淺談中學(xué)英語詞匯教學(xué)

許宏偉

摘要：詞匯是英語學(xué)習(xí)的基礎(chǔ)，也是英語教學(xué)的重點和難點。本文從人的認(rèn)知規(guī)律和詞匯的自身特點入手，探討英語詞匯教學(xué)。一、詞匯的初識，第一印象往往在人的腦海中留下深刻的印象。二、詞匯的運用，主要談詞匯在語境中的運用。通過詞匯在句子和文章中的運用，鞏固詞匯。三、詞匯學(xué)習(xí)策略與方法，教師要研究詞匯教與學(xué)的規(guī)律和策略，引導(dǎo)學(xué)生掌握詞匯記憶規(guī)律。在單詞識記過程中學(xué)生不僅要下苦功，還要用巧功。

關(guān)鍵詞：詞匯的初識；詞匯的運用；語境；學(xué)習(xí)策略

眾所周知，作為語言建筑材料的詞匯是十分重要的。詞匯量的大小直接影響英語聽、說、讀、寫能力的發(fā)展，學(xué)生只有具備了足夠的語匯量，才能讀懂和聽懂，并為說和寫奠定基礎(chǔ)。語言學(xué)家威爾斯金說過：“我們不能接受語法比詞匯更重要的說法。事實上，沒有語法幾乎什么都不能傳達，然而如果沒有詞匯則什么也傳達不了。”詞匯教學(xué)是英語教學(xué)的難點，許多成績好的學(xué)生認(rèn)為詞匯學(xué)習(xí)的難度遠遠超過聽力、閱讀、語法、寫作。成績差的學(xué)生將詞匯的學(xué)習(xí)比作“攔路虎”，以致談“虎”色變，毫無信心。那么如何開展詞匯教學(xué)，提高詞匯的記憶效率呢？

一、 詞匯的初識

心理學(xué)指出識記是人們識別并記住事物的過程，識記是記憶的第一步。第一印象往往在人的腦海中留下難以忘懷的印象，那么該如何讓初識詞匯給人留下深刻印象呢？

（一）通過猜詞游戲，引出新單詞

先板書該課堂中的重點單詞，接著跟讀，然后說出一個不完整句子，讓學(xué)生口頭完成，只須用板書單詞，這些句子來自日常生活，帶有一定趣味性，使學(xué)生易聯(lián)想出相關(guān)單詞。這樣遵循了“詞不離句”的詞匯教學(xué)原則，給學(xué)生展現(xiàn)了詞匯運用的語境。

如：

(1)Have you been to Jinan?In Jinan there are many springs.

(2)We all know Wahaha mineral water.

(3)Binds all have its wings.

(4)There is so much noise that I have to raise my voice.

（二）通過設(shè)問，引出新單詞

高二U18有如下新單詞 heel patent petrol reject

1.It's the back part of the foot or shoe,what is it? Heel.

2.He made an invention,can he ask it for what?Patent.

3.It's a type of fuel,It can keep buses or cars moving,what is it? Petrol.

4.I offered help to him,but he refused,what's another way of saying refuse? Reject.

（三）通過電教手段，引出新單詞

在高一U8課有如下單詞：sports,shooting,athlete, medal,exciting.可在電腦大屏幕上播放奧運會的一些項目錄像鏡頭：如：射擊運動員

Who is he? He is an athlete.

What's in his hand?Its a gun.

What sports is he doing? He's shooting.

Oh well done ,Right in the center.(這時他射中了。)

He gets a medal.（他走上了領(lǐng)獎臺，雙手接過一枚金牌。）

Oh,how exciting!（接著是冉冉升起的五星紅旗及鮮花和掌聲。）

二、 詞匯的運用

這里主要談詞匯在語境中的運用。語言學(xué)家呂叔湘先生在論述關(guān)于語境和詞匯的關(guān)系時說：“詞語要嵌在上下文里頭才有生命，才容易記住，才知道用法。”

（一）詞匯在句子中的運用

1.教師創(chuàng)設(shè)語境,營造英語氛圍,達到操練的目的

如：Book IU5 accept...as...

Tom's wife died many years ago. He met Cathy and fell in love with her.He wanted to marry Cathy but his ten-year old boy didn't accept Cathy as his mother.

—If you were the boy ,would you accept Cathy as your stepmother?

—If your father wants to marry an American woman, Will you accept her as your mother?

—If she has a girl or boy ,Will you accept her /him as your sister or brother?

對according可進行這樣教學(xué)：

—Will it be fine tomorrow?

—According to the weather forecast ,it will rain.

—so ,we have to put off ourplan.

2.學(xué)生互設(shè)語境，運用詞匯造句，從而達到掌握詞匯的目的

如：turn on, turn down,turn over ,turn up ,turn to,turn off. 學(xué)生自編例句連鎖操練。

(1)At night ,when we enter a room,we first turn on a light.

(2)It's a good habit that we turn off the light before we leave rooms.

(3)Before you plant crops,the soil should be turned over carefully.

(4)If you have any maths problems,Please turn to Mr.Chen.

(5)Could you please turn down the TV a bit? I can't hear what she's saying.

(6)Miss Zhou promised to attend the meeting but she didn't turn up,now.

（二）詞匯在文章中的運用

Book II U1 No boundaries 是一篇用來進行思想教育的范文，結(jié)合文中詞匯采用下列四步提高口筆交際能力。

1.要求學(xué)生在理解課文的基礎(chǔ)上完成Note–making

Name:Stephen hawking

Born :1942

Degree:Doctor's Degree in physics

Disease:A disease of brain.

Difficulties:Only move the fingers of one hand .

Efforts:Continue with his research...

Success:A top physics expert

2.根據(jù)要求讓學(xué)生復(fù)述課文內(nèi)容

Stephen Hanking was born in 1942. He took his Doctors degree in physics. He had a disease of the brain.It prevented him from moving around, speaking,reading and writing.He could only move the fingers of one hand.But he continued with his research and writing.He found ways to make it possible for him to speak,read and write.At last,he became one of the top three physics in the particular field and his book“On history of Time”became a best seller.

3.要求學(xué)生改變文本中人物，結(jié)合Noting-making口述一篇短文

4.根據(jù)口述內(nèi)容，完成一篇書面表達

Hellen Keller was born in 1880 in America.When she was 19 years old,she lost her hearing,eyesight and speaking.With a blind teacher's help,she managed to learn letters written on the hand,Then she practised speaking with mouth over and over again.At the age of 24,she graduated from Rodiliffe at a good mark.She tried her best to give help to disabilities.She set an example to the people all over the world,including the disabled and healthy.

三、 詞匯學(xué)習(xí)策略與方法

教師不能把詞匯記憶完全停留在學(xué)生自發(fā)學(xué)習(xí)的階段，把單詞記憶的任務(wù)完全交給學(xué)生。教師要研究詞匯教與學(xué)的規(guī)律和策略，引導(dǎo)學(xué)生掌握詞匯記憶規(guī)律，在單詞識記過程中學(xué)生不僅要下苦功，還要用巧功。

（一）幫助學(xué)生把握好影響詞匯學(xué)習(xí)的相關(guān)因素

詞匯教學(xué)效果受多種因素的影響和制約。心理因素也影響學(xué)生英語單詞的學(xué)習(xí)和記憶。例如：記憶時是滿懷信心還是精神緊張；是注意力高度集中還是心不在焉；是否有明確的學(xué)習(xí)目標(biāo)；對詞匯學(xué)習(xí)抱有極大興趣還是勉強應(yīng)付。溫故而知新，這里強調(diào)的是復(fù)習(xí)，單詞出現(xiàn)的頻率與記憶有關(guān)，單詞出現(xiàn)頻率與記憶效果成正比。要不斷為學(xué)生創(chuàng)造詞匯賴以生存的語言環(huán)境——口語練習(xí)與書面閱讀練習(xí)，以增強詞匯出現(xiàn)的頻率，提高記憶效果。

（二）幫助學(xué)生了解詞匯構(gòu)成規(guī)律

英語詞匯有其自身的系統(tǒng)和規(guī)律，按其自身的系統(tǒng)和規(guī)律，英語詞匯可分為三類：派生詞、轉(zhuǎn)類詞、合成詞。

1.派生詞：構(gòu)成單詞的元素有：詞根、前綴、后綴，詞根加上不同的前綴和后綴派生出不同意義的新詞。中學(xué)英語中常見的詞綴有：

前綴：un—不、非 able—unabletruth—untruth

mis—錯誤、不良 understand—misundertand

tele—遠距離的 telephone television

后綴：—er動作執(zhí)行者 work—worker teach—teacher

—ful 具有……性質(zhì)的 hand—handful mouth—mouthful

—ous 具有……性質(zhì)的 poison—poisonous danger—dangerous

—ship……身份職位 friend—friendship owner—ownership

—ward在……方向 back—backwardeast—eastward

—less 沒有……的 end—endless care—careless

2.轉(zhuǎn)類詞：有些詞語的詞性在不同的語言環(huán)境中會發(fā)生轉(zhuǎn)化。

如：—What are you going to do with so many tomatoes?

—Well ,we eat what we can and can what we can't .

第一個情態(tài)動詞can，表示“能夠”，can還有名詞“罐頭”的意思。第二個can 在這里用作動詞，“把（食品等）裝成罐頭”。這句話的意思是：“吃得了的就吃，吃不了的制成罐頭?！?/p>

又如：Don't trouble trouble until trouble troubles you.

此句中有四個“trouble”第一、四個是動詞，第二個與第三個是名詞，這句話的含義就變成了“麻煩不來找你，不要自找麻煩”。

3.合成詞：合成詞是由兩個詞合成一個詞，其中一個詞是中心詞，合成詞的兩部分形成不同的句法關(guān)系。

blackboard （限定關(guān)系）

sunrise（主謂關(guān)系）

peace—loving（動賓關(guān)系）

passer-by (名詞加副詞)

sister-in-law （名詞加介詞加名詞）

grown-up （過去分詞加副詞）

new-comer（形容詞加名詞）

讓學(xué)生了解和掌握單詞基本構(gòu)件，對單詞進行分析后記憶，會增強記憶效果。

總之，教師在教學(xué)過程中，需要邊教學(xué)、邊摸索，通過多種多樣的教學(xué)模式，提高學(xué)生對詞匯的識記能力，使學(xué)生更快、更好地學(xué)到知識。