Techniques in Teaching Vocabulary
ⅠIntroduction
As every language learner knows,2020高考语文全国卷一 communication is the ultimate goal of learning a language, then acquiring, remembering, and meaningfully using newly learnt words is an esntial part of learning a foreign language. When students learn a foreign language, students tend to forget or misu new words.日语初级培训 There are many reasons for that: words are not properly stored in students' minds, they are not practiced enough, and they are not related to students own experiences and interests. In order to make learning more effective, Professor Allen shares a rious of successful techniques with learners and teachers newer to the field of ESL.
In the introduction part, he discuss why vocabulary teaching was neglecting in the past and how it became more and more crucial for the prent. In the past, people believe that knowing words and their meanings are not enough, and learners have to know how the words work together in English ntences. Gradually, they tend to pay attention to the learni
ng of vocabulary. For the ultimate goal of language learning is to communicate. aoteVocabulary is the basic element of communication. Without grammar, the communication may be interfered, but without vocabulary, there’s no communication at all.
Knowing how significant the vocabulary is, the author tells some very effective ways of teaching vocabulary. According to their learning experiences and ages, he divided the learners into three levels: the beginners, the intermediate students and the advanced students. He assigns different activities to learners of different levels, which are very helpful for both language learners and teachers.
ⅡTechniques in teaching vocabulary
Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce, and manipulate the target language. Effective activities have proven to have advantages and effectiveness in learning vocabulary in various ways: activities bring in relaxation and fun for students, thus help them learn and retain new words more easily, activitiesmodigliani usually involve friendly competition and they keep learn
ers interested, vocabulary activities bring real world context into the classroom and enhance students’ u of English in a flexible, communicative way, and activities are highly motivating and they give students more opportunity to express their opinions and feelings.
1.Techniques for the beginners
In books 毒液片尾彩蛋that are intended for the first stage of English, the vocabulary lessons usually contain words for person and things in the classroom, words like boy, girl, book, pencil, window, door. The words can be taught by eing the objects, by touching them as well as hearing. The ns are working together to focus the learners’ attention. What’s more, the words are very helpful for defining more difficult words in later stages of the program. It is good to make an early start on such important words.
Usually, there is a list on the textbook page. The effective way for students to remember the words is to look at the words while hearing their pronunciations. Hearing the word, eing it, and saying it—all of the may be aids to learning. But it is more important to te
ach them the meanings of the words and how to u them in communication.
In some class for beginners, teachers u all three ways to show the meaning of the words: pictures, explanations in the students’ own language and definitions in simple English, using vocabulary that the students already known. In prenting the common kinds of vocabulary, teachers should think about the order of prentation. objectarxWhether the new words should be prented first or the meanings? According to one’s growing experiences, a child know the object first, and then he knows the name for it. 2014政府工作报告全文S2020年二本分数线o it is with teaching. That is to say, teachers should draw attention to meanings before drilling words.
Vocabulary is best learned when someone feels that a certain word is needed. Teachers can make the basic words in English necessary for communication. To do so, we engage students in activities that require tho Englishreflecton words for the exchange of information or the expression of personal feelings. In some class, the students spent a great deal of time saying English words without thinking about the meanings. In such class, time should be better spent on meaningful u of the words. 抛物线的性质
Here is one simple communication experience: when there are both boys and girls in the classroom, the teacher writes the following dialog on the blackboard, using names of girls in the class where blanks appear:
The first speaker: I’m thinking of a girl in this room. You have three guess.
The cond speaker: Are you thinking of_______?
The third speaker: Are you thinking of_______?
The forth speaker: Are you thinking of_______?
The first speaker: I’m thinking of ________.
The teacher shows how this dialog will be ud for a game. The first speaker is the teacher, who is thinking of some girl in the class, and the students can guess who it is. Is someone los a guess by naming a boy, the respon to that guess will quickly teach both of the English words.
In the following three chapters of this book, the author mentioned veral ways to show the meaning of an English word, through such aids as the following:
