Discovering Techniques of Vocabulary Teaching in Middle Scho(5)
2018-06-01 01:00
导读：Being forced to remember a large amount of vocabulary in this way, students are treated as if they were a funned. In appearance they take in thousands of new words, but in effect only a few which are
Being forced to remember a large amount of vocabulary in this way, students are treated as if they were a funned. In appearance they take in thousands of new words, but in effect only a few which are frequently used really stay in their store and can be exploited. It is not amazing that a senior middle school student who is required to master 3000 words has misused or made mistakes in 60 words when asked to write down a passage of 100 words because of his poor vocabulary storation. Many of teachers put all the blame to the students’ laziness. They explain for themselves that those students are too lazy to enlarge their size of vocabulary.
There might be some teachers seeing the long-term memory rule. However, they never succeed in applying the memory rule in classroom. They claim that the time of each period of class is limited that they can’t spend so much time on the repetition of vocabulary teaching. As far as I’m concerned, I don’t think their excuses make any sense. What matters is their ignorance of scientific teaching techniques and irresponsibility for the development of students.
vi. Harmful method of punishment：
I think the worst method of vocabulary teaching is the adoption of harmful method of punishment---copying new words for 100 even 1000 times. There are still some teachers in favor of the copy method. These teachers force their poor students to copy many times of new words which they make mistakes in. This awkward punishment often cause students to fear and worry about English lessons. It is true that most of the middle school students are interested in English at first, because it is a new subject that is full of novelty and interest. And they like their English teacher, too. But with the misuse of teaching methods by teachers, they might begin to feel discouraged in English learning and even disgust their English teacher.
The six traditional methods of vocabulary teaching which I have mentioned are frequently used by many middle school English teachers, especially those working in common middle schools in rural areas where teacher-dominant classes are typical. Being taught in these ways, although students take painful efforts in vocabulary learning, they achieve little. As a result, they can’t find much pleasure in English and become more and more lazy in study. Not only are their English ability not improved, but they are discouraged in English learning.
（转载自http://zw.ＮＳＥaＣ.com科教作文网） It is particularly important and necessary to try to make vocabulary teaching interesting and affective for the students. Their study will become a lot more effective if the students come to the classroom willingly instead of being forced to. That is to say, how can teachers succeed in arousing the students’ interest in English and making the students more active and aggressive in thinking by vocabulary teaching? To do so we should discard the drawbacks of traditional vocabulary teaching methods, reserve their advantages and combine them with scientific vocabulary teaching theories. But how?
III. Three distinguishing features of English vocabulary and 11 scientific techniques to teach them:
