The effectiveness of teaching junior high English vocabulary Reflections

September 7, 2011
important reminder: The system detects that your account may have stolen the risk, please see the risk warning as soon as possible, and immediately change your password. Close
Netease blog security alert: The system detected that your current password is less secure, for your account security, we recommend that you change your password immediately amend the timely closure
Hanshan foot
— wild fire, you see the red maple leaf. (Abstract in the “primary and secondary school English teaching and research,” 2011, No.
the effectiveness of teaching junior high school English vocabulary Thoughts < strong>
Department of Education Department of Zhejiang Province, Li Dongmei
I. Introduction
vocabulary is the language of three elements (voice, vocabulary, grammar) one. Foreign language teaching in the final analysis the success or failure depends on the success of teaching vocabulary, vocabulary, and how much students learn vocabulary words and remember the level of ability (Hu Chun-dong, including Ren, 2002).
Second, the classroom observation
English, some words have the characteristics of Polysemy, in order to determine the precise meaning of these words, context plays an important role (Lvliang ring, 2010). Without a certain context of vocabulary teaching vocabulary will become meaningless.
teaching methods affect students vocabulary learning burden (Nation, 2010). Therefore, in this classroom observation strive presentation from the vocabulary, showing the time, hierarchical requirements, focusing on the use of words, students learn vocabulary and other aspects of feedback in teaching vocabulary to understand the problems and shortcomings.
{a) the words showing the way
English, some words have the characteristics of Polysemy, in order to determine the precise meaning of these words , context plays an important role (Lvliang Ring, 2010). Without a certain context of vocabulary teaching vocabulary will become meaningless.
1. picture show. psychologist red Rui Tela experiments show that: human, 83% obtained information from the visual (cited Kekang, 2004). Proper use of the word pictures to help students sound, form, meaning combine to make vocabulary learning, especially in terms of learning some material is relatively easy.
2. interactive rendering. in the interaction with the students naturally present in the word, and through repeated use so that students gradually sentiment meaning of the word.
3. text rendering. to learn the word in the text can no longer isolated to vocabulary teaching. Words presented in the text help students grasp the part of speech, meaning of the word. A text for demonstration, students will be reduced when the degree of difficulty.
4. to explain the show . By introducing the background knowledge, interpretation and learning synonyms and other forms of word-building, so some of the more abstract terms become relatively intuitive and easy to understand students use.
(b) the terms periods presented
presents vocabulary lesson into stage time to show up, followed by the reading to explain the phase is again review to expand the training phase. When a large amount of words, the teacher presents vocabulary normally in batches. For those likely to influence students to read the words in the import stage show, has little effect on reading the words on the reading time is presented. This lesson guide can reduce the amount of people present when words can also improve students reading skills, improve their understanding of vocabulary in the context of the ability. Refresher training stage of development is mainly based on words presented in the form of old with new.
vocabulary presented from time to see, more teachers are a class of words showing the amount of time to decide. If the words small (10 or less) or easy, concentrated in the introductory stage show. Otherwise distributed rendering.
{c) the terms of the hierarchical requirements
in the existing textbooks, focus and non-key words are divided. Requires students to not only focus on vocabulary and spelling to use. Rating of 11 teachers participated in the key word there is a strong sense of teaching. Most of the key words are by “showing a reinforcement of a practice one use of” teaching, diverse, easy to difficult. Teachers to create the corresponding scenarios for students in the overall perception on the basis of learning and understanding vocabulary. Some teachers were not only focus on the word sound, form, meaning, is also concerned about the cultural meaning behind the words. Some teachers focus on learning strategies to guide you, such as through natural methods to help students recognize and read spelling words, guessing meaning through context, through mind mapping, association law, word-building to help students remember words, teaching students dictionary and so on. Some teachers use word-field theory to vocabulary teaching, such as all the words on clothes in a common concept of domination combine together to form a semantic field, the system presented to the students.
{d) the use of key words
to enable students to focus on the proper use of words, teachers should use these words again. Those who learned the words in front, in back of the classroom teaching, teachers should let them be repeated, so as to enhance students memory. No matter what the occasion, the teacher must consciously repeated use of the students have learned the word (Gu Guanjie, 2003).
(5) Student learning vocabulary feedback
Third, the conclusions and recommendations
is a long term learning process. Clusters to learn can learn words, and words and phrases they need to remember one by one in mind, the need to continue to accumulate long-term (Liu moral, 2009). From the study of the situation, the impact of students vocabulary learning by many factors, such as a lesson learned words should not be too large, the focus should be controlled in 10 words or less.
observed in this classroom, vocabulary, showing the way for students to grasp accurately the meaning of the word has a critical influence, words can show the time in varying degrees of pressure slow students to learn vocabulary, layered word processing is embodied “for all students, and strive to meet the different types and different levels of needs of the students concept of an important initiative, and repeated use of key words is to apply their knowledge in order to achieve the ultimate goal of teaching vocabulary.
{a} hierarchical teaching focused
teachers in designing lesson plans should have clear terms hierarchical requirements, to distinguish what is this section classes focus on vocabulary, is the lesson must be mastered; which non-key words, for there is spare capacity of students or allow students to master later, thereby reducing the difficulty of vocabulary learning. At the same time, it should enable students to understand what is the key word, should grasp to what extent and in the classroom teaching activities and reflected on the operating arrangement, so that different levels of students have been improved to some extent.
(b) high-frequency reproduction key words
“Ebbinghaus Forgetting Curve” tells us that after the initial study had 20 minutes, the contents of memory quickly forgotten, only to keep the contents down 58.2%; an hour later was 44.2%. Thus, in the vocabulary teaching teachers should make the creation of context, repeated in different forms when the church learned to use key words so that students have the opportunity to hear the word activity, shouting out the word, the use of the word. When the memory of the information just has not forgotten to be forgotten when the time to strengthen the consolidation of information is completely forgotten later than the review to save time (while Yufang, 2009). Meanwhile, in the teaching activities, teachers themselves have to consciously repeat key words, so that students listen and gradually mastered the use of key words.
{3} by the interest in enhancing memory
Psychological research shows that interest can enhance memory, is people interested in things positive and lasting understanding of orientation, with the excitement of thinking activity in the cerebral cortex accompanied center (Li Chunhua, 2010).
(4} become isolated words into meaningful material
Ebbinghaus experiments there is an important finding, it is meaningful material than meaningless material easier to remember. isolated memory 15 ∞ -1600 words for students is a very difficult task. And when these words into meaningful material, the student memory will be more effective.