初中英语教学论文 如何改进初中英语的词汇 12页

论文题目：如何改进初中英语的词汇教学ContentsAbstract中文摘要IntroductionI．TheimportanceofvocabularyteachinginmiddleschoolII．ProblemsinTraditionalVocabularyTeachinginJuniorEnglish2.1EqualTimeonActiveandPassiveVocabulary2.2VocabularyTeachingWithoutContext2.3IgnoringCulturalMeaning2.4Neglectingthecooperationofsenseorgans2.5Failtofollowthememoryrule2.6.HarmfulmethodofpunishmentIII.StrategiesinJuniorMiddleSchoolEnglishVocabularyTeaching3.1VisualAids3.2Games3.3EnglishExplanationsinClass3.4ContextualTeaching3.5Multimedia3.6StrategiesofConsolidatingVocabularyIV.Conclusion\nHowtoImproveVocabularyTeachinginJuniorEnglishAbstractTheEnglishlanguagehasaverylargevocabulary.Vocabularyisthebasicelementoflanguage.itisveryimportantforforeignlanguagelearner.Inthediscussionoftherelationshipbetweenwordsandstrcuture,Wilkinss(1972)asserts,“Withoutgrammarverylittlecanbeconveyed,withoutvocanbularynothingcanbeconveyed”.Therefore,Vocabularyteachingplaysaveryimportantroleinforeignlanguageteaching,itisanindispensablepartofEnglishcurriculum.Itisalsoanonerousbutarduoustaskinthelearningprocess.Butsometraditionalvocabulary-teachingmethodsseemtoisolatethewordsfromthecontextorbreakawayfromthescientificrules,thattheycan’thelpstudentstodevelopalanguagecompetenceinthelongrunbutcausethemtoloseinterestinEnglish.MiddleschoolEnglishteachersshouldtakegreatresponsibilityforthis,sincetheyarethepremieroneswhointroducestudentstothefieldofEnglish.Iwouldprovidesomevocabulary-teachingtechniquesinthispaper.Ithinktheycouldbevaluableduringourteachingprocess.Keywords:improve,vocabularyteaching,juniorEnglish摘要英语词汇量巨大。英国著名的语言学家威尔金斯说过没有语法而有恰当的词汇的话，一个人用外语传达信息不会有太大问题，但是如果没有词汇，那就什么也传达不了了。因此，词汇教学在外语教学中扮演非常重要的角色，它是英语课程中不可或缺的一部分。同时它也是一项繁重而又艰巨的学习过程。但一些中学英语教师在讲授词汇时，把词汇从上下文中脱离出来，忽略了科学的学习规律；从长远来看，这种传统的词汇教学方法不仅不利于学生形成和提高英语语言能力，反而会导致他们对英语失去兴趣。作为中学生学习英语的启蒙老师，中学英语教师应对此承担一定的责任。本文中的一些词汇教学方法或许对我们初中英语教学有一定的参考价值。关键词：改进，词汇教学，初中英语\nIntroductionInteachingaforeignlanguage,oneofthemostimportantaspectsistoenlargelanguagelearners’vocabulary.Alarge,usefulvocabularyisthebasisofwordpower.Wordtoessayisbricktobuilding.“Ithasbeensaidthatlearningasecondlanguagemeanslearningitsvocabulary”(Gass,1999).InChina,Englishteachershavesometimestendedtooverlooktheimportanceofthelexicalsystem.Thisisespeciallyobviousinthemiddleschool.I.Theimportanceofvocabularyteachinginmiddleschool:Wordisoneofthethreebasiclanguageunits(sound,word,grammar).Itisessentialtocommunication.OneofthefamouslinguistsWilkinsoncesaidthat,“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”(Wilkins,ENGLISHSTUDY,ForeignLanguageStudyInstitute,1987)Littlechildrenlearntospeakinisolatedwordsandtheninchainsofnounsandverbs.Achildwhosays“Mumbye-byebike”iseasilyunderstoodbyEnglish-speakingadult.Studentswhoareimmersedintoanewlinguisticsettlingtendtopickupvocabularyfirst,andthengraduallydevelopamoreaccurate,structuralframeworkinwhichtousethesewords.Andtheymustcontinuallybelearningwordsastheylearnstructuresandastheypracticethesoundsystem.Therefore,vocabularyteachingisanindispensablepartofEnglishlessonsinmiddleschool,andanimportanttaskfortheteachers.WhetheramiddleschoolEnglishteachercanfollowscientificmethodstoteachvocabularyornotdirectlybringgoodorbadinfluencetowardthestudents.Ifhismethodsaresuitableforthestudentsandbeneficialfortheminthelongrun,hecouldarousetheirinterestonEnglishandhelpthemtodevelopasolidfoundationoflanguageacquisitionability;whereasifhefailstodoso,itmightresultinthestudents’diffidencetowardthemselvesandmightcausethemtodisgustEnglish.II.ProblemsinTraditionalVocabularyTeachinginJuniorEnglishInvocabularyteaching,ateacherissupposedtoteachthestudentstheform,themeaningandtheappropriateusageofaword.ConsideringEnglishvocabularyteachinginJuniorMiddleSchool,however,therearemanyproblemsontheEnglishteacherswhentheyinstructthenewwordsandexpressionstotheirstudents.Searchingmanyresearchers’findingsanddiscussionsfromtheInternet,comparingthemwithmyownobservationanddiscussionswiththeteachersandstudentsinBaidishiMiddleSchoolwhereIhavebeenteachingforovertenyears,IfindthatmostcommonlyHighSchoolEnglishteachersinChinawillspendequalamountofenergyoneachword,teachthevocabularywithoutcontextandpaylittleattentiontothe\nculturalmeaningofitandsoon.Theseproblemsleadtothelowefficiencyofvocabularyteachingandlearning.2.1EqualTimeonActiveandPassiveVocabularyTherearetwobasiccriteriaforjudgingwhichlexicalitemsshouldbetaught.Oneisfrequencyofitemsandtheotherisusefulnessofitems.TheNewEnglishSyllabusrequiresthestudentsofjuniorhighschooltomastertheusagesof1500—1600wordsand200—300idioms,andithasSpecificrequirementsonthelearningofeachwordontheaspectsoflistening,speaking,readingandwriting.Manyteachers,however,spendequaltimepouringnewwordsandexpressionsoftheword-listtothestudents,withoutnotifyingwhichoneisthemostimportantthatshouldbelearnedtothefullestextentandwhichoneonlyneedstoberecognized.Thisteachingmethodputsmuchmoreburdenonthestudentsinvocabularylearningandcausestheirpsychologicalrepercussions,resultingintheirfailureofmasteringthevocabulary,eventheeasierones.ThestudentswillbecomeworriedanddoubttheirabilityoflearningEnglishvocabulary.Gradually,theywillloseinterestitandgiveuplearning.Inteachingvocabulary,theoccurrenceofawordisrelevant.JustasNation(1994)says,vocabularycanbeconsideredfromacost-benefitviewpoint.Highfrequencywordsareessentialandthe“cost”ofteachingthemisjustifiedbytheresultingbenefit,butlowfrequencywordswillnotgenerallybemetoftenenoughtomeritindividualexplicitteaching.Therefore,teachersshouldspendmoretimeinteachinghighfrequencywordsthanthatofthelowfrequencyones.2.2VocabularyTeachingWithoutContextInthevocabularyofthejuniorhighschoolstudents,manywordswillhavequitedifferentmeaningsindifferentsentencesandcontexts.Forexample,theword“light”meansquitedifferentlyinthefollowingsentences:(1)Thislightistoopoortoreadby.(2)Ipreferlight-coloredclothes.(3)Thiscoatisverylightbutverywarm.BecauseofthevariousmeaningsandusagesoftheEnglishword,wheninstructed,itmustbeputintocontextsoastoletthestudentsknowwhentouseitandhowtouseitinaproperway.InrealEnglishvocabularyteaching,however,forthesakeofconvenience,someteachersjustteachvocabularydirectlyfromtheword-listandsomeevenplaytherolesofdictionaries,copyingthe\nmeaningsofthewordsdirectlyfromthedictionarytothestudentsandaskingthemtoreciteafterclass.Teachingvocabularyoutofcontextlikethismakesthestudentsboredandtired.Itisdifficultforthestudentstolearnthevocabularywelliftheyaretiredoftheteacher’steachingmethod.2.3IgnoringCulturalMeaningLanguageisthetoolforcommunication.Insomecases,thoughyoucanspeakfluentEnglish,youwillstillfinditdifficulttocommunicatewithnativeEnglishspeakerandsometimesbecomeembarrassedbecauseofdifferentcustoms.Customispartofculture,andcultureisthedeep-seatedbasisoflanguage.Invocabularyteaching,theteachersonlyteachthestudentsthespelling,pronunciation,partofspeechandcollocationofthewords,seldomdotheymakeanymentionofinformationconcerningculture.Itisbettertotellthestudentssomeculturalknowledgeofvocabularytobroadentheirvisionandstimulatetheirlearninginterest.ItwillalsobenefitthestudentstothinkinEnglishmoreandthusenhancingtheirEnglishlearning.2.4Neglectingthecooperationofsenseorgans：Accordingtotheexperimentsoflinguists,anaverageEnglishlearnerwillbetterrememberanewwordandmakeitbecomeanactiveoneifheobserves,speaksout,hears,andwritesaswellasrecitesit.Butmanyteachersseemtobeunawareofthisrulethattherearenotafewstudentsremembervocabularybyincorrectways.Ononehand,theytreatthenewwordsasiftheyaretelephonenumbers.Theyreadthenewwordsletterbyletterwithoutobservingthepronunciationrules.Forexample,whentheyreadtheword“classroom”,theydoitinthisway:“c-l-a-s-s-r-o-o-m,classroom”insteadof“cl[kl]-a[a:]-ss[s]-r[r]-oo[u:]-m[m],classroom”.Thisstupidmethodaddsthedifficultyinmemorizingnewwords.Ontheotherhand,sincetheteachersdonotaskstudentstonoticethekeypartsofthenewwords,theymeetmuchdifficultywhenrememberingthem;forexample,whenateacherteachtheword“mouth”and“month”,ifheaskthestudentstopayattentiontothekeypartsofthesetwowords,andtounderline“ou”inmouthwith[au]aboveitandunderline“on”inmonthwith/^n/aboveit,studentswouldeasilyrememberthesetwowordswithoutamistakewiththeirattentionstokeyparts.ButmanymiddleschoolEnglishteachers,especiallythoseinthenon-standardoneslackinthestudyofpedagogy.Theydonotseetheadvantageofconcentratingonkeyparts,thattheyarbitrarilyrequirestudentstowritedown[???]aswellasmachinecompletelyandperfectlywiththefalsebeliefthatthemoreyoucanwritedown,thebetteryourememberit.Finally,moststudentsdonotcooperatethefunctionsofeyes,ears,\nmouthandhandswhenmemorizingnewwords.Generally,anewwordwouldwellturnintoanactiveoneinstudents’mindsafteratleastthreestages:Thefirststageisknownasforminganacousticlink.Thatmeansstudentsareabletolinkthepronunciationtothewordwhentheyhearitinaconversation.Thesecondstageisprobablyformingausuallink.Thatistosay,whenstudentscomeacrossthiswordinreadingmaterials,theycanunderstandit.Thethirdstageismoredifficulttoachievebutveryimportant.Itistoformmentalimageoftheword.Thatmeanstheycanimitate,chooseandgivethereigntoitfreelyandaccuratelyinspeakingandwritingasifitistheirnativeword.Moststudentscanonlyachievethefirstandsecondstagesbutneverreachthethirdstagepartlyduetotheirpoorcooperationofthesenseorgans.2.5Failtofollowthememoryrule：Therearetwotypesofmemoryprocesses---short-termmemoryandlong-termmemory.Short-termmemorymeansthatthestorationofinputonlystayinyourmemorytemporarily;whilethelong-termmemorymeansthestorationofinputcanstayinyourmemoryformorethan10days,everforthewholelife.Infact,ourmemoryprocessisarecyclingprocess.Accordingtothesurveyoflinguists,themoretimesthewordisused,thebetteryourememberit.Butmanyteacherspartiallyemphasizethefunctionofshort-termmemory.Theyseemtocaremoreabouttheamountofvocabularyinputthanthoseactuallystayinstudents’memory.转Beingforcedtorememberalargeamountofvocabularyinthisway,studentsaretreatedasiftheywereafunned.Inappearancetheytakeinthousandsofnewwords,butineffectonlyafewwhicharefrequentlyusedreallystayintheirstoreandcanbeexploited.Itisnotamazingthataseniormiddleschoolstudentwhoisrequiredtomaster3000wordshasmisusedormademistakesin60wordswhenaskedtowritedownapassageof100wordsbecauseofhispoorvocabularystoration.Manyofteachersputalltheblametothestudents’laziness.Theyexplainforthemselvesthatthosestudentsaretoolazytoenlargetheirsizeofvocabulary.Theremightbesometeachersseeingthelong-termmemoryrule.However,theyneversucceedinapplyingthememoryruleinclassroom.Theyclaimthatthetimeofeachperiodofclassislimitedthattheycan’tspendsomuchtimeontherepetitionofvocabularyteaching.AsfarasI’mconcerned,Idon’tthinktheirexcusesmakeanysense.Whatmattersistheirignoranceofscientificteachingtechniquesandirresponsibilityforthedevelopmentofstudents.2.6.Harmfulmethodofpunishment：Ithinktheworstmethodofvocabularyteachingistheadoptionofharmfulmethodofpunishment---copyingnewwordsfor100even1000times.Therearestillsometeachersinfavorofthecopymethod.Theseteachersforcetheirpoorstudentstocopymanytimesofnewwordswhichtheymakemistakesin.Thisawkwardpunishment\noftencausestudentstofearandworryaboutEnglishlessons.ItistruethatmostofthemiddleschoolstudentsareinterestedinEnglishatfirst,becauseitisanewsubjectthatisfullofnoveltyandinterest.AndtheyliketheirEnglishteacher,too.Butwiththemisuseofteachingmethodsbyteachers,theymightbegintofeeldiscouragedinEnglishlearningandevendisgusttheirEnglishteacher.ThesixtraditionalmethodsofvocabularyteachingwhichIhavementioned?arefrequentlyusedbymanymiddleschoolEnglishteachers,especiallythoseworkingincommonmiddleschoolsinruralareaswhereteacher-dominantclassesaretypical.Beingtaughtintheseways,althoughstudentstakepainfuleffortsinvocabularylearning,theyachievelittle.Asaresult,theycan’tfindmuchpleasureinEnglishandbecomemoreandmorelazyinstudy.NotonlyaretheirEnglishabilitynotimproved,buttheyarediscouragedinEnglishlearning.Itisparticularlyimportantandnecessarytotrytomakevocabularyteachinginterestingandaffectiveforthestudents.Theirstudywillbecomealotmoreeffectiveifthestudentscometotheclassroomwillinglyinsteadofbeingforcedto.Thatistosay,howcanteacherssucceedinarousingthestudents’interestinEnglishandmakingthestudentsmoreactiveandaggressiveinthinkingbyvocabularyteaching?Todosoweshoulddiscardthedrawbacksoftraditionalvocabularyteachingmethods,reservetheiradvantagesandcombinethemwithscientificvocabularyteachingtheories.Buthow?转贴于中国论文下III.StrategiesinJuniorMiddleSchoolEnglishVocabularyTeachingInjuniorMiddleschool,thereareseveralstrategies,basedonthefeaturesofthestudents’age,fortheEnglishteacherstoadoptintheirteachingofEnglishvocabularyintheclassroomsoastohelpthestudentslearnthetargetwordsandexpressionsbetter.3.1VisualAidsB.Spolskystatesthatthemotivationofsecondlanguagelearningincludestheattitudetowardsit,theeagernessofitandtheeffortputtoitaswell.Iftheteachingaidspresentedbytheteachercanattractthestudents’attentionandarousetheirinterest,thestudentswillthirstforlearningthelanguage.Inteachingsomenounsofconcretethingssuchasapple,pear,cake,dog,carandmoon,theteachercanbringtoclasstherealobjectsorsomepicturesofthem.Concreteimagesareeasilyacceptedbythestudentsandtheteacherdoesn’thavetotellthestudentstheChinesemeaningsofthosewords.Whileteachingsomeverbssuchaseat,walk,jump,open,close,write,sit,stand,andsomeadjectiveslikedelicious,hardandhot,theteachercanshowthestudentsvividactionsandfacial\nexpressions,thenthereisnoneedfortheteachertoexplainanythingmoreaboutthewords,becausethestudentsalreadyunderstandthemtacitlywiththeireyes.3.2GamesUsinggamesinclassroomEnglishvocabularyteachingwillmaketheclassalive.JuniorMiddleschoolstudentsareactiveandtheylikeplayinggames.SparingsometimeinplayingsomecompetitivegamesinvocabularyteachingwillexcitethemandenhancetheireagernesstolearnEnglish.Forexample,guessingriddlesisagoodgameinvocabularyteachingtopracticethestudents’abilitiesoflistening,andspeaking,andatthesametimehelpthemtorememberthetargetwords.Whathasfourlegsbutonlyonefoot?(abed)Whathasabedbutneversleeps,andwhathasamouthbutneverspeaks?(ariver)Whatfruitisneverfoundsingly?(apear)Teenagestudentslikeattractingothers’attention.Inordertofulfillthisamour-propre,theywillbeactiveinguessingthewordsandreallylearnthembyheart.3.3EnglishExplanationsinClassTolearnalanguage,thelearnermustlistenmoretogetenoughlanguageinput.Enoughcomprehensiblelanguageinputisthepremisetoformthelanguagerules.Therefore,theteachershoulduseEnglishtoexplainvocabularyandsentencesinEnglishclassandenlightenstudentstothinkinEnglish.TheEnglishSyllabusalsorequirestheteacherstouseEnglishinclassasoftenaspossibleandonlyusethemothertongueasassistedlanguage.ThestudentsinChinalearnEnglishinaChineseenvironment,soitisveryimportanttocreateanEnglishenvironmentintheEnglishclassforthestudentstopracticetheirlisteningandspeakingskills.Whenteachingnewvocabulary,theteacherusessomesimplewordsthatthestudentshavelearnedtoexplainthenewones.Learninginthisway,thestudentsgetmorechancestopracticetheirlisteningskillandcanhavemoreexposurestothewordstheylearnedbeforetoenhancememory.WhenthestudentscanunderstandtheEnglishexplanationstheteachergivesandlearnthenewvocabularyatthesametime,theywillbecomemoreandmoreconfidentinlearningEnglish.Forinstance,thefollowingwordscanbeexplainedinthisway:(1)holiday:timeofffromworkorschool;(2)invite:asksomeonetodinneroraparty;(3)housework:workdonearoundthehome;(4)afternoon:between12:00and6:00inthedaytime;(5)exam:animportantschooltest;(6)different:notthesame;(7)entrance:placewhereyou\ngoin.3.4ContextualTeachingContextisvitaltothemeaningsofvocabulary.Itisstatedthatvocabularyisaliveonlyifputntocontext,thenitwillbeeasilyremembered,itsusageacquired.Contextualteachingmakesthestudentslearnmoredeeplythevariousmeaningsandusagesofvocabularyandconsolidatetheirmemory.Inpresentingnewwords,theteachercanprovidethecontextforthestudentsandletthemuesthemeaningofthetargetvocabulary.Forexample,inteachingtheword“water”,theteachercanshowthefollowingsentencestothestudents:(1)Iamverythirsty;Iwanttodrinksomewater.(2)Theflowersaredry;Imustwaterthemeveryday.(3)Thereissomewaterinthebottle,wecandrinkit.Fromcontext,itisnotdifficultforthestudentstoguessthat“water”insentences(1)and(3)isanoun,whiletheoneinsentence(2)isaverb.Thenthestudentswillknowthedifferentpartsofspeechandusagesoftheword“water”.Similarly,theteachercanalsocreatesomecontextandaskthestudentstoinferthemeaningofthetargetwordfromthecontext.Forexample,theteachercanprovidethestudentswiththefollowingcontextinordertoteachtheword“umbrella”.It’srainingandIwanttogoout.Idon’twanttogetwet.Ihaven’taraincoat,butIhaveanumbrella.Therainiscomingdownonmyumbrellabutitisn’tcomingdownonme.Myumbrellaisprotectingmefromcatchingrain.Nowtherainhasstopped.Iwilltakemyumbrelladown.Anumbrellaisveryusefulwhenitisraining.Teachingawordinthisway,puttingthewordincontext,theteachernotonlyteachesthestudentvocabulary,buttothinkinEnglishaswell.3.5MultimediaIntheeraofhigh-technology,multimediaisagoodaidtovocabularyteachingandlearning.Theinformationmultimediaprovidesisahypertextsystemthatintegrateswords,sound,imagesandmoving-pictures.Withthehelpofmultimedia,theteachercanactivateallthesensesofthestudentsinlearningvocabulary.Researchersfoundthat83%oftheinformationgainedbyhumanbeingcomesfrom\nvision,11%ofitcomesfromhearing,andthatpeoplecanremember10%ofwhathe/shereads,20%ofwhathe/shehears,30%ofwhathe/shesees,50%ofwhathe/shehearsandsees,and70%ofwhathe/shesaysincommunication.Intheprocessofvocabularyteachingandlearning,ifthestudentscanhearandseethecontentatthesametime,andputitintouse,thecontentwillbemoreeasilyrememberedandfirmlystoredinthestudents’memory.Takemultimediaasateachingaidandmakestudentsusetheireyes,ears,brainsandmouthsaltogetherinlearningvocabulary,andthestudentswillbecomemoreactiveandachievemore.3.6StrategiesofConsolidatingVocabulary3.6.1VocabularyRevisionItisgenerallyacknowledgedthatoftheinformationweforget,80%islostwithin24hoursofinitiallearning.Sokmen(1997)pointedoutthatiftheencounterswithawordwerearrangedinincreasinglylongerintervals,therewasagreaterlikelihoodoflong-termstoragethanifthewordhadbeenpresentedatregularintervals.Sotheteachershouldconsciouslycuereactivationofthevocabularyintheprocessofvocabularyteachingandlearning.InTheBrainBook,PeterRussellintroducedthefollowingrevisionschedule:a.Afive-minutereviewfivetotenminutesaftertheendofastudyperiod.b.Aquickreviewtwenty-fourhourslater.c.Afurtherreviewoneweeklater.d.Finalreviewsonemonthlaterandsixmonthslater.Reviewingthenewlylearnedvocabularyintimeisanefficientmethodtoavoidforgettingit.Sothestudentsmustformthehabitofreviewingnewvocabularyinordertoputitintolong-termmemory.3.6.2MoreExposurestoVocabularybyReadingAsdiscussedbefore,5~16encounterswithawordareneededinordertoacquireit.Learningvocabularyfromreadingcontextisagoodwaytoacquiretheform,meaningandusagebecausethevocabularywillbemetagainandagain.Asaresult,itistheteacher’sresponsibilitytourgethestudentstodomorereadingrelatedtothetopictheyarelearning.Inthiswaytheywillhavemoreencounterswith\nthevocabularytheyhavetolearnandconsolidatethem.Itissuggestedtoreaddifferentbooksandarticlesonthesamesubjectratherthanreadthesamebookorarticleseveraltimes.3.6.3CooperativeGroupLearningNation(1997)statedthatbesidestheinitialdiscoveryofaword,groupworkcouldbeemployedtolearnandpracticevocabulary.Cooperativegrouplearningpromotesactiveprocessingofinformationandcrossimitationanditcanpreparetheparticipantsforteamactivitiesoutsidetheclassroom.Asthereislessinterventionoftheinstructor,studentshavemoretimetoactuallyuseandmanipulatelanguageinclass.Asaresult,theteachersshouldguidethestudentstopracticethevocabularyinsocialcontextthroughcooperativegrouplearning.3.6.4Imagery,LinkingWords&GroupingRelatingthewordtoberetainedwithsomepreviouslylearnedknowledge,usingsomeformofimagery,orgroupingareallgoodmemorystrategiesofconsolidatingvocabulary.Newwordscanbelearnedbystudyingthemwithpicturesoftheirmeaninginsteadofdefinitions.Pairingwordswithpictureshasbeenshowntobebetterthanpairingthemwiththeirfirstlanguageequivalentsandimageryhasbeenshowntobemoreeffectivethanmererepetitionforreadingpassagesandsentences.Learnerscancreatetheirownmentalimagesofaword’smeaning.Newwordscanbealsoassociatedwithaparticularlyvividpersonalexperienceoftheconcept.Soteachersshouldencouragetheirstudentstousepicturesandimagerytolearnandaccumulatevocabulary.Likewise,newwordscanbelinkedtothewordsthatthestudentsalreadyknow.Thisinvolvessometypeofsenserelationship,suchascoordination,synonymyorantonyms.Theserelationshipscanbeillustratedwithsemanticmaps,whichareoftenusedtohelpconsolidatevocabulary.Somewords,particularlygradableadjectives,havemeaningsrelativetootherwordsintheirset.Settingtheminascaleisahelpfulwaytorememberthem.Groupingisanimportantwaytoaidrecall,andpeopleseemtoorganizewordsintogroupsnaturallywithoutprompting.Ithasbeenprovedthatifwordsareorganizedinsomewaybeforememorization,recallisimproved.(Cofer,Bruce,andReicher,1996;CraikandTulving,op.cit)Wordscanbegroupedaccordingtotheirmeaningcategory,forexample,animalsandnames.Wordscanbegroupedtogetherinaverynaturalwaybyusingthetargetwordinsentence.\nSimilarly,wordscanbegroupedtogetherinastory.Groupingwordsmayworkbetterformoreproficientlearners,however,astheyhavebeenshowntofavorgroupingstrategiesmorethanbeginnersdid.IV.ConclusionTherearemanyfactorscontributingtotheinefficiencyinEnglishteaching.Inappropriateteachingmethodsbyteachersareamongthesefactors.But,Ithink,thebasicreasonfortheinefficiencylaysinthetraditionalteachingsystem.ToimprovetheeffectivenessandefficiencyofEnglishteaching,weshouldfocusonthereformationoftheoldteachingsystem.Inteachingdifferentkindsofwords,theteachersshouldchoosedifferentteachingstrategiestoactivatethestudents’learningmotivation.Juniorhighschoolstudentslikecuriousandexcitingactivities,sotheteacherscandesignsomecompetitiveexercisesorplaysomeinterestinggamesintheprocessofteachingvocabularytoarousetheirinterestinlearning.Whenitispossible,makefulluseofthemultimediatoactivatethestudents’differentsensesinlearning.Onlyinthiswaycanwehelptoimprovethestudents’languagecompetenceandtheirabilitytouseEnglishfreelyincommunicationReferences1.蔡四玉，《初中英语新教材的词汇教学初中英语新教材的词汇教学初中英语新教材的词汇教学初中英语新教材的词汇教学》，JournalofHigherCorrespondenceEducation(PhilosophyandSocialSciences)Vol.17No.2April20042.黄颖，《初中英语词汇教学探析初中英语词汇教学探析初中英语词汇教学探析初中英语词汇教学探析》，广西教育学院学报》年第1期3.SchmittNorbert&McCarthyMichael,Vocabulary:Description,AcquisitionandPedagogy,4.ShanghaiForeignLanguageEducationPress,20025.王蔷，程晓堂，ACourseinEnglishLanguageTeaching,高等教育出版社，20006.武卫，IncidentalVocabularyLearninginSecondLanguage:TheEffectsofDifferentTypes7.《新课标下的英语词汇教学新课标下的英语词汇教学新课标下的英语词汇教学新课标下的英语词汇教学》http://www.fjshyz.net/ReadNews.asp?NewsID=726