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1、The Problems on Vocabulary Teaching in Junior Middle School and the Solutions .Introduction Vocabulary is one of the fundamental elements of language,the most basic element used to express ones words.It is frustrating for intermediate learners such as middle school students when they discover they c
2、annot communicate effectively because they do not know many of the words they need.Unfortunately,vocabulary is neglected in some English language courses.Both teachers and students do not pay enough attention to the vocabulary learning.They do not realize the importance of teaching vocabulary in mid
3、dle schools.What are the problems preventing students grasping vocabulary in English Class of Junior Middle School.Maybe some teachers teach words isolated from context,what about others?Then do you know how to solve these problems?The author conducts a survey and finds out some effective methods.Th
4、e solutions here are to seek scientific techniques of teaching vocabulary.By adopting scientific teaching vocabulary techniques,teachers can help students improve their language acquisition ability and language competence.The Importance of Teaching Vocabulary The Definition of Vocabulary Vocabulary
5、is all the words and phrases used in particular language.Vocabulary is the basic unit of the sentence,usually what the ones say is all formed by vocabularies.Therefore,on learning language,especially English,the vocabulary is just made of the letters one by one,only based on it we can learn phrases
6、sentences and passages.The famous linguist Rivers also thinks,“Controlling the enough vocabulary is the key to succeeding in using English,the idea which has no vocabulary and they can not take use of structure and function learned reads alo ud.”Because“we cant neglect a giant of existence”,and in f
7、act,the learners vocabulary size indicates his English level,as an international language,its important status gets everybodys common understanding more and more.The Importance of Teaching Vocabulary Vocabulary learning is quite challenging.While grammar at least seems to be finite,vocabulary is vir
8、tually infinite.Words are also more complex than they appear to be on the surface.As all know,people who have studied English but havent grasped some vocabulary can hardly communicate with each other in English,especially for middle school students.Students who are immersed into a new linguistic set
9、tling tend to pick up vocabulary first,and then gradually develop a more accurate,structural framework.And they must continually be learning words as they learn structures and as they practice the sound system.Therefore,teaching vocabulary is an indispensable part of English lesson in middle school,
10、and an important task for the teachers.Whether a middle school English teacher can follow scientific methods to teach vocabulary or not directly bring good or bad influence toward the student.If his methods are suitable for the student and beneficial for them in the long run,he could arouse their in
11、terest on English and help them to develop a solid foundation of language acquisition ability,whereas if he fails to do so,it might result in the students diffidence toward themselves and might cause them to disgust English.The Problems on Teaching Vocabulary in English Class of Junior Middle School
12、 At present,cramming is still popular in the teacher-centered teaching vocabulary.Traditional teachers always spend a lot of class time asking students to read and write new words again and again.The meaning of new words are presented and explained directly in Chinese.As above reasons,more and more
13、problems appear.The paper will mention four problems on Vocabulary Teaching:words in isolation;words incompletely;the process of memory;culture background.Teaching Words in Isolation Middle school English teachers in China usually ask students to learn vocabulary lists in which words are isolated fr
14、om the context.In one case,they let the students pick out all the new words in the text,list them on a paper,and consult the dictionary for the Chinese or English meanings.For example,“display”means“show”,“arrive”means“reach”.In another case,they try to get the students to associate each word with a
15、n image or an object.For example,they hold up a picture of a car and say“This is a car.”Both these teaching techniques imply that learning vocabulary means learning individual word one at a time.These two methods may save time and be fast-effective.However,the relationships between words are as impo
16、rtant as the meaning of the word in isolation:how“car”contrasts with“bus”and“truck”,and how it is related to“driver”and“engine”are as important as the word itself.Neglecting the study of the relationships in English vocabulary system might result in students slowness in comprehension and inappropria
17、teness in exploiting the English words.Being taught in these ways without a change,students might have difficulty in working out the meanings of some words,such as“time”i n the following three sentences:1.She is near her time.(means“She would die soon.”)2.The umpire called time.(means“The umpire cal
18、led for a stop.”)3.He is in the time of his life.(means“The days he is experiencing are very enjoyable.”)汇教学的多元模式白城师范学院学报第卷第期刘红梅词汇教学在英语教学中的重要地位辽宁行政学院院报第卷第期李明杰对初中英语词汇教学的分析讨论财经界下半月刊余晖英语词汇教学六盘水师范高等专科学校学报第卷第期Students who make such sentences only know the meaning of each individual word,but they are poor
19、 in the proper use of“beneficial”(which should“be beneficial for”people)and“bad”(which should be changed into“poor”).Thus,it is advisable to present new words in an English sentence or a short text,and then conduct the contextual guesswork.Exposing Words Incompletely Many English teachers tend to te
20、ach English words in one-to-one correspondence to Chinese words;for example,English“glass”is“玻璃”in Chinese,English“cup”is“茶杯”in Chinese,and so on.This traditional translation teaching method which has been adopted in China for a long time is considered to be helpful.But in the long run the overuse o
21、f this method is harmful to the development of students language competence.Especially in the elementary stage,this method should be avoided as possible as it can be.Now that the English language is living and productive in particular context,students should acquire vocabulary in context.The teacher
22、 had better ask students to try their best to guess the meaning from the given context as possible as they can.Furthermore,the same English word in different contexts can have various meanings.Remembering the Chinese meaning in the wordlist does not mean students have already grasped the target word
23、 fully.So it is advisable to present new words in an English sentence or a short text,and then conduct the contextual guesswork.There is an example:Teaching the word“cover”in Unit-6 of the Oxford Junior English Book 8A:While presenting the meanings of the polysemous word“cover”,the teacher had bette
24、r give students the following sentences at first:1.The magazine has a picture of a horse on its cover.the front title page of a book 2.Could you open the cover of the bottle for me?a thing that is used to shelter other things 3.He told a lie to cover the mistake.conceal;hide 4.China covers an area o
25、f 96,000,000 square kilometers.take up;occupy 5.His research covers a wide field.include;involve 6.They covered 500 miles one day in their journey.travel Afterwards students are requested to guess and infer the accurate meanings of the target word“cover”in different sentence contexts.As for some adv
26、anced students in Grade 8 or 9,the teacher may give them enough scope for their own paraphrases of the target word.Such a student-oriented activity activates students thinking at the basis of 汇教学的多元模式白城师范学院学报第卷第期刘红梅词汇教学在英语教学中的重要地位辽宁行政学院院报第卷第期李明杰对初中英语词汇教学的分析讨论财经界下半月刊余晖英语词汇教学六盘水师范高等专科学校学报第卷第期their kno
27、wn English knowledge.Otherwise the Chinese meanings of the target words given out of context may be a little ambiguous for students to understand.Although this contextual guesswork costs much class time,it is worth training students autonomy to learn English and to deal with new words successfully.S
28、tudents satisfa ctory feelings of success may contribute to their interest and confidence in studying English,which will be a benign circulation.Neglecting the Process of Memory Many students find that they could not effectively memorize vocabulary,some even feel frustrated.Why?As all know,memorizat
29、ion is important for vocabulary learning.If words cannot be remembered,few are likely to be produced properly.There are two types of memory processes short-term memory and long-term memory.Short-term memory means that the storation of input only stay in your memory temporarily while the long-term me
30、mory means the storation of input can stay in your memory for more than 10 days,ever for the whole life.In fact,our memory process is a recycling process.According to the survey of linguists,the more times the word is used,the better you remember it.However,many teachers partially emphasize the func
31、tion of short-term memory.They seem to care more about the amount of vocabulary input than those actually stay in students memory.Being forced to remember a large amount of vocabulary in this way,students are treated as if they were a funned.In appearance,they take in thousands of new words,but in e
32、ffect only a few words that are frequently used really can stay in their storation and be exploited.It is not amazing that a senior middle school student who is required to master 3000 words has misused or made mistakes in 60 words when asked to write down a passage of 100 words because of his poor
33、vocabulary storatio n.Many of teachers put all the blame to the students laziness.They explain for themselves that those students are too lazy to enlarge their size of vocabulary.There might be some teachers seeing the long-term memory rule.However,they never succeed in applying the memory rule in c
34、lassroom.They claim that the time of each period of class is limited that they cant spend so much time on the repetition of vocabulary teaching.As far as I am concerned,I do not think their excuses make any sense.What matter is their ignorance of scientific teaching techniques and irresponsibility f
35、or the development of students?Disconnecting Culture Background Another problem is disconnecting culture background.That means more and more students lean words separable from learning their culture.Because of culture differences,misunderstanding may arise,although the language used in communication
36、 may be fault less.The same words or expressions may not mean the same thing to different people.Because of 汇教学的多元模式白城师范学院学报第卷第期刘红梅词汇教学在英语教学中的重要地位辽宁行政学院院报第卷第期李明杰对初中英语词汇教学的分析讨论财经界下半月刊余晖英语词汇教学六盘水师范高等专科学校学报第卷第期cultural differences,a serious question may cause amusement or laughter;a harmless statement
37、may cause displeasure or anger.Because of cultural differences,jokes by a foreign speaker maybe received with blank faces and stony silence.Yet the same stories in the speakers own country would leave audiences holding their sides with laughter.When students say that they know the meaning of an Engl
38、ish word,they usually mean that they have found an equivalent word in Chinese language,but this equivalent word may be misl eading.Lets take the word“with”for example.In the sentence of“I have milk for breakfast”,the word“milk”in Chinese culture refers to hot milk,because Chinese people are used to
39、drink hot milk;while the word“milk”in the American culture refers to cold milk,because Americans never drink boiled milk as we Chinese do.This example shows us that the same word“milk”has different social meanings in different cultures.In fact,many linguists believe that no word can be exactly trans
40、lated into another language.Learning the vocabulary of a second language is not just to memorize the equivalent words of language one,but to learn the meaning relationship between“milk”and all other words in English within the context of cultural life.Students can sel dom ask such questions as what“
41、run”means because it is difficult to explain the meaning of a word without knowing the contexts.For example,look at what happens to“run”in different contexts.“Dont run so fast.”“The diesel engine runs perfectly well.”“How your tongue runs.”“The vine runs over the porch.”“He makes a run of guns acros
42、s the border.”These sentences show that“run”has many different meanings.In fact,the word“run”appears not to change.Its surroundings that change.This function of context also applies to unfamiliar words.In expressing the idea of inferring meaning from context,Nuttall provides examples defining the wo
43、rd“tock”(a nonsense word).She poured the water into a tock.Then lifting the tock,she drank.Unfortunately,as she was setting it down again,the tock slipped from her hand and broke.Only the handle remained.In this example,it is very clear that context helps infer and explain the meaning of an unfamili
44、ar word and help students have a more vivid impression of the word,which is helpful for memorization.Solutions The problems existed,the teacher must find out scientific techniques of teaching vocabulary.As all know,the classroom teaching is one of the most important ways that the students learn Engl
45、ish.As far as the English teaching in the middle schools concerned,teachers need arouse the students interests so that they can learn effectively.This paper will provide five solutions:lesson in teaching vocabulary;in 汇教学的多元模式白城师范学院学报第卷第期刘红梅词汇教学在英语教学中的重要地位辽宁行政学院院报第卷第期李明杰对初中英语词汇教学的分析讨论财经界下半月刊余晖英语词汇教学
46、六盘水师范高等专科学校学报第卷第期teaching vocabulary;language in teaching vocabulary;in teaching vocabulary;in teaching vocabulary.Object Lesson in Teaching Vocabulary The teacher can use some objects teach vocabulary.For example,book,bag,desk,map,pen,pencil-box and so on.In teaching vocabulary,all kinds of teachin
47、g aids should be used most of the time to show the meaning of the words,so we need some pictures in class,which has the advantage of avoiding the students learning vocabulary.The Definition of Object Teaching Generally speaking,the object teaching is to use some teaching aids or popular electric equ
48、ipment to guide the students to get a vivid image of the knowledge,then to richen their feelings of recognition in order to improve the students intelligence.Why do we emphasize the object teaching in the elementary English teaching？First,they can remember15 percent of the all learning,if they just
49、watch;the amount can add to 25 percent,if combined with the two,it is even up to 65 percent.The object teaching is not only to form an image,but also to stimulate the feelings of watching,hearing.Second,the object teaching is an important stage in learning language scientifically.It is impossible to
50、 form an abstract thinking without concrete thing for the elementary students.If we ignore the object teaching,many elementary students cannot achieve the understanding from concrete to abstract.If they cannot,they just dont get the meaning really.Therefore,the object teaching should be the main met