Discovering Techniques of Vocabulary Teaching in Middle Scho(4)
2018-06-01 01:00
导读：iv. Neglecting the cooperation of sense organs： According to the experiments of linguists, an average English learner will better remember a new word and make it become an active one if he observes,
iv. Neglecting the cooperation of sense organs：
According to the experiments of linguists, an average English learner will better remember a new word and make it become an active one if he observes, speaks out, hears, and writes as well as recites it. But many teachers seem to be unaware of this rule that there are not a few students remember vocabulary by incorrect ways. On one hand, they treat the new words as if they are telephone numbers. They read the new words letter by letter without observing the pronunciation rules. For example, when they read the word “classroom”, they do it in this way: “c-l-a-s-s-r-o-o-m, classroom” instead of “cl-a-ss-r-oo-m, classroom”. This stupid method adds the difficulty in memorizing new words. On the other hand, since the teachers do not ask students to notice the key parts of the new words, they meet much difficulty when remembering them; for example, when a teacher teach the word “mouth” and “month”, if he ask the students to pay attention to the key parts of these two words, and to underline “ou” in mouth with above it and underline “on” in month with /^n/ above it, students would easily remember these two words without a mistake with their attentions to key parts. But many middle school English teachers, especially those in the non-standard ones lack in the study of pedagogy. They do not see the advantage of concentrating on key parts, that they arbitrarily require students to write down as well as machine completely and perfectly with the false belief that the more you can write down, the better you remember it. Finally, most students do not cooperate the functions of eyes, ears, mouth and hands when memorizing new words. Generally, a new word would well turn into an active one in students’ minds after at least three stages: The first stage is known as forming an acoustic link. That means students are able to link the pronunciation to the word when they hear it in a conversation. The second stage is probably forming a usual link. That is to say, when students come across this word in reading materials, they can understand it. The third stage is more difficult to achieve but very important. It is to form mental image of the word. That means they can imitate, choose and give the reign to it freely and accurately in speaking and writing as if it is their native word. Most students can only achieve the first and second stages but never reach the third stage partly due to their poor cooperation of the sense organs.
（科教范文网 fw.nseac.com编辑发布） v. Fail to follow the memory rule：
There are two types of memory processes---short-term memory and long-term memory. Short-term memory means that the storation of input only stay in your memory temporarily; while the long-term memory means the storation of input can stay in your memory for more than 10 days, ever for the whole life. In fact, our memory process is a recycling process. According to the survey of linguists, the more times the word is used, the better you remember it. But many teachers partially emphasize the function of short-term memory. They seem to care more about the amount of vocabulary input than those actually stay in students’ memory.
