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1、西昌學院畢業(yè)論文畢業(yè)論文開題報告中 文 題 目：論中學英語詞匯教學策略英 文 題 目：On the Strategies of English Vocabulary Teaching in Middle School學 院：外國語學院年級、 專業(yè)：2008級本3班 英語學 生 姓 名：學 號：指 導 教 師：日 期：2011年11月30日選題依據、目的意義與準備解決的問題（包括國內外目前對該論題的研究現狀與發(fā)展趨勢簡述；論文選題的依據及論文的理論意義、現實意義及應用價值；準備解決什么樣的問題并將在哪些方面有可能突破等）：一、 國內外目前對該論題的研究現狀與發(fā)展趨勢：隨著英語教學和學習方法的不斷

2、改進，教師在如何組織課堂教學和為學生創(chuàng)造良好的學習環(huán)境方面面臨著挑戰(zhàn)。詞匯在英語語言學習和應用中的地位和重要性是毋庸置疑的，它是培養(yǎng)聽、說、讀、寫、譯五種基本技能的基礎，如何采用科學有效的教學策略進行詞匯教學顯得尤為重要。最近幾十年來，國內外對詞匯教學策略這一領域的研究從廣度和深度都有了很大發(fā)展，這大大豐富了對于中國教師英語詞匯教學策略的了解。20 世紀80 年代至今, 國內陸續(xù)出版了多部英語詞匯學專著,如：1983 年, 陸國強就出版了現代英語詞匯學, 以后陸續(xù)問世的有林福美的 現代英語詞匯學(1985) 、張韻斐與周錫卿合著的現代英語詞匯學概論(1986) 、楊承章的英語詞匯學引論(198

3、7)、林良生與秦大維合著的現代英語詞匯學導論(1991) 、曹務堂的簡明英語詞匯學(1992)和英語詞匯學-全國高等教育自學考試教材(1997) , 以及汪榕培的英語詞匯學教程(1997) 、英語詞匯探勝(1999) 、英語詞匯學研究(2000)，畢淑芝和王義高的當代外國教育思想研究（2000），劉向紅的 英語詞匯學習策略綜述（2005），崔美麗的 中學英語詞匯教學策略淺析（2007）等等。然而對于詞匯教學, 英語教師有的較為重視,有的不夠重視。 在國外, 70年代以前的詞匯教學不受重視。70年代D.A.威爾金斯從詞匯語義學的立場出發(fā), 竭力強調詞匯教學的重要性。威爾金斯竭力主張, 詞匯在語言

4、教學中應占重要地位?！皼]有語法,人們能說的話很少；沒有詞匯,人們一句話也說不出。”這是他的名言。此后學者們對詞匯教學日益關心,提出了許多見解。我們可以看出國內外學者對詞匯教學和學習已日益關心。這說明人們已經把詞匯教學放在了一個非常重要的位置,但多數是理論上的探討，對英語詞匯教學的策略還有待研究。二、論文選題的依據及論文的理論意義、現實意義及應用價值:1.選題依據和理論意義英語學習對于中國學生來說，一直是個大難題，對于教師來說英語教學策略也是一大難題，尤其是詞匯的教學策略。詞匯是構成語言的基礎。學習一門語言，對詞匯的學習是不可或缺的，英語學習也不例外。作為一個英語教學工作者，如何有效地進行詞匯教

5、學將直接影響到學生是否真正理解和掌握英語。2.現實意義 詞匯教學是英語教學中的一個重要環(huán)節(jié)，忽視詞匯教學即忽視了語言教學的本質。通過對中學英語詞匯教學策略的研究有利于英語教師在平時的詞匯教學中善于發(fā)現問題、解決問題，耐心幫助學生解決在詞匯學習中遇到的問題。并利用英語詞匯內在的有機聯系，有效地進行教學，幫助學生不斷地進行梳理、總結和歸類，形成知識體系。本文試圖通過總結目前實際教學過程中的發(fā)展狀況，前進方向和存在的弊端，提出行之有效的英語詞匯教學策略。3. 應用價值從細節(jié)上分析中學英語教學過程中的發(fā)展狀況，前進方向和存在的弊端，試圖提出行之有效的英語詞匯教學策略。通過本文，希望對以后的英語教學有一

6、定的指導作用，正確認識中學英語詞匯教學存在的問題，盡量避免在實際教學中走彎路，從而促進英語教學，提高英語教學水平和質量。三、準備解決什么樣的問題并將在哪些方面有可能突破：對于該論題前人已經作出了很多研究，有些是寫的純理論的著作，有些是采取的實證研究的方法。但總的來說，在教學的實踐中運用的不太成功。本文從比較實際的教學理論角度來分析現階段中學英語詞匯教學問題，試圖提出行之有效的英語詞匯教學策略。主要研究內容、研究方法及預期目標：一、主要研究內容本選題通過發(fā)現問題，提出問題，分析問題，解決問題的思路，對當前詞匯教學中存在的缺陷進行分析，基于對優(yōu)秀語言教學策略研究，對一線教師的調查和作者自己的教學實

7、踐，本文試圖提出行之有效的英語詞匯教學策略。首先，簡要介紹詞匯學習的重要性，以及在中學詞匯教學的現狀。其次，通過分析傳統(tǒng)詞匯教學中存在的一些問題，結合英語詞匯的特征找出問題所在，據此提出行之有效的詞匯教學策略，即視覺教學法，音形結合法，構詞法，歸納組織法，交流法，游戲法。再次，提出詞匯教學應強調學生學習詞匯的能力以及在文化背景下對詞匯的不同理解。最后，簡述教師應該遵循詞匯的特征，正視學生學習詞匯，以及詞匯教學方法的問題，根據不同的情況采用不同的詞匯教學策略，才會使中學的詞匯教學上一個臺階。二、研究的方法總體上來說，本次研究將采用文獻分析的研究方法。鑒于前人的研究大多數是提出理論依據和分析，因此

8、，通過查閱資料了解關于本論題的具體研究結果是有必要的。利用學校圖書館書籍資源和網絡資源，搜集有關方面的研究成果，作為論文寫作的理論指導。從分析中查找出前人的不足，提出更為有效地英語詞匯教學方法。三、預期目標 本次研究的預期目標是：通過各種有效途徑，搜集有關本論題的資料和信息，從理論和實際的角度去進行分析，找出前人研究的不足，結合實際，提出對中學英語詞匯教學行之有效的教學策略。 總體安排及進度計劃：本論文寫作分為八個階段，具體如下：第一個階段：2011年10月26日至11月30日，收集資料,確定選題，完成開題報告；第二個階段：2011年12月前，擬定提綱；第三個階段：2012年3月1日前完成論文

9、的初稿；第四個階段：2012年3月1日至31日完成論文二稿交由指導教師批閱；第五個階段：2012年4月1日至30日完成三稿交由指導教師批閱；第六個階段：2012年5月1日至20日論文定稿；第七個階段: 2012年5月26日至31日論文答辯。參考文獻、資料：Allen, Virginia French. Techniques in Teaching Vocabulary. Shanghai: Foreign Language teaching and research press, 2002Hockett, Charles Francis. A Course in Modern Linguist

10、ics. (New 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,

11、 1990.Trudgill, Peter. Sociolinguistics: An Introduction to Language and Society, Fourth Edition. Harmond sworth: Penguin, 2001.Wilkins, David Arthur. Linguistics in Language Teaching. London: EdwardArnold,1972.畢淑芝, 王義高，當代外國教育思想研究。 北京: 人民教育出版社, 2000。崔美麗， “中學英語詞匯教學策略淺析”，英語教學研究2（2007）：112。劉向紅，“英語詞匯學習策

12、略綜述”，基礎教育外語教學研究, 7（2005）:31。王薔， 英語教學法教程(第二版)。 高等教育出版社, 2006。文秋芳，“英語成功者與不成功者在學習方法上的差異”， 外語教學與研究,3（1995 66-61。指導教師意見：指導教師簽名：年 月 日畢業(yè)設計(論文)領導小組意見：組長簽名：年 月 日On the Strategies for the Vocabulary Teaching in Middle SchoolAbstractWith the continual reform of language teaching and learning methods, teachers

13、are faced 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

14、language, 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,

15、 the significant 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 i

16、n the current 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 efficie

17、ncy of vocabulary teaching, and promote the students vocabulary accumulation.Key Words: vocabulary teaching; current defects; strategies論中學英語詞匯教學策略內容摘要 隨著英語教學和學習方法的不斷改進，教師在如何組織課堂教學和為學生創(chuàng)造良好的學習環(huán)境方面面臨著挑戰(zhàn)。詞匯是語言的建筑材料，是培養(yǎng)聽、說、讀、寫、譯五種基本技能的基礎。作為組成語言最基本的材料，外語教學自然離不開詞匯教學。詞匯在英語語言學習和應用中的地位和重要性是毋庸置疑的。如何采用科學有效的教學策

18、略進行詞匯教學顯得尤為重要。最近幾年來，國內對詞匯教學策略這一領域的研究從廣度和深度都有了很大發(fā)展，這大大豐富了對于中國教師英語詞匯教學策略的了解。 本文總結了目前實際教學過程中的發(fā)展狀況，前進方向和存在的弊端?；诮鼛啄陙韮?yōu)秀語言教學策略研究，對一線教師的調查和作者自己的教學實踐，本文試圖提出行之有效的英語詞匯教學策略，以期提高詞匯教學的效率，促進學生的詞匯積累。關鍵詞: 詞匯教學；目前弊端；策略On the Strategies of English VocabularyTeaching in Middle SchoolContents1 Introduction12 Disadvanta

19、ges of Vocabulary 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, Pr

20、onunciation 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 Lang

21、uage and 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

22、important 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 S

23、o vocabulary 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

24、 make great 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 underst

25、and what 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

26、definitions 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 E

27、SL (English 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. C

28、orrecting 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 s

29、trategies. 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 cur

30、rent vocabulary 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

31、 students 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

32、many current 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 Vocabula

33、ry TeachingThough 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

34、students 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 an

35、alysis many 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 can

36、not they 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 t

37、eaching, 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 na

38、turally.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

39、 should 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 te

40、achers write 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, pr

41、ospect, 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

42、 window 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 meanin

43、g of the 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, w

44、hich makes 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 vocabu

45、lary teaching, 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, co

46、mposer, 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 a

47、ttach the 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 det

48、ail, but 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

49、 makes them 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 stude

50、nts subjective 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

51、efficiency.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 eleme

52、nt is morphology, 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 p

53、ronunciations 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 c

54、lass, and 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 te

55、aching. 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

56、 before, 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 f

57、ault in 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. So

58、me teachers do not pay attention to revise and consolidate the words. They just let students remember by themselves, and they go on teaching the new words. In this way just make students learn one and lose one. As we know, reviewing is the mother of the studying; reviewing systematically can not onl

59、y consolidate the memory but also strengthen the understanding to the words remembered.2.3.3 Reviewing Vocabulary in Simple WaysSome teachers use outmoded method to revise vocabulary, such as, reciting the word list, copying and dictating new words, etc. After a long time, students must feel dull an

60、d lose the interest in writing the vocabulary. It is necessary for teachers to carry on reviewing words systematically through many ways. For example, teacher can also review words according to synonym, antonym and homonyms homographs, such as good-well, long-short, right-write, where-wear. In this

61、way, we can reach the function drawing inferences about other cases from one instance, and expand students vocabulary quantity rapidly. We can also adopt the way of dictation, word game, word match, singing English songs, etc. In a word, the purpose of reviewing is to prevent forgetting and resuming

62、 the word that has been forgotten. In order to prevent students from being fed up with the review, to improve their review efficiency, the teacher should use flexible ways.3 The Characteristics of English VocabularyVocabulary, a very important concept in English teaching, has its own spelling, pronu

63、nciation and writing styles. The form of word is simple, but in different linguistic contexts one word may has many different meanings. Therefore, Vocabulary teaching can not ignore the characteristics of English vocabulary and teachers should pay more attention on the characteristics of English vocabulary.3.1 Attention to Spelling, Pronunciation and Writing Vocabulary teaching is a hard work in Englis