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1、Vocabulary teaching strategies for middle school students Abstract Vocabulary teaching is one of important and difficult parts in process of English language teaching for middle school students. For this reason, how to teach students to grasp a considerable volume of vocabulary is considered as the
2、most important task for English language teaching. Meanwhile, students vocabulary size is a key factor for students to learn English well. Vocabulary is one of the basic elements in English language teaching. The size of vocabulary will greatly influence the ability of listening, speaking, reading,
3、and writing of students as well as the ability of apprehending of students. The greater size of vocabulary, the better of learning effect. This paper will detailedly introduce several vocabulary teaching strategies: game, visual aids, word-formation, classification, the specific language context, an
4、d the word wall. These strategies which this paper introduces are aimed at enlarging vocabulary size of students, improving the ability of students to rein language as well as providing some models for teachers. Key words: vocabulary teaching; middle school students; teaching strategies 摘要词汇是中学英语教学的
5、重点与难点，是英语课堂教学的重要组成部分，而中学生能否学好英语的关键就在于对词汇的掌握程度。在任何语言中，词汇都处于基础地位，英语也不例外，学生的词汇量很大程度上决定着学生学习英语的成败。并且，学生的词汇量也会影响学生诸如听，说，读，写等方面的能力。事实证明，学生的词汇量越大，其学习英语的效果越佳。因此，中学英语教学最重要的任务之一就是如何让学生掌握大量的英语词汇。学生能否掌握足够量的英语词汇，不仅是学生本人的责任，更与老师的教学策略有着密不可分的关系，甚至可以说，老师的词汇教学策略高效与否决定学生词汇量的掌握程度。本文将系统地介绍游戏，直观教具，构词法，分类，具体的语境等词汇教学策略，以扩大
6、学生的词汇量，提高学生驾驭语言的能力，以及为英语老师的词汇教学提供一些蓝本。关键字：英语，词汇教学，中学生，教学策略1 Introduction1.1 Situations According to the newly enacted English curriculum standards, middle school students should proficiently grasp 1500-1600 words and 200-300 idioms as well as collocations. But, a few students can reach that level. I
7、nadequacy in vocabulary is almost faced by all students. Even, students development of other aspects was restricted by lacking of vocabulary. Generally speaking, the reason leading to this kind of situation can be divided into two aspects. Firstly, teachers are wanting of appropriate strategies, and
8、 they usually teach new words one by one. Secondly, students acquire and store vocabulary totally by mechanical memorizing. In most cases, although students spare no effort to learn new words, very little is grasped. 1.2 Significance and Background Vocabulary is one of the three elements (phonetic,
9、vocabulary, grammar) and the formation materials of language. And vocabulary is the basic of English teaching. It is impossible for teacher to teach English without vocabulary teaching. Therefore, how to improve the efficiency of English vocabulary teaching is very important. Teaching strategies det
10、ermine whether a class is successful or not. Many studies and researches have been made on English vocabulary teaching and the results suggest that active management of vocabulary learning strategies leads to a better command of vocabulary and beneficial backwash. The famous linguist Wilkins (1972)
11、said that without grammar very little can be conveyed, but without vocabulary nothing can be conveyed. Michael Lewis (1993), the author of The Lexical Approach, believes that language is grammaticalized lexis, not lexicalized grammar, and lexis is the core of language learning while grammar is subor
12、dinate to it. Ellis (1994) thinks that language learners need to feel secure and to be free of stress so they can focus on language task. The use of some teaching strategies just can reach this goal. The English Language Teacher Handbook (2002) refers that students learn new vocabulary in two stages
13、. First, when they read or hear new words, they know about the word andCan usually recognize it, but they are not yet ready to use it in speech or writing. Latter, when they start to use the word, it becomes a part of their active vocabulary. However, this process of learning to use new words can ta
14、ke a long time. Usually, common and useful every day words become our active vocabulary first. To speed up this process, we can help students by providing useful ideas for recording and storing new words and giving lots of practice with new words. Zhang Ping (2006) claims that, to some degree, vocab
15、ulary is the ligament for people to communicate with each other. Without enough words, one cant communicate with each others, no matter how wonderful his grammar and pronunciation are.2 Literature ReviewAs Sarah Phillips (1993) in young learners claims that if the activity is interesting, it is easi
16、er to be memorized, and so is the language. Lewis (1999) finds that playing games in learning may develop the sense of communication in English of the students. And the combination of the game may help them with a strong communicative ability. Ellis (1998) concludes that the expression of vision is
17、a kind of powerful visual alaxiliary means of memory. Wilkins (1972) finds that no matter how well the students learn grammar, on matter how successfully the sounds are mastered, without word to express a wide range of meanings; communication just cannot happen in any meaning way. Mathews (1974) fin
18、ds that vocabulary, as compared, for instance, with language functions and other grammatical structures, is still assigned to parts of speech (noun, verb, adverb, adjective, etc) by a method which goes back for two aspects. Read (1997) finds that contextualized words provide a much richer environmen
19、t and may enhance the learners awareness of the usage of these words. Wei Zhicheng (2003) finds that word-formation in English and Chinese is not corresponding one by one, but the main word-formation also shares some similarities. Anderson (1999) claims that guessing words in context is perhaps the
20、most common vocabulary acquisition skill suggested by reading text and reading teachers. Baker & Westrup (2000) shows that students need to record and store new vocabulary in a logical and helpful way, so that they can find old words and they can add new words easily and quickly. Nation (1990) indic
21、ates more than once in his book that guessing words from context is the most important and most powerful of dealing with unknown words. Nation (1987) finds that it is well accepted in language teaching circles that the context that surrounds a word can give clues to the words meaning. Guessing from
22、context is believed to be the best strategy in dealing with unknown low-frequency words in written context. Green (2003) shows that word lists on walls - which, through the process of vocabulary development and enrichment, become learning tools that are easily integrated into any classroom managemen
23、t system.lp3 Strategies3.1 GameVocabulary learning is a hard task which can sometimes be frustrating. A lot of time is spent in remembering new words, but, students tend to forget and misuse new word. Games have been proven to have advantages and effectiveness in learning vocabulary in various ways:
24、 Games bring in relaxation and fun for students. Thus help them learn and retain new words easily. Games usually involve friendly competition and they keep learners interested. Vocabulary games bring real world context into the classroom and enhance students use of English in a flexible, communicati
25、ve way. To a great extent, games can greatly motivate students, and they give students more opportunities to express their opinions and feelings. I will introduce some games next.3.1.1 Jumbled Words: You can write some words that students have recently learnt on the blackboard and these words had be
26、tter associate with one given theme. Fox example, you can write a set of words like this: (plepa,repa,aananb,ceahp,otpairc,nipeaplep,rysrtawebr). Tell your students that these words are all fruit, and then ask them to put these words in order first, after that matches the adjectives. Write three or
27、more adjectives on the blackboard. For example: small, oval, and sour. Ask your students to choose one word that can be described by all three adjectives.3.1.2 Feel the Object: Collect words as many as you can from student or daily life. Put the objects that you have collected in a bag. Take the bag
28、 and ask students to feel the objects and try their best to identify them. Then divide students into different groups, let students try to think of and note down as many things they can that consistent with a given definition and that they know in English. For example: you can put a feather of sparr
29、ow, a feather of eagle, a feather of magpie, a feather of crow in a bag, then you might tell students to think of as many items as they can that work on birds. After three or five minutes, you can hold a competition to see which group can think of the most items.3.2 Word-formationThere are three kin
30、ds of word-formation in English, namely, compound, conversion, and derivation. Take advantage of word-formation when students have learnt some words. And it is very beneficial to students to enhance and enlarge their vocabulary, improve the ability of apprehension and application.3.2.1 CompoundingCo
31、mpounding, it means the joining together of two or more items to make a single compound one. That is to say, compounding word is a union of two or more words to convey a unit idea. Most compounding consists of only two terms.Noun compounds are the expressions which are usually made up of two words a
32、nd which function in the clause as nouns, such as, handshake, earthquake, classroom, and bedroom. Adjective compounds are the expressions which consist of more than one words and which function as adjectives in clauses, Such as homesick, breathtaking.3.2.2 ConversionsConversion means adaptation of i
33、tem to a new grammatical function without changing its form. Namely, conversion is the formation of new words by converting one word to another. Words which are produced by conversion are usually nouns, adjectives, and verbs. Most conversions take place between nouns and verbs.Conversion to nouns fr
34、om verbs: such as troop, as a verb, it means to walk somewhere together as a group, while as a noun, it means soldiers, especially in large groups, or one group of soldiers, especially in tanks ,or a local of Scouts; Program, as a verb, it means to give a computer a set of instructions to make it pe
35、rform a particular task, while as a noun, it means a set of instructions in code that control the operations or functions of a computer. Conversion to nouns from adjectives: such as fine, as an adjective, it means high quality or a person who is in good health, while as a noun, it means a sum of mon
36、ey that must be paid as punishment for breaking a law or rule; Hurt, as an adjective, it means injured physically or upset and offended by something that somebody has said or done, while as a noun, it means a feeling of unhappiness because somebody has been unkind or unfair to you.Conversion to verb
37、s from nouns: such as function, as a noun, it means a specially activity or purpose of a person or thing, while as a verb, it means to work in the correct way; Muff, as a noun, it means a short tube of fur or other warm material that you put your hands into to keep them warm in cold weather, while a
38、s a verb, it means to miss a opportunity to do something well.Conversion to verbs from adjectives: such as silver, as a adjective, it means shiny grayish-white in color, while as a verb, it means to cover the surface of something with a thin layer of silver or something that looks like silver; compl
39、ete, as an adjective, it used when you are emphasizing something, to mean to the greatest degree possible ; while as a verb, it means to finish making or doing something, or to write all the information you are asked for on a form, or to make something whole or perfect.3.2.3 DerivationDerivation mea
40、ns the addition of a prefix or suffix to an item already in the language. That is to say, it is one of the word-formation which can divert a word into another by adding derivational affixes to roots. New words formed in this way are called derivatives. Derivation has a great influence on enlarging s
41、tudents vocabulary. There are mainly two derivations in English. They are prefixation and suffixation.3.2.3.1 Prefixation Prefixation can create new words by adding prefixes to roots. Generally speaking, prefixation usually change the meaning of words. The following is some examples of prefixation.N
42、egative Prefixes: de-: it means opposite; negative, such as decode, decompose, decompression, decontaminatedis-: it means negative, reverse or opposite, such as dislike, disorder, disuse, disregardin (ir, il, im): it means not, such as inability, inadequacy, irregular, irresponsible, illegal, illogi
43、cal, imbalance, immatureun: it means the opposite of: not, such as unhappy, uncertain, unchanged, uncommonnon: it means not, such as non-appearance, non-cooperation, non-compliancePrefixes of Degree or Size:arch-: it means supreme and most, such as arch-angel, arch-bishop, arch-deacon, arch-dukeco-:
44、 it means jointly, such as cohabit, co-manage, cooperatemacro-: it means large, such as macrobiotic, macrocosm, macroeconomicsmicro-: it means very small, such as microbe, microbiology, microchip, microcomputermini-: it means little, such as miniature, minibus, minicab, minigolf, miniskirtover-: it
45、means excessive, such as overheated, overkill, overjoyedsub-: it means secondary; less important, such as subconscious, subculture, subdirectorysuper-: it means more than; beyond, such as superhero, supercomputer, superfinesur-: it means over and above, such as surpass, surplus, surrealism, surtaxLo
46、cative Prefixes:fore-: it means front part of, such as foretell, forehead, forefinger, foreshoreinter-: it means between: among, such as interact, interchange, interconnect, intercourseintra-: it means within, such as intramural, intramuscular, intravenoustele-: it means distant, such as telegraph,
47、telecommuter, telegram, telemetertrans-: it means cross; beyond, such as transaction, transcend, transcribe, transformPrefixes of Time and Order:ex-: it means former, such as ex-wife, ex-loverpost-: it means after, such as postbag, postbox, postcard, postcode, postgraduatepre-: it means before, in a
48、dvance, such as pre-book, pre-cast, precedere-: it means again, back, such as remarriage, repaired, renew, remount, recycle3.2.3.2 Suffixation:Suffixation can create new words by adding suffixes to roots. They dont change the meanings of words, but they usually change the characteristics of words. The following is some examples.Noun suffixes:-aholic: it means a person who cant stop doing or using the things, such as shopaholic, workaholic-ant: it means someone or something that does, such as artist, scientist, physicist-ary: it means someone connected with something, such as secretar