Unit-8-Teaching-Vocabulary

EnglishLanguageTeachingUnit8TeachingVocabularyThreewaysofpresenting/teachinggrammarthedeductivemethodtheinductivemethodtheguideddiscoverymethodEachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsituations.TwotypesofgrammarpracticeactivitiesMechanicalpracticeandmeaningful/communicativepracticeofgrammarhavebothadvantagesanddisadvantages.Twotypesofpracticecanbecombined.Usingprompts(pictures,mimes,tables,charts,keywords,createdsituations)hasprovedtobeaneffectivewayofgrammarpractice.VocabularyDefinition•“…knowingawordisnotanall-or-nothingproposition;itisnotthecasethatoneeitherknowsordoesnotknowaword.Rather,knowledgeofawordshouldbeviewedintermsoftheextentordegreeofknowledgethatpeoplecanpossess.”VocabularyDefinition“…vocabularyisthegluethatholdsstories,ideas,andcontenttogether…makingcomprehensionaccessibleforchildren.”Wordsarethestartingpoint.Withoutwords,childrencan’ttalkaboutpeople,places,orthings,aboutactions,relations,orstates.”Vocabulary,orlexicon,referstoinformationstoredinmemoryconcerningthepronunciationandmeaningsofwords.ThinkingAboutVocabularyInstruction:ThreeTiersTierOneWords-Consistsofbasicwordsandrarelyrequireinstructionalattentioninschoolandhighlyfrequentinlife:clock,baby,ball,happy,walk,run,etc.TierTwoWords-Highfrequencyuseformaturelanguageusersandfoundacrossavarietyofknowledgedomains:coincidence,absurd,industrious,fortunate,etc.TierThreeWords-Lowfrequencyuseandlimitedtospecificknowledgedomains:isotope,lathe,peninsula,refinery,etc.Bestlearnedwhenteachingspecificcontentlessonssuchasgeography,science,etc.CanYouFindaTierIIWord?CanYouFindaTierIIIWord?VocabularyInstruction:ThreeTiersEstimatesindicatethatabout8,000basicwordsneednoinstruction–Tier1Estimatesindicatethatabout7,000wordsforTier2orabout700wordsperyear.Beck,McKeown,andKucan(2002)recommendteachingabout400wordsperyearK-12.ThethreedistinguishingfeaturesofEnglishvocabulary（英语词汇的特点）1.Thepronunciationofeachwordiscorrespondedtoitsspelling(发音都有对应的拼写）smart,artist,mark,garden[a:]Uncle[ʌ],until[ʌ],full[u:],music[ju:],truth[u]2.Theyfrequentlyhavemorethanonemeaning(一词多义)必须通过词语所处的上下文，才能理解单词真正的含义。Inotherwords,studentsneedtounderstandtheimportanceofmeaningincontext.BooknBookvIlovethisbook.Iwanttobookaticket.3.Wordscanchangetheirshapeandtheirgrammaticalvalues,too.(词汇结构和其语法意义产生变化）Studentsneedtoknowfactsaboutwordformationandhowtotwistwordstofitdifferentgrammaticalcontexts.（通过语法关系了解词汇构成变化）Studentsalsoneedtoknowhowsuffixesandprefixeswork.(前后缀的作用,构词法）Thedrawbacksofseveraltraditionalvocabularyteachingmethods(传统教学的弊端）Englishteachersinchinausuallyaskstudentstolearnvocabularylistsinwhichwordsareisolatedfromthecontext（忽略了上下文）忽视英语词汇之间的关系，导致学生理解的障碍，表达的不地道。1.Teachwordsinisolation（孤立教学单词）glass==玻璃；cup==杯子；reading，readingbooksWhenstudentssaythattheyknowthemeaningofanEnglishword,theyusuallymeanthattheyhavefoundanequivalentwordinChineselanguage,butthisequivalentwordmaybemisleading.汉语：车英语：car/truck/bike/train/vehicleInfact,manylinguistsbelievethatnowordcanbeexactlytranslatedintoanotherlanguage.2.TeachEnglishwordsinone-to-onecorrespondencetoChinesewords（与汉语一一对应）Receptivevocabulary（接受性词汇量）Productive/expressivevocabulary（产出性词汇量）Aallspeakersareabletorecognizemorewordsthantheyusuallyuseonaproductivelevel.Productivevocabularyisthatutilizedineverydayspeech.Receptivevocabulary,ontheotherhand,althoughneededforcomprehension,isnotnecessarilyessentialforproductioninspeakingandwriting.等同对待，给学生带来沉重的负担，导致学生厌倦并害怕记忆词汇3.Treatallwordsequally（词汇等同对待）单词有音、形、义三个方面，教授单词也可以从单词的这三个方面综合进行。学生对于这三个方面识记同时进行，就可以使发音器官熟悉单词的读音、听觉器官感受词的发音，视觉器官观察词的拼写，手写词的拼写形式，大脑积极思维记忆词的意义。这样综合运用口、眼、耳、手、脑等器官，全面识记，才能使单词的音、形、义、用法等多方面得到练习与巩固，就能迅速地、正确地、牢固地识记单词。4.Neglectingthecooperationofsenseorgans(忽视多种感官的综合运用）LearningStyle(听觉、视觉、触觉）形成听觉关联Thatmeansstudentsareabletolinkthepronunciationtothewordwhentheyhearitinaconversation.构成视觉关联Thatistosay,whenstudentscomeacrossthiswordinreadingmaterials,theycanunderstandit.形成单词的心理图像Thethirdstageismoredifficulttoachievebutveryimportant.Thatmeanstheycanimitate,chooseandgivethereigntoitfreelyandaccuratelyinspeakingandwritingasifitistheirnativeword.Moststudentscanonlyachievethefirstandsecondstagesbutneverreachthethirdstagepartlyduetotheirpoorcooperationofthesenseorgans.我们的教学也应该遵循这个步骤Immediatememory（瞬间记忆）Short-termmemory(短时记忆)Long-termmemory(长效记忆）Accordingtothesurveyoflinguists,themoretimesthewordisused,thebetteryourememberit.5.Failtofollowthememoryrule（违背记忆规律）教师常常只是强调瞬间记忆的作用，关注学生词汇输入的数量，忽视了学生记忆中保存的质量。学生错误拼写，听写不过关，罚写100遍.学生起初的好奇感、新鲜感和兴趣都被老师的惩罚而打消的一无所成。随之而来的是学生不仅对英语趣味索然，甚至对老师也是敬而远之，乃至厌恶。一次随意的惩罚，一生难忘的遗憾6.Harmfulmethodofpunishment（冲动的惩罚）Unit8TeachingVocabulary1.Whataresomeoftheassumptionsaboutvocabularylearning?2.Whatdoesknowingawordinvolve?3.Howcanwepresentnewvocabularyitems?4.Whataresomeeffectivewaystoconsolidatevocabulary?5.Howdowehelpstudentsdevelopvocabularylearningstrategies?Importanceofvocabulary“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”(D.A.Wilkins)“词汇之于语法，有如砖之如混凝土，它们共同构筑意义的大厦”。（丁建新，2004：前言）Wordsarebrick