谈英语词汇教学(1)(3)
2015-09-25 01:43
导读：2.1.6 Teacher neglect practice In English teaching, the teacher teaches too much knowledge of words, but neglects putting them into practice, especially in vocabulary teaching. Many teachers ask stude
2.1.6 Teacher neglect practice
In English teaching, the teacher teaches too much knowledge of words, but neglects putting them into practice, especially in vocabulary teaching. Many teachers ask students to recite and remember the new words, but do not know how to organize students to use the new words in writing, speaking and reading. It is not easy for students to digest and absorb the words in time, so students feel it difficult to learn vocabulary. The effects can be found in the following facts:
(I) Students do not believe that it is a good idea to learn a lot, read a lot, practice a lot and do not believe that he can remember and master a number of vocabularies in a short time.
(II) Students lacking of skills to remember vocabulary have trouble in spelling the words
(III)Students make a lot mistakes in translation and writing.
2.2Problems exist in vocabulary learning
2.2.1 Students forget the words easily
Many students spend a lot of time learning vocabulary, but most of them still complain that their vocabulary is not enough and they cannot avoid forgetting the words.
It is easier for students to recognize the words than consolidate and remember them. “Initial word knowledge is very fragile and memories of new words that are not met again soon are lost.” [4] Here are some reasons:
First, memory has a regular pattern.
Rob Waring said: “Brains are designed to forget, not to remember. If a student has just learned 10 new words, it is normal for most of them to be forgotten within a few days, and maybe only one or two will be remained in the medium or long term. This is called the ‘Forgetting Curve’”. [5]
Second, there is very low recycling of vocabulary in course books. Most words, which are learned before seldom appear in another exercise, or even in the same book. The words, which cannot be consolidated in time, are forgotten quickly.
2.2.2 The efficiency of study is not so high.
The main reason is that Chinese affects vocabulary learning. In this situation, it is very difficult for students to understand the relationships among meaning, pronunciation and formation. So students feel vocabulary learning difficult. For example, when they have learned “take”, “cake” and later come across “lake”, they do not know how to use the knowledge they learned to read it. On the other hand, teachers do not know how to use the effective way to draw students’ attention. Therefore, students lose interest in learning.
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⑴ Students cannot use the words in communication flexibly.
In the process of vocabulary learning, because of the environmental limitation and the lack of learning techniques, the students always remember the meaning without certain collocation or cultural background. So they do not understand these words and use them blindly in conversation. When they meet some phrases, such as “a bad apple” “as busy as a bee” or” A little bird told me”, which contain no new words at all, so they will feel puzzled.
⑵ Many students learn vocabulary in ineffective ways.
