Discovering Techniques of Vocabulary Teaching in Middle Scho(9)
2018-06-01 01:00
导读：The teacher can prepare handouts that group words to help students remember them more easily. a) Nouns: Nouns can be grouped in families: ①Colour: white, black, yellow, brown, green, pink… ②Food
The teacher can prepare handouts that group words to help students remember them more easily.
a) Nouns: Nouns can be grouped in families:
①Colour: white, black, yellow, brown, green, pink…
②Foods: bread, milk, apple pie, grapes, cake…
b) Verbs: Verbs can be grouped by its usage and collocation:
1. enjoy, avoid, escape, finish, can’t help… doing
2. go v.
go about: perform; go after: try to get go against for: oppose
go by: pass; go for: attack go along with: agree with…
c) Adjectives: Adjectives can be grouped according to the way they are used
-ous: famous, dangerous, generous -able,-ible: eatable, accessible
-ful: useful, doubtful, resentful -ary,-ory: elementary, contradictory
-ic: patriotic, heroic, historic -ant,-ent: important, different
-ive: comparative, progressive, passive…
d) Pares of words: Synonyms and antonyms can be grouped. Root words may be paired with forms using prefixes or suffixes.
vii. Discovery techniques:
Especially at intermediate levels and above, discovery techniques (where students have to work out rules and meanings for themselves rather than being given everything by the teacher) are an appropriate alternative to standard presentation techniques. This is certainly true of vocabulary learning where students will often be asked to discover for themselves what a word means and how and why it is being used.
At intermediate levels we can assume that students already have a considerable store of vocabulary rather than teach them new words we can show them examples of words in action ask them to use their pervious knowledge to work out what words can go with others, when they should be used and what connotations they have.
Even at beginner levels, however, we may want to ask students to try to work out what words mean, rather than just handing them the meanings, when students have had a go, with the words we can lead feedback sessions to see it they have understood the words correctly.
We know that learners will select the words they want to learn. We know that the words they have acquired seem to move between active and passive status, and we know the involvement with word is likely to help students to learn and remember them. In other words, it we provide the right kind of exposure to words for the students and if we provide opportunities for students to practice these words then there is a good chance that students will learn and remember some or all of them as Richard Rossner writes:
（转载自科教范文网http://fw.nseac.com）
“The factors that are crucial, surely, are those least easily controlled such as the relevance of a word to an individual’s immediate wants, needs and interest, the impact on his of her affect on the first few encounters and the number of opportunities to bring it into active use.”
viii. Using the native language:
The use of the native language to convey meaning may be direct or indirect. That is, the native language may simply give the meaning of a word or phrase or it may explain a gesture or symbol that will later be used to evoke the word or phrase.
