Topic of graduation thesis: research report on vocabulary teaching in senior high school.

The significance of the research topic

Vocabulary is one of the important components of language. Language relies on its vocabulary and forms meaningful discourse according to certain grammatical rules. The importance of vocabulary as Wilkins (1972) pointed out:? Without grammar, many things can be done? Don't be conveyed. But without words, nothing can be conveyed. . For senior high school students, mastering the vocabulary of the language they have learned is an important aspect to improve their foreign language level.

However, compared with the previous People's Education Edition, the biggest change in the new English textbooks for senior high schools, especially the English textbooks published by Beijing Normal University, is the substantial increase in vocabulary. On average, there are about 200 new words to recite in each unit, and even some words only appear in freshmen and sophomores, which undoubtedly increases the difficulty of vocabulary learning. At the same time, vocabulary learning is very important for most students, especially for our rural high school students.

It is a difficult and stumbling block for me, which greatly restricts the improvement of English grades. Many students are worried about remembering words: either they can't remember them, or even if they do, they will soon forget them.

The differentiation of students' English scores is often due to vocabulary, and some students are tired of learning English because of the increase of vocabulary. When correcting homework (especially written expression), we will also find that students make more spelling mistakes. When asked why students don't do well in English exams, the answer is often: there are too many new words to read and write.

Therefore, our teachers urgently need to solve the problem of students' vocabulary learning difficulties. I will study vocabulary teaching in senior high school with my team members. I hope our English teaching is helpful.

So how can English teachers teach vocabulary, stimulate students' interest in memorizing words, and help students remember and use the words they have learned easily?

Below I will make the following report on our preliminary research in the previous paragraph:

First, teachers and students should be clear and establish the concept that a large number of words in textbooks are the only way to the kingdom of English freedom, the need of social development, the requirement of new curriculum standards and the magic weapon to get high marks in college entrance examination.

As we all know, vocabulary is one of the three elements of language (pronunciation, vocabulary and grammar) and is the building material of language. Without vocabulary, language loses its practical meaning. A large number of language input itself is one of the important conditions for second language acquisition. ? English has a large vocabulary. With the development of society and the progress of science and technology, many words are expanded every day. The new curriculum standards put forward higher requirements for senior high school students. In the English college entrance examination, if you want to stand out, you must have a rich vocabulary.

Secondly, there are some problems in students' memorizing words and teachers' vocabulary teaching at present.

Problems among students:

If you can't remember the words, you will forget them by memorizing them. The main reason is that they usually have little contact with English, don't understand many words, and their pronunciation is not accurate. Some students still memorize words by rote or mechanically. Usually, the English composition memorized is also forgotten once, so you can't use the sentences memorized flexibly. In addition, I am not familiar with and pay attention to some basic word formation. I remembered some words at once. Because of the small amount of reading, according to the English curriculum standard, high school graduates should read more than 360 thousand except textbooks, but most students are far from this standard and can't fully master vocabulary.

Problems existing in teachers:

People think that students can only meet the requirements of textbooks by remembering all the words in the text, and they fail to teach words in different levels. Think that students have limited ability and dare not let them recite words. Or leave vocabulary memory completely in the stage of students' spontaneous learning, leave the task of vocabulary memory completely to students, and lack the guidance of students' vocabulary learning and memory methods and strategies.

In view of the above problems, we have done some preliminary research on teaching methods:

First, the game teaching method

The introduction of games into English classroom can diversify teaching forms, cultivate middle school students' interest in learning English, and improve learning efficiency and teaching effect. Vocabulary teaching games can effectively prevent students from being tired or bored, help to create a harmonious classroom atmosphere, and enable students to understand and master vocabulary in a relaxed and happy feeling. Vocabulary teaching games must be knowledgeable, scientific, interesting and competitive. From the form of activities, vocabulary teaching games involve listening, speaking, reading and writing. Teachers should set out from reality and design various games scientifically. Such as guessing games, matching related words, matching nouns with appropriate adjectives, word competitions, crossword puzzles, etc. In order to be lively, let students actively participate.

2. Associative teaching method

Lenovo can help people remember, and it can draw inferences from others, connect with old knowledge, and achieve the purpose of reviewing the old and learning the new. Association can take a step-by-step approach, starting with the phonetic and morphological association of words, then thinking about the structural collocation between words, and finally transitioning to semantic association and cultural association.

Related Association: Learning the word "taste" will remind you of other senses-related copula verbs "look". Smell (smell), feeling (feeling) and so on. Learning this phrase a lot will remind you of many phrases with the same or detailed meaning. Phrases such as plentyof, a supply of, a lot, a lot, a great, etc. are also related to the similar usage of these words.

Contrast and association: for example, on-off, pass-fail, now-

In some fixed idioms or proverbs, such as Alrsent, antonyms are used one after another: now and then haste makes waste; Long lament.

Image association: the core of this memory method is to combine some unrelated words with other vivid, vivid and strange images in the mind through association, so as to achieve the purpose of memory.

3. Intuitive teaching method

Intuitive teaching usually adopts the following methods:

(1) physical method. Physical object is one of the most intuitive teaching AIDS, which can attract students' attention and stimulate students' interest. In high school English textbooks, many words such as dessert, gifts, photos, etc. It can be taught intuitively with physical objects. Only in this way can we establish an intuitive connection between words and objects, make teaching real and leave a deep impression on students.

(2) Graphic method. When teaching some abstract nouns that are difficult to understand, if we can use pictures and stick figures to teach, we can play a good teaching role.

4. Context teaching method

Most English words have not only one meaning, but also synonyms, polysemy and even antonyms. The meaning of a word always exists in combination with other words, and it is difficult to determine its reference without context. The purpose of learning vocabulary is to use vocabulary correctly in English teaching and create certain language situations. If students are placed in a real language environment, they can naturally express their thoughts and feelings with the words they have learned, so as to achieve the purpose of learning vocabulary effectively in a lively classroom.

5. Cultural association teaching method

Cultural context refers to the specific social norms and customs of a language community, including political, historical, philosophical, folk customs and other ideological and cultural consciousness at that time. Cultural context plays an important role in word meaning. The new curriculum standard lists cultural awareness as one of the main goals of English curriculum in the basic education stage. Therefore, the teaching of cultural connotation of vocabulary is an indispensable part of English vocabulary teaching in senior high schools. English teachers should change their ideas, not only at the level of sound, form and meaning, but also pay attention to the teaching of cultural connotation of vocabulary, so as to combine sound, form and meaning with cultural connotation.

Under the new curriculum standard, teachers must adopt flexible and diverse teaching methods according to the content of teaching materials and the actual situation of students, and cannot apply some related theories of English teaching methods to teaching practice, guide practice with theory and enrich theory with practice. In order to explore many effective teaching methods and constantly improve their professional quality.

Future research direction:

In the future, we will discuss how teachers teach vocabulary at different levels and how students remember vocabulary.

Strive for a major breakthrough in vocabulary teaching.

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