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ABSTRACT:
Grammar provides the overall patterns, and vocabulary is the material to put in the patterns. Without grammar we can convey a little, but without vocabulary we can convey nothing. Vocabulary teaching is an indispensable part of English curriculum. But some traditional vocabulary-teaching methods seem to isolate the words from the context or break away from the scientific rules, that they can’t help students to develop a language competence in the long run but cause them to lose interest in English. Middle school English teachers should take great responsibility for this, since they are the premier ones who introduce students to the field of English. In this paper, I would provide eleven scientific vocabulary-teaching techniques. I think they could be valuable for middle school English teachers during their teaching process.
Technique vocabulary context competence
摘 要：
语法是语言的基本模型，词汇是语言的基本材料；如果没有语法 ，我们几乎不能明确地表达思想；而如果没有词汇我们则完全无法表达任何东西。词汇教学是英语教学中不可或缺的一部分。一些中学英语教师在讲授词汇时，把词汇从上下文中脱离出来，忽略了科学的学习规律；从长远来看，这种传统的词汇教学方法不仅不利于学生形成和提高英语语言能力，反而会导致他们对英语失去兴趣。作为中学生学习英语的启蒙老师，中学英语教师应对此承担一定的责任。在该论文中，我提供了11种较为科学的词汇教学方法，我希望在这11种方法对中学英语教师会有一定的参考价值。
教学方法 词汇 语境 语言能力
INTRODUCTION
In China, English teachers have sometimes tended to overlook the importance of the lexical system. This is especially obvious in the middle school. This phenomenon might have resulted from the fact that linguists have worked out a perfect equivalent Chinese vocabulary system to English vocabulary system, so that teaches and students can more easily deal with the vocabulary than with the grammar and sound of English which are quite different from the Chinese grammar and sound system. （科教作文网http://zw.NSEaC.com编辑发布）
Lexical items may also have appeared to be of secondary importance because they have sometimes been seen as that which is used to “flesh out” the structure or to exemplify parts of the sound system. However, without lexicon the major meaning-caring element in language is missing. Therefore, the acquisition of vocabulary is an integral part of English teaching.
On the other hand, there are teachers who have tended to overemphasize the learning of words in the lengthy vocabulary lists. The old English textbook (JUNIOR ENGLISH FOR CHINA, People’s Publisher of China, 1990) bears silent witness to such an approach.
The solution here is to seek scientific techniques of vocabulary teaching. Students should be exposed to the vocabulary needed to express the ideas they want to communicate. The vocabulary items should not be strictly limited, nor should vocabulary acquisition be stressed to the exclusion of other parts of the language system.