8 Teaching VocabularyPowerPoint 演示文稿

EnglishLanguageTeachingMethodologyUnit8TeachingVocabularyOutlinePresentation(G6):Grammar-TranslationmethodAbriefrevisionofUnit7Unit8TeachingVocabularyPresentation:Grammar-TranslationmethodTelluswhatyouknowaboutthemethod,itstheoreticalfoundation,itsdevelopment,classroompractice,etc.Commentonthemethod.(Isthismethodusefulforteachinggrammar?Whyorwhynot?)ForGroup6.ArevisionofUnit7TeachingGrammarWhatistheroleofgrammarinlanguagelearning?Whatarethemajortypesofgrammarpresentationmethods?Whatarethemajortypesofgrammarpracticeactivities?1.TheroleofgrammarinlanguagelearningGenerallyspeaking,ChineseEFLlearnersneedacertaindegreeofmasteryofEnglishgrammar(grammaticalcompetenceisessentialforcommunication).However,itshouldbenotedthatlearninggrammaritselfisnottheultimategoaloflearningEnglish.2.Threewaysofpresenting/teachinggrammarthedeductivemethodtheinductivemethodtheguideddiscoverymethodEachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsituations.3.TwotypesofgrammarpracticeactivitiesMechanicalpracticeandmeaningful/communicativepracticeofgrammarhavebothadvantagesanddisadvantages.Twotypesofpracticecanbecombined.Usingprompts(pictures,mimes,tables,charts,keywords,createdsituations)hasprovedtobeaneffectivewayofgrammarpractice.Unit8TeachingVocabularyWhataresomeoftheassumptionsaboutvocabularylearning?Whatdoesknowingawordinvolve?Howcanwepresentnewvocabularyitems?Whataresomeeffectivewaystoconsolidatevocabulary?Howdowehelpstudentsdevelopvocabularylearningstrategies?Importanceofvocabulary“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”(D.A.Wilkins)“词汇之于语法，有如砖之如混凝土，它们共同构筑意义的大厦”。（丁建新，2004：前言）Wordsarebrickstoalanguage.Wordsbuildmeaningandconveythoughts.8.1UnderstandingvocabularyandvocabularylearningActivity:Task2(p.117)Vocabularyitemscanbewords,compounds,phrases,sentences.Noteverysinglewordhasanequivalentinanotherlanguage,e.g.“the”.Vocabularycanbetaught.Bothteachersandstudentsshouldbeawareofthedifferencebetweenactiveandpassivevocabulary,andthentreatthemdifferently.Translationisnotthebestwaytoexplainnewwords.English-Englishexplanationsarenotthebest.Therearemanyothermoreeffectiveways.AnEnglish-Englishdictionaryisveryhelpful.Itismoreeffectivewhenwordsofrelatedmeaningaretaughtandlearnedtogether.Studyingvocabularyinlanguagecontextsaremoreeffective.Forgettingisinevitable.Butifwordsarefrequentlyused,theyarelesseasytoforget.8.2Whatdoesknowingawordinvolve?Whatdoesknowingawordinvolve?Knowingawordmeansknowingitspronunciationandstress;Knowingawordmeansknowingitsspellingandgrammaticalproperties;Knowingawordmeansknowingitsmeaning;Knowingawordmeansknowinghowandwhentouseittoexpresstheintendedmeaning.Whatisaword?Awordisaminimalfreeform.McCarthy(1990:1):“awordmustconsistofatleastonepotentiallyfreestandingmorpheme”.Freemorphemeandboundmorpheme,e.g.doing,table,renew,teacher,textbook,textbooks,underdeveloped,gentlemanlike,greenhouse,babysitterPrefix,suffix,root/stem;complexwords,compoundwordsLearningawordinvolveslearningmorethanjusttheworditself.MoreExamples:“upsidedown”in“Pleasedonotputitupsidedown”.assoonas;inthesameboat;squarepegsinroundholes;undertheweatherkilltwobirdswithonestoneLongtimenosee.Godblessyou.Hedge(2000)Vocabularylearning“involvesatleasttwoaspectsofmeaning.Thefirstaspectinvolvestheunderstandingofitsdenotativeandconnotativemeaning.Thesecondaspectinvolvesunderstandingthesenserelationsamongwords.”8.2.1Denotativemeaningtheprimary,literalorexplicitmeaningofaword,whichrefersto“thosewordsthatweusetolabelthingsasregardsrealobjects,suchasanameorasign,etc.inthephysicalworld.字面意义；外延E.g.“rose”E.g.12Chineseequivalentsof“cousin”Connotativemeaningthemeaningofawordorphrasethatissuggestedorimplied,asopposedtoadenotation,orliteralmeaning隐含意义；内涵“theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheworld”(Hedge,2000:112)“connotativemeaningderivesfromamixofcultural,political,social,andhistoricalsourcesandlearnerswillbeawareofthisphenomenonintheirownlanguage”butmaynotbesoawareofitinTL.E.g.Theconnotationof“rose”isthatitisasymbolofpassionandlove-thisiswhattheroserepresents.E.g.“dog”8.2.2senserelationscollocationssynonymsantonymshyponymsCollocations--wordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwordsE.g.“seeamovie”,“watchaplay”,“lookatapicture”“heavytraffic”,“heavysmoker”,“heavyrain/snow/fog”Collocationshelpachievefluencyandappropriatenessinlanguagelearning.Synonyms--itemsthatmeanthesame,ornearlythesameE.g.big–huge;enormous—immense;male—masculine(formality);sad—unhappy;stare(insurprise)–glare(inanger)Antonyms--itemsthatmeantheoppositeofawordE.g.cheap—expensive;hot—cold形容词反义词：long–short;wide–narrow;new–old;rough–smooth;light–dark,deep–shallow动词反义词：bring–take;laugh–weep;名词反义词：death–life;love–hatred;副词反义词：merrily--sadly;noisily–quietly介词/连词反义词：after–before;above–below…amatteroflifeanddeath;fromstarttofinish,neitherfriendorfoe,wanteddeadoralive,tosinkorswim(成功或失败),tohaveanoldheadonyoungshoulders(少年老成),Easycome,easygo.Hyponyms下义词--wordswhichcanbegroupedtogetherunderthesamesuperordinate(上义词)conceptE.g.superordinate:bodypart;hyponyms:head,eyes,ears,mouth,arms,legs8.2.3ReceptiveandproductivevocabularyBeawareofthedistinctionbetweenreceptive/passiveandproductive/activevocabulary.Receptivevocabularyreferstowordsthatoneisabletorecognizeandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwriting.Productivevocabulary:wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwriting.SeevocabularyknowledgeasascaleHedge(2000:116)suggestsseeingourvocabularyknowledgeas“ascalerunningfromrecognitionofawordatoneendtoautomaticproductionattheother,throughintermediatestagesofmakinggreatersenseofthewordandhowitmightbeusedindifferentcontexts.”Nation’s(2001)explanationReceptiveknowledgeinvolvesbeingabletorecognizethewordwhenitisheard;Beingfamiliarwithitswrittenformsothatitisrecognizedwhenitismetinreading;Recognizingthatitismadeupofsomepartsandbeingabletorelatethesepartstoitsmeaning;(form;wordformation)Knowingthatthewordsignalsaparticularmeaning;Knowingwhatthewordmeansintheparticularcontextinwhichithasjustoccurred;Knowingtheconceptbehindthewordwhichwillallowunderstandinginavarietyofcontexts;Knowingthattherearesomerelatedwords;Beingabletorecognizethatthewordhasbeenusedcorrectlyinthesentenceinwhichitoccurs;Beingabletorecognizethetypicalcollocations;Knowingthatthewordisnotanuncommononeandisnotapejorative(贬义的)word.ProductiveknowledgeofawordBeingabletosayitwithcorrectpronunciationincludingstress;Beingabletowriteitwithcorrectspelling;Beingabletoconstructitusingtherightwordpartsintheirappropriateforms;Beingabletoproducethewordtoexpressthemeaning;Beingabletoproducethewordindifferentcontextstoexpresstherangeofmeaningsofit;Beingabletoproducesynonymsandoppositesforit;Beingabletousethewordcorrectlyinanoriginalsentence;Beingabletoproducewordsthatcommonlyoccurwithit;Beingabletodecidetouseornotusethewordtosuitthedegreeofformalityofthesituation.8.2.4Implicationsforteachingvocabulary(p.319)Bothdenotativeandconnotativemeaningneedtobelearned;Wordsarebetterunderstoodincontext;Agroupofrelatedwordsislikelytobemorememorablethanalistofunrelateditems,i.e.wordslearnedwithsynonyms,antonymsorhyponyms;Knowledgeofwordformationisausefulsourcefordevelopingvocabulary.Exploringsenserelationsamong/betweenwordshelpwithlearningandrememberingwords.Teachersandlearnersneedtobeawareofthedifferencebetweenreceptiveandproductivevocabulary.8.3Waysofpresentingvocabularyp.124Provideavisualorphysicaldemonstration;Provideaverbalcontexttodemonstratemeaning;Usesynonymsorantonyms;Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings;Translateandexemplify,ifwordswithabstractmeaning;Usewordformationrules;Teachvocabularyinchunks;Relatewordstocontextsinreallife;Providedifferentcontexts;Prepareforpossiblemisunderstandingorconfusion.8.4Waysofconsolidatingvocabulary(pp.126-129)Somevocabularyconsolidationactivitiessuggested:LabellingSpotthedifferenceDescribeanddrawPlayagameUsewordseriesWordbingoWordassociationFindsynonymsandantonymsCategoriesUsingwordnet-workUsingtheInternetresourcesformoreideas8.5DevelopingvocabularylearningstrategiesReviewregularlyGuessmeaningfromcontextcontextualclue:thetopic,thegrammaticalstructure,meaningconnectbetweenthegivenwordandotherwords,linguisticpatternOrganizevocabularyeffectively(p.131)Useadictionary(whatdictionary,howtouse,whattolookfor,whentouse)keepavocabularynotebook(indifferentformats)Managestrategyuse:self-evaluate;shareexperiencesVocabularylearningstrategies(Wang&Wang,2008:323-329)DiscoverystrategiesDeterminationstrategies:discoverthewordmeaningbyguessingfrom1)itsstructuralknowledge;2)anL1cognate同源词;3)context;4)consultingothers.Socialstrategies:askingsbwhoknowsConsolidationstrategiesSocialstrategies:1)cooperativegrouplearning;2)teacherscheckforaccuracy;3)interactwithNSsMemory/mnemonicstrategies:1)pictures/imagery;2)relatedwords;3)unrelatedwords;4)grouping;5)word’sorthographicalorphonologicalformCognitivestrategies:repetitionandusingmechanicalmeaningtostudyvocabulary,e.g.repeatedlysayingaword;wordlistsandflashcards;takingnotesinclass;recordingwordlists;vocnotebooks.Metacognitivestrategies:tocontrolandevaluatelearning8.6ConclusionItisveryimportanttomakestudentsawarehowtolearnvocabularyeffectivelyandhowtousesomevocabularylearningstrategies.Teachersshouldpresentnewvocabularyitemseffectivelyandguideandhelpstudentsconsolidatethenewlylearnedvocabulary.Alsoitisimportantforteacherstohelpstudentsdevelopvocabularylearningstrategies.Assignment:Mini-demonstrationofvocabularyteachingDesignalessonplanforteachingsomenewvocabularyitemstoseniorhighschoolstudents.Focuson(1)≥3effectivewaysofpresentingtheitems;(2)≥3waysofconsolidatingthenewlylearnedvocabulary.Demonstratetotheclassnextweek.ForGroup7.