I. Introduction
In English teaching and learning listening, speaking, reading and writing are integrated skills. Especially in the process of vocabulary teaching and learning teachers need to master many principles of vocabulary teaching and analyze some problems influencing vocabulary teaching and learning. Teachers also need some new methods of vocabulary teaching. Students need to have reasonable learning strategies for them and must be persistent. The paper analyses the problems of vocabulary teaching and learning in senior school. According to the results, the paper brings in some methods. Teachers can improve the vocabulary teaching and students can get good effect in their vocabulary learning.
No one doesn’t know D.A. Wilkins said “we can not express anything if there is not vocabulary” and P.S. Carder said “It is ok without grammar if you give a dictionary to me.” （ [13] P169） The vocabulary teaching and learning is an important aspect in language teaching and learning. It is very difficult for teachers to finish the teaching and learning aims, if teachers and students do not complete the process very well. Therefore, it is very necessary for teachers to research the problems of vocabulary teaching and learning and the factors, which influence vocabulary teaching and learning. Teachers can get great effect in their teaching and learning if they solve these problems and overcame these factors.
II. The Problems Influencing Vocabulary Teaching
A. Insufficient the Principles of Vocabulary Teaching
According to my interview the result indicates (I interview ten English teachers only three teachers who know most of the principles.) there are few teachers know the principles about vocabulary teaching. Therefore, they can get great effect during their vocabulary teaching. Most teachers only know some simple principles for vocabulary teaching.
B. Lacking of New Method for Vocabulary Teaching
Most of them use traditional methods to teach vocabularies in class. For example, teachers read vocabularies at the beginning of their class several times. Next class, they will dictate these new words but the effect always is bad. They only teach vocabulary once or twice in class without considering students memory effect.
C. The Text Book and Language Environment
The senior English book does not cover enough English high-frequency words. It means many words’ reoccurrence rate is not enough in the senior course book. ([7] P21) Therefore, students cannot meet some often use words in their textbooks. Generally speaking, most students cannot master enough words for them.
In china most students learn and speak English in English class. They still speak Chinese after English class. Students have many courses to learn and have much homework to do except for English after class. Therefore, they have little time to speak and remember English vocabulary.
D. Reviewing Unreasonably
According to research most of vocabularies are forgotten in the Forgetting Curve.
Some students review vocabulary without regular. Few students never review vocabulary before the next. ([3] P30) Therefore, it is common thing students without remembering English words, which they have learnt.
Study is hard process for most of students. They give up when they meet some difficulties. They don’t have enough confidence and good methods. If teachers encourage these students, they will study hard in a short time. They will return to their condition to play or study other courses, which they like.
III. Some Principles of Vocabulary Teaching
A. The Stage Principle of Vocabulary Teaching
Although many foreign language learners’ vocabulary development has different, their studies in different stages show different characters. Therefore, teachers should have important spots about vocabulary learning in different stages. Generally speaking, junior and middle English learners have bad ability of guessing words and don’t form perfect vocabulary learning strategies, because their vocabulary size relatives not enough, teachers should notice that they need teach vocabulary directly. With learners’ language level stepping senior stage, teachers should enhance their independent strategy development. (盖淑华, 2003.) With increasing of learners’ vocabulary size and improving the ability of finishing study task by using language of aim, their vocabulary incidental learning’ size will be more, the retention of learning will be better. ([3] P28) So during the period, teachers should offer chances of bring in language and help them learning vocabulary in much training of listening, speaking, reading, writing. Using this way, gradually learners are trained independent language learners. Next, there are some advices around the three stages of teaching.
1. The Junior Stage
During the period, Chinese English learners are green hands for English, because English and Chinese have very different in pronunciation and writing system, adding the word form way of English and its formation, both are completely different from Chinese. English vocabulary learning is a difficult thing. At this time, asking learners to get and increase vocabulary size by incidental learning and independent strategy development, which is hard to come true. Therefore, during the period, the mission of vocabulary learning is to master normal 3000 word families or 5000 lexical items in a short time. These words all are English high-frequency words. Laufer (1992.) thought the 3000 word families or the 5000 lexical items are the littlest vocabulary size during university for good effect reading. Depending on the basis, it can do vocabulary development. ([3] P28) Therefore, teachers should throw the wrong view: Notice the strange words very much, because students have mastered and acquired by themselves about those common words. However, these so-called easy words, they have different meanings and habit uses which are difficult places. For this point, teachers should pay more attention to explain and train these English high-frequency words. At last, teachers should emphasize that learners learn vocabulary during communication because that can make learners get and understand vocabulary accurately and improve their ability to use these vocabulary.
2. The Middle Stage
When learners finish learning the basic vocabulary, they get to the middle stage. At this time, learners can read some common materials. During this period, teachers not only need learners to relate formation, pronunciation and meanings of words together, but also make learners try their best to understand the match, association meaning of words and so on. Vocabulary learning is a process of persistence. During last stage, some words, which learnt need be strengthen, in order to get the ability of auto-reappearance. From the stage beginning, teachers also should choose some unfamiliar words which learners contacted to deal, deciding what kinds of words to be needed to productive skills training and what kinds of words to be needed to receptive skills training, and what kinds of vocabulary knowledge is useful for students, because the contacted words are not equal importance for them.
3. The Senior Stage
In this period, with vocabulary size increasing and language skills improving, most of the learners enlarge their vocabulary size by incidental learning and independent strategy development. Therefore, at this time, teachers should be notice:
First, teachers can guide from pre-reading that it important to reappear the vocabulary, which learners have learnt, and train the ability of guessing words.
Second, teachers can introduce word’s origin, word formation and so on consciously, because this aspect can cause students’ interest in independent learning vocabulary. At this time, the study of vocabulary at some extent has connected with reading teaching. Therefore, if teachers can educate students’ ability of sustained silent reading, it is the very important step. If you persist, you will succeed at last.
B. The Principle of Further Processing
For some teachers, vocabulary teaching only means that they teach students that how to pronounce, to spell, and what is the words’ meanings? However, they never consider the deep training of vocabulary teaching and learning. If they had the training about vocabulary, teachers’ aims are test, but teach vocabulary. According to research, students can get the best effect, when they understand the meanings of vocabulary and make them internalize by their hard work. In order to test students’ different involvement load for learnt vocabulary causes the effect for incidental learning. (盖淑华,2003: 285) He analyses this phenomenon from vision of message management, and considers the language mission more complex, the work mission size more heavy, and it asks learners’ psychology efforts more heavy, and this kind of psychology efforts can cause auto message management, so it helps cause vocabulary learning. ([3] P30) From the analysis, we can get an inspiration. In dealing with new vocabulary, learners must pay more attention to require the quality of exercises’ design. Learners can strengthen and internalize vocabulary knowledge by doing exercises avoiding amount and low level of repetition.
C. The Principle of Guessing Word Meanings
Using the context and word formation to guess words’ meanings, to promote vocabulary learning is a controversial topic in education system. ([3] P28) They advocate adding students’ vocabulary size by reading after analyzing and summarizing theory and practice of word meanings’ guessing. Moreover, Hulstijn (1993) discovered that guessing word is good for vocabulary learning, because the person who is good at guessing words can acquire more vocabulary from reading ([3] P28). These all explain that improving the ability of guessing words is good for incidental learning of increasing vocabulary.
IV. Methods of Vocabulary Teaching and Learning
A. Learning through Listening, Speaking, Reading and Writing
1. Learning through Listening
Some learners have a large reading and read well but have great difficulty in following spoken English. Others may not have enough vocabulary to understand spoken English.
(1). Activities are to turn a Reading vocabulary into a Listening vocabulary into a listening vocabulary. Typically learners of English from countries where English is really used outside the school may read well but have little experience in listening to English. These learners need to have the chance to transfer their reading vocabularies to listening. Quaintly of listening experience is important along with some help to see the written spoken connection.
Firstly, A very effective technique is to choose an interesting simplifies reading text like In the Beginning (Christopher, 1972), Of Mice and Men (Winks, 1975) Animal Farm (Orwell, 1945) which is at a vocabulary level well below the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. The teacher then reads the story aloud to the learners for 10 or 15 minutes each day trying to keep the learners interested in the story. Wherever a word occurs which the teacher feels the learners might not recognize. The teacher writes it on the blackboard while repeating the sentence containing it. This is done without intermitting the flow of the story. If the word occurs again, the teacher simply points to it on the blackboard.
Secondly, Dictation and prediction exercises (Brown ＆ Barnard, 1975) provide a useful bridge between writing and listening. One variation is to put a fairly simple text on tape and get the learners to transcribe it. The text has no special pauses like ordinary dictation so the learners need to use the pause and reply buttons often.
(2). Activities to increase vocabulary through listening if learners have a very limited vocabulary, then vocabulary need to be taught through listening. The requirement is that the teacher must be able to simplify and control. Vocabulary control while speaking is an important skill for a teacher to muster. This can be set as a goal for learners and can also be used by teachers as a base for introducing new vocabulary. Some courses for teachers of English as a foreign language train course members to be able to speak within a limited vocabulary. Vocabulary control is a way of making sure that teachers repeat words. Teachers who know the members of their class well and are sensitive to them do not have great directly in suiting their spoken language to their teacher understands. There are three ways for teachers.
First, just as learning vocabulary by guessing from content is important in reading. So is it important in listening. An advantage that occurs in guessing from content in listening is that a skilled and sensitive speaker can easily provide extra information if necessary to help with guessing of an unknown word.
Second, teachers can control and help with vocabulary input, so can learners. A useful strategy is to help and encourage learners to control the teacher’s spoken language. Here is a technique for closing this. The teacher writes several sentences on the blackboard. They include the following.
Please speak more slowly. What was the word before _? How do you spell it? Could you please say that again? What dose mean?
The teacher then tells the learners that he or she is going to read them a short text. When the teacher reaches the end of the text, the learners will be expected to have understood it well and be ready to be tested on their understanding of it.
Third, there are many controlled listening exercises that can be used to teach new vocabulary. In the “What is it?” exercise the teacher explains a new word by turning the explanation into a kind of puzzle (Nation, 1978). Information transfer exercise also provides a useful content for the introduction of new vocabulary (Ralmer, 1982). In these exercises the learners listen to a monologue, conversation, or description and complete a diagram or table while listening. For example, the learners listen to a conversation between a young person and bicycle repairman. While the learners listen they each have a picture of a bicycle in front of them. They circle the parts of the bicycle, which need to be repaired. The introduction of new vocabulary is helped by the use of a picture and by the redundancy in the recorded conversation. In addition, most learners of English will bring previous knowledge of bicycles and the kinds of things that go wrong with them.
2. Learning through Speaking
From the speaking of view of vocabulary, there are two reasons why learners may be able to say what they want to say. First, they may not know enough vocabulary. If this is the case, then the teachers can work on ways of increasing their vocabulary, like using controlled activities and techniques for the receptive learning of vocabulary.
There are several teachers who suggest that spoken production should not be encouraged until learners have had a lot of opportunity to listen to the language and develop their own hypotheses about it. When the learners feel ready to speak, they can then draw on this previous learning. So when learners have enough receptive vocabulary, they can be helped to use some of it productively. Second, the learners may know enough vocabulary, but they are unable to put this vocabulary to productive use. It is not unusual to meet learners of English who can read quite well but who have great difficulty producing spoken language. In teaching, a distinction is often made between active vocabulary, which is to be used by the learner in speaking or writing, and passive vocabulary, which is needed for listening and reading. At most stages of language learners’ passive vocabulary is much larger than their active vocabulary. ([1] P152)
Corson (1983, P5-6) also distinguishes between productive (active) and receptive (passive) vocabulary in the following way: He calls the active vocabulary a “motivated” vocabulary. It consists of all the words we need to use and feel no reluctance in using in our everyday life. A passive vocabulary includes the active vocabulary and it also includes the learner “unmotivated” vocabulary. The unmotivated vocabulary can be divided into two groups:(1) words which are only partly understood and are not well known enough to use actively, and (2) words which are not needed in daily communication. (1) and (2) may overlap with each other. When a person’s daily communication needs change, then the words in (2) may become a part of the “motivated “active vocabulary. ([1] P152)
Learning a word for production use requires more learning than for receptive use. The difference between these two types of learning was examined in more detail in daily life study. If learners have a reasonably large receptive vocabulary but are unable to put enough of this to productive use, then the teacher needs to concentrate on activities, which enrich the learning of known words and improve access to them.
Such activities give learners little choice in what to say. The most controlled are repetition and substitution drills and dialogue memorization. In these activities the relevant vocabulary is usually explained briefly before the drill or is demonstrated during it through the use of pictures or objects. The new vocabulary goes straight into the learners’ productive vocabulary without spending time in their receptive vocabulary without spending time in their receptive vocabulary. This can have the disadvantage of getting the learners to make use of words before they really understand them. Other techniques just ask for the recall of known vocabulary, perhaps in a sentence context. These activities are like games and can be used quite often for a short time.
First, the teacher shows learners about more objects or pictures. The learners already know the names in English. The learners are allowed to look at them for one minute and then the object are taken away or covered with a cloth. Then, using their memory, the learners must write or say the things that they saw. When they become better at this, the teacher can ask them about the color and position of each object.
Second, About 10 to 12 cards with pictures on them are put in a row so that the whole class can see them .The teacher points to the cards and say the names. Then the teacher turns some cards around so that the learners can see only the backs of them. When the teacher points to a card, the learners must say the name by remembering the position in the row. When all the cards are turned around, the teacher changes the position of two of the cards. The learners watch while this is done. Then the teacher points and the learners say the names. Then the position of two more cards is changed, and so on. This can be made into a game. Learners answer individually. When anyone makes a mistake, that learner is “out” and must watch. The game continues until only one learner is not “out”.
If teachers want the learners to recall and say a word that they have already learnt, they can say a context for the word and ask the learners to provide the missing word.
E.g. I got up and went into the bathroom to clean my_____.
If the learners cannot guess the word, the teachers can give another context or
(1). Say the first sounds of the word
(2). Say the word without making any noise so that the learners must read lips
(3). Write short lines on the blackboard, with one short line for each letter of the word
Then the teachers write in the last letter: ____h
Then the second to last letter: ____th, and so on until the learners guess.
If it is clear that the learners cannot guess the word, teachers can pretend that one of the learners at the back of the class has said it. “What did you say? Teeth? Yes, good.” Then they can move quickly on to the next part of the lesson.
While doing any of these techniques, teachers should keep repeating the context many times. The contexts should not be too clear but should allow a few possibilities so that there is a challenge for the learners to guess. All these techniques can be used for verbs, adjectives, and adverbs as well as nouns. Teachers make sure that the learners do not call out the answers.
3. Learning through Reading
We have seen how it is necessary to have a vocabulary of a least 3000 headword in order to be able to read unsimplified texts. However, many learners, especially those wanting to study at the university or technical institute level may have less than this. What can be done?
It is necessary to look at the size of the task facing the learners. First, increasing a learner’s vocabulary does not necessarily mean that there will be a big improvement in the readability; it is partly a reflection of other factors like background knowledge and previous reading experience. Any increasing in vocabulary size must be accompanied by many opportunities to put this vocabulary to use. Second, learners may need to learn several hundred words in order to be able to tackle unsimplified texts. This is not a hopeless task, but it is a big one.
The following suggestions are of two types-learning vocabulary by direct study and learning vocabulary through reading.
(1). Vocabulary Exercises
The direct teaching of vocabulary is best done on an individualized basis. There are several reasons for this. First, it takes account of the difficult circumstances under which most teaching of English as a foreign language is done, with few texts, high absenteeism, large classes, and learners with a wide range of proficiency (Nation, 1975). Second, analysis of the results of vocabulary tests shows that although the class average on a test may be 95 percent, in fact every student knows only 40 percent of the words. If the teacher presents the remaining 60 percent of the words, at least half the learners will already know the words presented. This argues for an individualized teaching approach. Learners can go quickly over the already known material and can spend more time on the material that is new to them. ([1] P152)
One way of doing this is to use an area approach. For example, the words that the learners are expected to learn are divided into various levels: 500 words, 1000 words, 1500 words, and so on. Any one level, approximately 70 exercises would be required. Each exercise can be sealed in a plastic bag and all of them put in a box. Learners use them in a similar way to a reading box. They work individually on different exercises at their own speed. Answer keys are used for self-correction. Each exercise takes an average of 20 minutes. During these 20 minutes the learner has paid close attention to 30 or more words, most of which are new.
(2). Learning Words in isolation
Learning lists of words has been unfashionable among many language teachers for a long time. However, learners working on their own frequently use this technique. In addition, for over a hundred years psychologists and researchers on language learning have investigated how such learning can be most efficiently carried out.
One of the great attractions of learning lists of words is that large numbers of words can be learned in a very short time. Without too much effort learners can master well over 30 foreign-word mother-tongue word associations per hour. Experiments have shown that some learners are capable of rates of over a hundred associations per hour. Moreover, most of this learning is still retained several weeks afterwards.
The research shows that some ways of learning from lists are more efficient than others, so there are many useful learning tips that teachers can pass on to their learners and give them practice in applying them.
First, learning is more efficient if the foreign word form is associated with a word in the mother tongue rather than a foreign synonym or definition.
Second, each word form and its translation should be put on a small card with the foreign word form on one side and the translation on the other. This is much more efficient than setting the words out in lists in a book or on a sheet of paper. Firstly, the learners can look at the foreign word and make an effort to recall its translation without seeing the translation. It helps learning to say the foreign word while trying to think of its translation. Secondly, the learners can rearrange the cards so that they are not using the words, which give them the most difficulty at the beginning of their pile of cards, which give them the most difficulty at the beginning of their pile of cards so that they can give them extra attention.
Piles of these cards are easily carried around, and they can be studied whenever the learners have a free moment.
Third, much more important than the number of repetitions or the amount of effort put into the learning are the particular types of association made between the foreign word and its translation.
(3). Simplified Reading
Large quantities of simplified reading in conjunction with other vocabulary expansion approaches like those mentioned above can be a very effective way of increasing vocabulary size and developing reading skill. The disadvantage of simplified reading is that learners might feel that the activity is irrelevant to their needs, which are to read unsimplified texts. This objection may be overcome by explaining the reasons for the simplified reading and by doing intensive reading of unsimplified texts as well. When the learners do large amounts of simplified reading they should not have to write book reports about what they have read. This writing would take time away from reading.
4. Learning through Writing
As with speaking, lack of vocabulary may be the result of a large enough receptive vocabulary but a very limited productive vocabulary, or it may be the result of a limited productive and receptive vocabulary. Learning to use a word productively in writing involves considerable learning that is not needed in listening, reading, or speaking. This learning includes spelling, the use of words in sentences, and the organization and signaling of written text. Spelling and the use of words in sentences are the most closely related to vocabulary, so we will look at them here. We will also look at the use of dictionaries in providing needed vocabulary. The following methods are to help vocabulary learning.
(1). Using a Dictionary
If a dictionary is to be used for productive purposes, to help in writing and perhaps speaking, then it needs to contain a great deal of information, which would not usually appear in a dictionary for native speakers. This information includes syllabification, meaning, grammar; collocations, register appropriateness, frequency, and advice also need to deal. Research on dictionary use shows that most learners do not make use of this information, and that they have not usually studied the introduction to the dictionary, which explains how to make the best use of such information. In order to do something about this, some publishers of dictionaries for guide learners.
This best dictionaries for productive purposes are monolingual that is, the meaning and extra information is given in the same language as the word. There is a need for productive bilingual dictionaries where learners can look up a word by beginning with a word in their mother tongue and then find an English word with information about its grammar, collocations, etc, to guide its use.
The dictionary can also be used to correct errors in writing and eventually prevent such errors. The procedure is simple, but the learning required to perform it is considerable. The teacher underlines suitable errors in the learner’s written work. The learners look up the items in the dictionary to correct them. As the learners practice, they can look up words while they are writing. The teacher needs to choose the errors carefully and must make sure that the dictionaries deal with them. Typical errors would include word building, meaning, collocation, appropriateness, inflections, grammar, and spelling. The value of this activity is that it does two things at the same time. It teaches vocabulary and gives effective, realistic practice in dictionary use. Monolingual dictionaries are most suitable for this activity because of the wealth of information they contain. Some writers, however, suggest that two dictionaries may occasionally be necessary a bilingual dictionary going from the mother tongue to English and a monolingual dictionary.
(2). Using Schematically Related Vocabulary
The vocabulary, which conveys the most information in a text, is not usually composed of the words, which are common in the language as a whole. Usually they are the words which we recognize as being closely related to the subject matter of the text and that area of knowledge of which the text makes up one part. Even if we see the words out of context we can tell what subject area they are from. For example, input data, program, and compiler.
These narrow-range words typically have a very small set of collocations and may occur with a predictable group of other narrow-range words: manipulate input data, execute a program, the compiler translates, and store input data.
The exercises on grids, clines, clusters, and collocation are particularly relevant for writing as well. They help learners relate vocabulary which typically occurs together and which is at a similar level of formality.
B. Using High-frequency words
It is impossible for students to remember all of words in a short time, but teachers can guide students to master English high-frequency words. It is necessary to do it. Because one paper presents the result of an investigation，which is about the learning of English high-frequency words by Chinese senior school students. The results indicate;
1. The high-frequency vocabulary size of the students is about 1620 words out of a list of 2555 high-frequency words after 10 years’ learning of English.
2. The vocabulary size keeps increasing significantly every year, but compared with that of the native speakers. The increasing rate is too small.
3. Because of the insufficient and recycling rate, the students have a considerable number of high-frequency words that they have met, but not acquired or have never been exposed to at all. ([7] P21)
According to the research, teachers should make students obtain English high-frequency words firstly. Most of the teachers have realized the problem. There are two reasons, which cause the low English high-frequency words learning of Chinese senior school students.
First, the standard of Chinese senior school students’ English courses does not cover enough English high-frequency words. Analyses indication: During 3300, words of the standard’s senior school English courses, there are 1974 English high-frequency words less than 2000 words. If the books of senior school depend on these words, students could not input enough high-frequency words. Of course, it is far away from enough vocabulary size learning. ([7] P21)
Second, Many words do not have enough recycling frequency. In the lessons, the high-frequency words do not often reoccurrence, so students cannot be strengthened. For example, liking accept, according, ancient, appear, besides, bird, blow and so on, everyone only appears one time during someone kind of junior school course books which include five English books and more than 90.000 words. ([7] P21)
We often use the high-frequency words; English teaching can begin with quantity and efficiency to improve learners’ high-frequency vocabulary level. Firstly, we should use the research performance of linguistic at vocabulary aspect, concluding a reasonable table. This table of high-frequency word families contains 2000 to 3000 word families. If one word family concludes five words, so the table can hold 10.000 to 15.000 words. At that time, the important of learning English vocabulary is not one word by one word, but one-group words by one-group words, help learners improve high-frequency vocabulary learning. Secondly, the middle school students’ books should rely on the table of high-frequency word families, and make sure the inputting a mount and recycling frequency to improve the efficiency of vocabulary teaching.
C. The Special and Comprehensive Training for Reviewing
Vocabulary is one of the language’s three factors, and is a basic unit to express the word meaning. It is also the basic teaching material of languages. It is impossible to express ideas without vocabulary, so the problem is the accumulation and revision of vocabulary. Moreover, the key is how to review these words, which we have learnt. In fact, the revision of vocabulary can master by the context, which teachers can create various contexts to make students learn and use. During using them, students can master these vocabularies gradually.（吕淑湘） He said Vocabulary has life and is easily remembered and known its uses, when it put into the context. ([6] P20-21) Any study of vocabulary would become nonsense without context.
So, how to create the context for strengthen the vocabulary of students?
1. The Special Training
In English vocabulary, many words have relationship with the topic of discussion, besides some basic vocabulary. For example, the vocabulary of tourism and the vocabulary of planting trees and so on. So during reviewing vocabulary, we can combine the relative units to review the specific theme. For example, JEFCB3 Unit2 Water Sports and Unit4 Travel, the two Units can review together. Teachers can design the condition that the whole families go to play at the beach. During the procession, students can introduce preparation for the pre-tour (introducing tourism etc.), and explain the condition of tourism when they are on the road (including the vehicle of traveling), also the introduction of destination. After that, let several groups of students act the dialogue of the families and cooperation each other. After the activity, teachers ask the students who are not join the activity to point out the key vocabulary. Teachers write them regular on the blackboard in order to strengthen the expression of students with making the whole class read them again. At last, teachers should ask students to write a paragraph with these words. Therefore, the function of vocabulary and writing are reviewed.
2. The Comprehensive Training
(1). The Training of Instant Response
For example, teachers speak a sentence: Tom and Jim are on the beach. Then let students imagine freely with speaking some sentences, which have relationship with the topic. For example, they are watching a boy surfing. They want to go Shanghai together. They prefer to stay on the beach. By this way, both vocabulary and the function of the vocabulary can be reviewed.
(2). The Sentence of Correction
Many uses of adjectives and adverbs with their meanings have a little difference, which are the difficult for students. This problem can be solving by the sentence of correction. A wrong sentence does not have other clues. Therefore, students must depend on themselves to judge these wrong words and think how to correct them. By the practice, students are more familiar with the functions of words. For example, the baseball match they watched yesterday was very excited. (excited→exciting) He likes the cloth special the color. (Special→ especial)
(3). Speaking and Writing Trainings
There are many styles to train students’ ability of spelling. First way is that giving the meaning of word and let students write out the English word. Second way is that giving a sentence and creating a context, let students fill a word in a blank. In order to decrease the difficulty teachers can write initiate letter of the word.
For example, my sister and I went to a wonderful performance last night. After that, we had a walk along the street in the nice wind. We were impressed by the beautiful neon lights of the city. What an e__ evening. (enjoyable) This kind of training fits for these difficult words to remember and use for students. By the method, students can understand the meaning, function and spelling of these words deeply. For some easy words, teachers can design some games, which called spelling Bees to come true the aim. The spelling bee is that teachers give a sentence and makes students spell some words of the sentence with mouths.
V. Conclusion
Mastering the principles for vocabulary teaching and the principles for vocabulary learning can be better for English vocabulary teaching and learning. These problems influencing vocabulary teaching and learning can be overcome. These methods all can get better effect for vocabulary teaching and learning in senior school. But every success depends on persisting hard study not else. We should persist in study hard all the time.
Advisor: (Du Baishun)
Bibliography
[1]. I.S.P Nation. TEACHING AND LEARNING VOCABULARY [M] Beijing Language Teaching and Research Press, 2004.
[2].白人立. 词汇联想反应[J] 外语与外语教学 ,2005（1）.
[3].崔义平. 英语词汇学习三维途径理念下的词汇教学原则[J] 外语与外语教学，2005（4）.
[4].邓联健. 二语产生性词汇能力发展研究综述[J] 外语与外语教学 ,2006（2）.
[5].胡壮麟. 语言学教程修订版[M] 北京 北京大学出版社，2001,70-71.
[6].鲁蓉蓉. 初三英语全方位多层次词汇复习诌议[J] 中学外语教与学,2006（9）.
[7].马广惠. 中学生英语高频词汇水平研究[J] 外语与外语教学 ,2006（1）.
[8].习晓明. 标记理论与英语词汇教学[J] 外语教学,2005（7）.
[9].张颖秋. 元认知与大学英语词汇教学[J] 外语与外语教学 ,2005（6）.
[10].朱明亮. 英语学习应重视词的习惯搭配用法[J] 中学外语教与学,2006（6）.
[11].周爱洁. 通过口语活动促进词汇学习[J] 国外外语教学（FLTA）,2005（1）.
[12].周国辉, 党俊卿. 汉英复合词构词进程中的语法化机制[J] 外语与外语教2005（4）.
[13]. 钟永平, 李杰. 英语词汇[M] 青岛 青岛海洋出版社 2001.
TAG:
评分(
