词的概念。当这个词已经存在在学生的听力词汇中的时候，那么它就可以着重在书写和运用上下一番功夫即可。因此词汇的教学应该把重点放在帮助学生成为独立的学习者；他们应该被鼓励积极参与中进行。外文翻译二：原文：Teaching and Developing Vocabulary:Key to Long-Term Reading SuccessJOHN J. PIKULSKI AND SHANE TEMPLETONThe Central Importance of Vocabulary

56、It seems almost impossible to overstate the power of words; they literally have changed and will continue to change the course of world history. Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the

57、 skills for using those words. Our ability to function in todays complex social and economic worlds is mightily affected by our language skills and word knowledge.In addition to the vital importance of vocabulary for success in life, a large vocabulary is more specifically predictive and reflective

58、of high levels of reading achievement. The Report of the NationalReading Panel (2000), for example, concluded, The importance of vocabulary knowledge has long been recognized in the development of reading skills. As early as 1924, researchers noted that growth in reading power relies on continuous g

59、rowth in word knowledge (pp. 415).Reading VocabularyYoung children naturally learn to communicate through listening and speaking. In order to make the transition to communicating through reading and writing, they need a large meaning vocabulary and effective decoding skills. There is an abundance of research evidence to show that an effective decoding strategy allows students not only to identify printed words accurately but to do so rapidly and automatically (Pikulski and Chard,2003). Given the focus of