The Research on Vocabulary Teaching Strategies for English Underachievers文献综述

 2022-09-09 15:50:33

The Research on Vocabulary Teaching Strategies

Abstract：This paper aims at research on vocabulary teaching strategies for English underachievers and helping them learn English vocabulary in an efficient way. According to the recent researches on vocabulary teaching strategies, I have found that teaching vocabulary is of essence, which has a positive influence on studentsrsquo; reading comprehension and writing skills. Therefore, lots of researches are done to find the most efficient ways to improve English underachieversrsquo; vocabulary, such as learning in context, phonics, mind mapping and so on. Based on these researches, I will aim at finding the most suitable way for those underachievers to learn vocabulary. Here are some researches on vocabulary teaching.

Key words：English underachievers, vocabulary teaching, improve, efficient

一、文献综述

In this chapter, I will introduce several researches about vocabulary and vocabulary teaching in different periods. Moreover, English underachievers will be introduced and illustrated after vocabulary teaching methods. According to learnersrsquo; cognition, I will make an analysis between English underachievers and vocabulary teaching.

According to the New English Curriculum, English teaching objectives contains five aspects: language knowledge, language skills, learning strategies, affect and cultural awareness, which means that language knowledge and skills are of essence. Therefore, as one aspect of knowledge, vocabulary must be presented to students in an easily-absorbed way, then they can develop skills and experience affect and cultural awareness. Human beingrsquo;s language is based on the vocabulary, which consists of three basic language units—pronunciation, vocabulary and grammar. Grammar provides the overall patterns, and the vocabulary is the basic material to put into the patterns, cause there is no sentence, no essay, and even no language without vocabulary(Qi Pan, 2011). Thus, vocabulary teaching should be a field for research besides language skills.

  1. Vocabulary teaching in grammar translation

In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word.There are two main goals to grammar-translation classes. One is to develop studentsrsquo; reading ability to a level where they can read literature in the target language (Richardsamp;Rodgers,2001). The other is to develop studentsrsquo; general mental discipline.A chapter in a typical grammar-translation textbook would begin with a bilingual vocabulary list, after which there would be grammar rules for students to study and sentences for them to translate (Richards amp; Rodgers 2001). Therefore, teachers get used to speaking their source language rather than native language to teach students English. And vocabulary are just listed and translated by teachers. What students need to do is to note down the words and remembers the meanings of these words. They learn vocabulary without any context which is difficult to arouse studentsrsquo; interests and their learning incentives in English. So vocabulary is easily forgot and misspelling by students.

  1. Vocabulary teaching in audio-lingual period

The audio-lingual method, Army Method, or New Key (Barker, James L,2001), is a style of teaching used in teaching foreign languages. It is based on behaviorist theory. The skill in the Audio Lingual method was taught in the following order: Listening -speaking-reading-writing. Language was taught through dialogues which contained useful vocabulary and common structures of communication. Students were made to memorize the dialogue line by line. The oral lesson which was learned in previous class was the reading material in order to establish a relationship between speech and writing. All reading material was introduced as orally first. Writing, in the early stages, was confined to transcriptions of the structures and dialogues learnt earlier. Once learners had mastered the basic structure they were asked to write reports composition based on the oral lesson (Nagaraj,2005). This kind of method emphasizes pattern drills, and students learn vocabulary in sentence patterns. However, considering the communicative principles, audio-lingual method is kind of contextualized, which may cause that learners cannot apply knowledge in real communication. In the teaching process with the method, only the language form is considered, but the meaning is neglected, which is not helpful enough for students to learn vocabulary.

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