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1、The Process of Vocabulary Teaching and Learning Acknowledgment First, I am mostly grateful to my supervisor Professor Wang Qingmin without whose support and patience this project would not even have got off the ground . Second, I am grateful to Professor Huang Yunhong for editing us such a g

2、ood course. Third, No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper. Last but not the least, big thanks to my colleagues for their time spent on brainstorm as well as their support and help.

3、 摘 要 在語言教學(xué)中，詞匯教學(xué)是很重要的一個方面. 本文從詞匯教學(xué)的原則和方法二個方面入手，結(jié)合本人教學(xué)實際，分析、論證英語教學(xué)中的詞匯教學(xué)，可以找出實施課堂詞匯教學(xué)的高效手段，并希望對英語教師和初中學(xué)生的課堂詞匯教與學(xué)有幫助。 關(guān)鍵詞: 詞匯教學(xué) 原則 方法 附錄3：英文摘要 Abstract The vocabulary teaching and learning is an important aspect in language te

4、aching. Through analyzing in English teaching, we can find ways to complement the Process of Vocabulary Teaching and Learning from two aspects--the principles and methods of Vocabulary Teaching and Learning-- hope that these measures can have helpful to class-English teaching for teachers and stude

5、nts. Key Word: the vocabulary teaching and learning principles methods 附錄4：目錄 Contents Acknowledgement I Abstract ( in Chinese) II Abstract ( in English) III Contents IV 1. Introduction 1 2. Problem analysis 1 3. Possible Solutions 2 4. Project

6、objective 2 5. Project hypothesis 2 6. Project rationale 3 7. Research design 3 7.1 Subjects 3 7.2 Procedure 3 7.3Stages 3 7.4 Techniques for Data Collection 3 8. Possible Conclusion 5 8.1 Some Principles of Vocabulary Teaching 5 8.2 Some methods of Vocabulary Teachin

7、g 11 9. Data analysis 17 10. Conclusion 19 . References 21 The Process of Vocabulary Teaching and Learning 1. Introduction In English teaching and learning listening, speaking, reading and writing are integrated skills. Especially in the process of vocabulary teaching an

8、d learning teachers need to master many principles of vocabulary teaching and analyze some problems influencing vocabulary teaching and learning. Teachers also need some new methods of vocabulary teaching. Students need to have reasonable learning strategies for them and must be persistent. The pape

9、r analyses the problems of vocabulary teaching and learning in senior school. According to the results, the paper brings in some methods. Teachers can improve the vocabulary teaching and students can get good effect in their vocabulary learning. 2. Problem Analysis In foreign language teaching a

10、nd learning, vocabulary learning is one of the hottest topics among language learners and teachers, for vocabulary ability is essential in developing the language abilities of learners. In language teaching research fields, researchers and teachers are concerned with questions like: how to help the

11、students learn vocabulary actively and effectively, how to improve their abilities of using vocabulary, how to Taking the above factors into consideration, the following solutions were proposed: a, to show learners about more objects or pictures in order to help the learners to learn the vocabulary

12、 b, to choose an interesting simplifies reading text like In the Beginning (Christopher, 1972), Of Mice and Men (Winks, 1975) Animal Farm (Orwell, 1945) which is at a vocabulary level well below the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. c, to

13、control the teacher’s spoken language to help the learners to learn the vocabulary. d, to ask the learners to provide the missing word to help the learners to review the vocabulary learned. 3. Possible Solutions Taking the above factors into consideration, the following solutions were proposed:

14、 a, to show learners about more objects or pictures in order to help the learners to learn the vocabulary b, to choose an interesting simplifies reading text like In the Beginning (Christopher, 1972), Of Mice and Men (Winks, 1975) Animal Farm (Orwell, 1945) which is at a vocabulary level well belo

15、w the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. c, to control the teacher’s spoken language to help the learners to learn the vocabulary. d, to ask the learners to provide the missing word to help the learners to review the vocabulary learned. 4.

16、Project Objective This project is aimed to be impossible for students to remember all of words in a short time and motivate the students in English learning through the process of vocabulary teaching. 5. Project Hypotheses Considering the age factors of the students: the process of vocabulary

17、teaching can help students to master these vocabularies gradually and thus motivate the students to learn English happily. 6. Project Rationale The vocabulary teaching and learning is an important aspect in language teaching and learning. D.A. Wilkins said “we can not express anything if there is

18、 not vocabulary” and P.S. Carder said “It is ok without grammar if you give a dictionary to me.” Although many foreign language learners’ vocabulary development has different, their studies in different stages show different characters. Therefore, teachers should have important spots about vocabular

19、y learning in different stages. M Psychological studies indicated that human beings mainly depend on eyes and ears to obtain information. Experiments indicate that the information received by ear will remain 60% in memory after 3 hours and only 40% after 3 days, while the information obtained both b

20、y ear and eye will remain 90% in memory after 3 hours and still 75% after 3 days. Application of in English teaching will create language circumstances for students and mobilize their enthusiasm in thinking in images, for the abstract language materials to turn into concrete images. When a person’s

21、daily communication needs change, then the words may become a part of the “motivated “active vocabulary motivation is one of the most important factors in learning a foreign language.. They are not only better ways to learn the vocabulary, but also helpful to their motivation. 7. Research Design 7

22、.1 Subjects For this research, I chose the classes of my students as subjects, one as the Experimental Group, the other as the Control Group. The experimental and control groups were randomly selected by the process of vocabulary teaching. Throughout the project, the Experimental Group will receiv

23、e the new methods to learn the vocabulary. while the control group goes on with the old methods of vocabulary . 7.2 Procedure This project lasted four months from February in 2010 to July in 2010. 7.3. Stages to follow 1. Some Principles of Vocabulary Teaching 1). The Stage Principle of Vo

24、cabulary Teaching 2).The Principle of Further Processing 3).The Principle of Guessing Word Meanings 2. Methods of Vocabulary Teaching and Learning 1). Learning through Listening, Speaking, Reading and Writing 2). Using High-frequency words 3). The Special and Comprehensive Training for Re

25、viewing 7.4 Techniques for Data Collection During this research two techniques were adopted, namely questionnaire and test. To gather information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research

26、and the other at the end. Two tests will be included (one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording. 8. Project Implementation Although many foreign language learners’ vocabulary development is different, their stud

27、ies in different stages show different characters. This time, I gave students some Stage Principles of Vocabulary Teaching to help them learning vocabulary in much training of listening, speaking, reading, writing. Next, there are some advices around the three stages of teaching. Some Principles of

28、 Vocabulary Teaching 8.1.1. Three stages of Vocabulary Teaching During the period, Chinese English learners are green hands for English, because English and Chinese have very different in pronunciation and writing system, adding the word form way of English and its formation, both are completely

29、 different from Chinese. English vocabulary learning is a difficult thing. This time, I gave students some advices around the three stages of teaching. 1) The Junior Stage For this point, I paid more attention to explain and trained these English high-frequency words and emphasized that learners

30、learn vocabulary during communication because that can make learners get and understand vocabulary accurately and improve their ability to use these vocabulary. My name is TOM WHITE. WHITE For example 1: When I taught the color word white through the color of the clothes, first, I showed t

31、he picture And then, I pointed to the cap and asked: What color is it? Let the students answer: “It`s white” .Next I pointed at the boy called Tom White in the picture and asked: “Who is he?” Let the students answer: “He is Tom White.” “He is Mr. White” I said like this a few times in order to ma

32、ke the students understand the word ‘white’ meanings I taught the words red — Red, brown — Brown, green — Green for students like that. 2) The Middle Stage When learners finish learning the basic vocabulary, they get to the middle stage. At this time, learners can read some common materials. F

33、or example: on march 17th in 2010,I taught 2 in Section D from Book 1 Unit 5 Topic 3 like following: 1.Let students read 2 after the tape 2. Let students answer the following questions: 1) What does Li Mei do? 2) What are in their school newspap

34、er? 3) Why does Li Mei like Science Today best? 4) How does Li Mei like their school newspaper? 3. Check the answers of the questions and then let students read 2 again and underline the news words “February”, “hard” and “wish”. From the example, you can know more clearly. I not only need learne

35、rs to relate formation, pronunciation and meanings of words together, but also make learners try their best to understand the match, association meaning of words and so on. Run until the end of the line. For example: When I taught the differences of the words “speak talk and tell. ”I asked the st

36、udents to finish the following sentences through the pictures: What color is it? I speak Japanese :: 1.The boy is telling his dog something that it is running. 2.Now, Hellen is singing in Japanese on the playground. She must speak Japanese. 3. The red sock girl is talking about the col

37、or with the green and white sock boy. From the sentences, I choose some unfamiliar words run, Japanese, what , color, is, it, playground and so on to help students to understand the sentences` meanings so that they can learn and master the differences of tell, speak and talk. 3) The Senior Stage

38、 In this period, with vocabulary size increasing and language skills improving, most of the learners enlarge their vocabulary size by incidental learning. For example: When I taught the vocabularies hot dog, sandwich and potato. First, I guided students to reappear the vocabularies through t

39、he pictures and then let them say the vocabulary Chinese meanings which learners learnt, and trained the ability of guessing words. Second, I introduced word’s origin through the stories of hot dog, sandwich and a hot potato. According to the research, that can cause students’ interest in independ

40、ent learning vocabulary. At this time, the study of vocabulary at some extent has connected with reading teaching. 8.1.2. The Principle of Further Processing In dealing with new vocabulary, learners must pay more attention to require the quality of exercises’ design. Learners can strengthen and

41、 internalize vocabulary knowledge by doing exercises avoiding amount and low level of repetition. Example: When I taught the new words of Section B from Unit 1 topic 2, I did like this: 1. Let students look at the star photo and then fill the banks with the words in the table. Excuse me wha

42、t`s where the U.S.A from 1) ______, who is she? She is Deng Yaping. 2)_____ her name? 3) _____ is She ____? Is she from ___? No, she isn`t. She is from China. 2. Then teach and explain the new word : Excuse me , What`s = What is , Where , the USA. from. 8.1.3The Principle of Gue

43、ssing Word Meanings Using the context and word formation to guess words’ meanings, to promote vocabulary learning is a controversial topic in education system. I think guessing word is good for vocabulary learning, because the person who is good at guessing words can acquire more vocabulary from r

44、eading. These all explain that improving the ability of guessing words is good for incidental learning of increasing vocabulary. Example1: When I lead my students to learn the words like driver, cook,. teacher and famer ect. I use the following steps: First show the pictures. Then, say: “she w

45、orks in a car she is driving the gray car now”. Next, let the learners guess: what does she do? Last, I lead them to say” driver” and learn the word driver. Example 2 : Let students learning the word “which” “easy” “interesting” through the following sentences: 1) A: Which subjec

46、t do you like best? B: I like English best. 2) A: Why do you like it? B: Because it isn`t difficult and boring, it is easy and interesting. From the example: you know the students learn the new words by using the words “ subject” “English” “because” “difficult” “boring” to guess their meaning

47、s . 8.2Methods of Vocabulary Teaching and Learning 8.2.1. Learning through Listening, Speaking, Reading and Writing 1). Learning through Listening (1). Activities are to turn a Reading vocabulary into a Listening vocabulary. Learners need to have the chance to transfer their reading vocabula

48、ries to listening. Quaintly of listening experience is important along with some help to see the written spoken connection. For example: My School Life Hi, I`m Hu Bin, a student of Class 1, Grade 7. At school, my teachers and classmates are very friendly to me. My scho

49、ol life is very interesting, I like it very much . Classes begin at 8:00 a.m. I have four classes in the morning and two classes in the afternoon. I study Chinese, math, English, biology, politics geography and some other subjects. English is my favorite subject, and I often speak English w

50、ith my classmates. I also like P.E. and music. But I don`t like math very much, I think it is a little difficult and boring. What do you think? After school, I often play basketball with my classmates. It`s my favorite outdoor activity. Sometimes I swim in the swimming pool. Sometimes I draw pict

51、ures with my classmates in the park. Every Tuesday and Thursday, I go to the school library. Do you think my school life is interesting? What about yours? Can you tell me something about it? First，let students listen to the tape, and then finish 1b Next, make students find out the new words and

52、 at the same time I wrote the new word “friendly” “other” on the blackboard while repeating the sentence containing it. This is done without intermitting of the text. If the word occurs again, I simply points to it on the blackboard. After class, dictation and prediction exercises is a useful brid

53、ge between writing and listening. One variation is to put a fairly simple text on tape and get the learners to transcribe it. The text has no special pauses like ordinary dictation so the learners need to use the pause and reply buttons often. (2)Activities to increase vocabulary through listening

54、 if learners have a very limited vocabulary, then vocabulary need to be taught through listening. In listening exercises the learners listen to a monologue, conversation, or description and complete a diagram or table while listening. For example, the learners listened to a conversation While the

55、learners were looking pictures of their family. They circle the words of grandparents, uncle , aunt , son and daughter. grandparents uncle father mother aunt son daughter 2) Learning through Speaking Such activities give learners little choice in what to say. These activities are like gam

56、es and can be used quite often for a short time.Example1: I showed learners about more objects or pictures. The learners already know the names in English. The learners are allowed to look at them for one minute and then the objects are taken away or covered with a cloth. Then, using their memory, t

57、he learners must write or say these things that they saw When they become better at this, I used the objects in the picture to train their ability learning vocabulary. For example: The picture I can ask them about the color of each object like following: What can you see in the picture? Let studen

58、ts answer: a cap, a T-shirt, hair, glasses and so on. . And then I can say: Yes, you can see a red cap, a white T-shirt , brown hair a pair of black glasses and a blue skirt . Example2: About 5 cards with pictures on them are put in a row so that the whole class can see them .I pointed to the ca

59、rds and say the names. Then I turned some cards around so that the learners could see only the backs of them. When I pointed to a card, the learners must say the name by remembering the position in the row. When all the cards are turned around, I change the position of two of the cards. The learners

60、 watch while this is done. Then I pointed and the learners said the names. Then the position of two more cards was changed.. Learners answered individually. When anyone made a mistake, that learner was “out” and must watch. The game continued until only one learner is not “out”. Example 3 : I taug

61、ht the word ‘teeth’ through these followings: . I got up and went into the bathroom to clean my ____? But the learners cannot guess the word, I can give these followings: (1) Say the first sounds of the word. (2) Say the word without making any noise so that the learners must read lips. (3) Wr

62、ite short lines on the blackboard, with one short line for each letter of the word Then I write in the last letter: ____h Then the second to last letter: ____th, and so on until the learners guess. If it is clear that the learners cannot guess the word, I can pretend that one of the learners a

63、t the back of the class has said it. “What did you say? teeth? Yes, good ”. While doing any of these techniques, I should keep repeating the context many times. The contexts should not be too clear but should allow a few possibilities so that there is a challenge for the learners to guess. I mad

64、e sure that the learners did not call out the answers. 3) Learning through Reading Example: I taught the text of Section D 2 from UNIT5 TOPIC 2 in Ren`ai project English book1: Wen Wei is my good friend. Here are some photos of his .Look. He is running in the gym in picture 1. In picture 2, he

65、 is swimming in the swimming pool. He looks happy because he loves swimming .In picture 3, he is talking to a Japanese girl on the Great Wall. The Great Wall is wonderful. I also want to visit it one day. First., I let the students read the passage. Then ask them underline the words which they cann

66、ot read with their red pen . Next, let the students read the passage again so that they can understand the passage meaning. Last lead them to lead the new words: because. Japanese and Japan, wonderful, also and too. The following suggestions are of two types-learning vocabulary by direct study and learning vocabulary through reading. (1) Vocabulary Exercises I think the direct teaching of vocabulary is best done on an individualized basis. For example: 1. In our school, very f_____ stude