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Teaching Methodology. Vocabulary. What does knowing a word involve?.
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Teaching Methodology Vocabulary
Very often, in English, meanings are presented by multiple words. Such things are called lexeme(also lexical unit or lexical item). These three interchangeable terms are all defined as “an item that functions as a single meaning unit, regardless of the number of words it contains.” Thus, all of the six examples here are lexemes with the same meaning. Thus, there is not necessarily a one-to-one correspondence between a meaning and a single word. (Norbert Schmitt: Vocabulary in Language Teaching, 2000, CUP)
Four major categories—Framework for analysis in lexical field: • a. words (e.g. push, exit, fruit) b. polywords (e.g. by the way, on the other hand) • (relatively fixed) collocations or word partnerships (e.g. an initial reaction, to assess the situation)
Four major categories—Framework for analysis in lexical field: • institutionalized utterances or fixed expressions (e.g. I’ll see what I can do; It’s not the sort of thing you think will ever happen to you) • sentence frames orheads (e.g. Considerable research has been done in recent years on the question of…; At present, however, expert opinion remains divided; some experts believe… etc.) (Michael Lewis: The Lexical Approach, 1993, LTP)
英语词汇的本质特征 1.词汇量大:世界上词汇量最大的语言。由于: a.英语语言的开放性、建构性强； b.国际化； c.民族特点(英、美两国的发展特点)； d.科学技术的发展：网络等。
2.拼音文字:极强(较强)的可拼读性 3.词形结构具有极强的可变性:方便、灵活的构词法给词汇的发展带来了极大的便利条件，造成这一语言词汇使用上的灵便(灵活、方便)。 4.词汇语体/语域(register)性强: • 口语/书面语: bro/brother; run away/escape • 正式/非正式: children/kids; profession/job • 地域(英国/美国): colour/color; sweet/candy • 年龄: bye-bye/goodbye(bye) • … … 5.词义的动态性及发展性 • 核心/主词义(core meaning/main meaning) • 分支/辅助词义(sub-meaning)
有效及均衡的词汇储备 An effective and balanced vocabulary involves knowledge of • nouns (the vast majority of the words of any language) • a sufficient number of verbs (with their collocational ranges), adjectives, and adverbs. • sentence adjuncts and polyword adverbials (Michael Lewis: The Lexical Approach, 1993, LTP,p. 102-3)
不同阶段词汇教学的重心(侧重点) 初一年级 ●过单词拼写关：从语音教单词，建立音形联系 • 整体音节拼读 • 元音字母+辅音字母(an; en; on; in; im; at; et等) • 字母组合(ai; ay; ee; ea; oo; oa; ew; ow; igh等) • -r音节组合(ar; ear; er; ir; or; oar; oor等) • 多音节拼读 • 重读和弱读(以a为例: cake; cat; about; China; apple; tomato; potato) • 例外性(asinwas ; arm in warm; cute in flute等)
初二年级 • 注意词形和词性的发展 • 名词词尾: -tion; -ness; -er/-or/-ist/-(i)an/-ess; etc. • 形容词词尾: -y; -al; -ish; -ful; -er/-est; etc. • 动词词尾: -s; -ing; -ed; etc. • 表否定: un-; im-; in-; dis-; -less; etc. • 词的合成和转化 • 关注词义 • 近、反义词 • 变意——旧词新意
初三年级及高中各年级 • 更加丰富的词形和词性的变化 • 注意语块及多词素单词(含idioms): • Chunks:over and over years after; soon in the coming future; play in the open; etc. • Polywords:the day after tomorrow; once upon a time;at the same time; etc. • Phrasal verbs:put up with; run after; etc. • Compound words:ten-year-olds; cell phone; post office box; well/little-known; etc. • Idioms:a pain in the neck; rule of thumb; in the open (air); rain cats and dogs; etc.
初三年级及高中各年级 • 连接性句头(含语句副词) • Sentence frames:The first decade of the 21st century saw the rapid progress and development of … • Heads(Sentence adverbials):in the modern society/world; to start with; frankly speaking; fortunately; etc. • 用词“三性”: 丰富性、得体性 + 准确性 • 习(试)题、语篇中的词义解读及作者用词意图和含义的准确理解
中学英语词汇教学的五大问题 • 单元词汇教学不分主次，不分顺序，平均分配时间，造成学生词汇记忆负担过重，词汇学习效率低下。 • 词汇教学求深不求广，导致学生的词汇量难以有效扩展。 • 词汇教学方法单一，缺乏语境，导致学生学得快，忘得也快。 • 词汇教学缺乏学习策略指导，不利于培养学生的独立学习能力。 • 词汇教学重记忆，轻运用，不利于培养学生的语言运用能力。 (张献臣: “新课程理念下中学英语词汇教学的问题及对策”/《中小学外语教学》2007.6:14-19)
Principles for teaching vocabulary Focus on the most useful vocabulary first Focus on the vocabulary in the most appropriate way Give attention to the high frequency words Encourage learners to reflect on and take responsibility for learning.
Thoughts and ideas on dealing with vocabulary 1. 多手段、多感官呈现单词 How would you presentthese words? swim(v)beautiful(adj)but(conj)row(v)realia(n)tiger(n) delighted(adj)hot(adj)pen(n)always(adv)
will won’t could might 2. 利用cline建立概念、明确词义 David might drink beer tonight. David _______ drink beer tonight. David will drink beer tonight. David won’t drink beer tonight. David coulddrink beer tonight. will -- 100% could -- 50% might -- won’t -- 0%
3. 分类及联想 • 利用教材单元内容的主题性: • movie words:movie types/description words/people • family and household:members/furniture/chores • first-aid vocabulary:nouns/adjectives/verbs • 利用词汇自身的本质特点: • 对应（正反义）形容词、动词、名词: • 近义或同意词: • 利用构词特点: • -ful和-less形容词:
——意义的体会和推测 4. 课文中的词汇 • 教师应向学生提供更多的机会和时间来解读生词、推测或猜测词义(decoding the word meaning)
5. 利用对比教词的用法及意义区别 • 谈“也” • 句尾的“也”: too和either; as well; … • 句中的“也”: also; … • 句首的“也”: so和neither/nor • 英语的“看” • look (at), see 和watch • look at, look to 和look into • stare; glare; glance 和glimpse
6. 与意义相结合 — Meaning priority “意义优先”(meaning priority)意味着教学中将语法与意义相结合，即形式和意义挂钩。 • 动词的不同时态、形容词的比较等级 • 情态动词(以would为例) • What would you do if …? I’d… • Would you come with me? I’d rather not. • I’d like to buy a gift for… • 大小写及词形的相关变化 • Animal Helpers和animal helpers • Animal Helping和animal helping
7. 利用学习策略及学习风格 • 学习策略 • 记忆策略 — CARE • 社交策略 — ACE • 其他:认知策略、元认知策略、补偿性策略 • 学习风格 • 视觉/听觉型 • 外向/内向型 • 晨鸟/夜猫型
Way 1传统呈现及读、拼单词法 • Way 2利用图片及实物的直观法
Way 3多媒体为辅助的时代教学法 • Way 4利用汉语，默写及搜寻法
Way 5 表演法 • Way 6 语境法
Way 7英文解释法、翻译法 Way 8 构词法
Way 9 猜词法 Way 10 词典法
关注词汇间的伙伴关系 • 动宾搭配: make money/tea/a living/… • 偏正搭配: delicious food; pleasant smell; major/minor problem; heavy rain; … • 介词搭配: • 名词与介词: trip to; plan for; interest in; … • 介词与名词: on sale; at work; in danger; … • 形容词、副词与介词: worried about; away from; … • 动词与介词: look at/to/into; agree with/on/to; … • 介词与其他词性: 常与反身代词搭配的介词
1、音形网：掌握好单词的读音和拼写之间的关系1、音形网：掌握好单词的读音和拼写之间的关系 2、结构网：掌握好词根和词缀的关系 3、语义网：按照单词在语义上与其他单词的联系 或语义链记忆单词（mind-map）
4、语块网：由几个单词组合起来的表达一定意4、语块网：由几个单词组合起来的表达一定意 义的语块 (l)单词和多词语块 (2)习惯搭配 (3)惯用表达 (4)句型框架
5、语块网：由几个单词组合起来的表达一定意5、语块网：由几个单词组合起来的表达一定意 义的语块 (l)单词和多词语块 (2)习惯搭配 (3)惯用表达 (4)句型框架
6、将词汇与听说读写的各种活动结合起来 用单词造句（Making sentences） 解决问题（ Solving problems ） 编写小故事（Writing a short story） 角色扮演（Role play） 猜词游戏（Word-guessing game）
