如何提高詞匯教學(xué)成效

前言

　　外研社從劍橋大學(xué)出版社出版的“Cambidge Handbooks for Language Teachers”中選出10本，結(jié)成“Learning in Doing?劍橋英語課堂教學(xué)系列”，在中國大陸出版發(fā)行。　　應(yīng)外研社要我為這套叢書寫一個總序的要求，我通讀了全部10本書，同時看了原系列其他書的書名。我發(fā)現(xiàn)，在所有這些書都涉及外語教學(xué)中的重要問題的同時，編者選出目前這10本來先期出版發(fā)行，是有道理的?！　∈紫?，從這10本書的書名就可看出，它們都是關(guān)于當(dāng)前外語教學(xué)中的一些最關(guān)緊要的問題。讀這套書的教師朋友們會發(fā)現(xiàn)，它們是如此切合我們國家當(dāng)前外語教學(xué)（尤其是基礎(chǔ)階段外語教學(xué)）所面臨的突出問題，用一句俗語說，它們是如此符合我國的“國情”：大班教學(xué)、以學(xué)生為中心突出個性化教學(xué)、課堂設(shè)計、口語教學(xué)、詞匯教學(xué)、如何利用多媒體教學(xué)手段等等，方方面面，不一而足。

內(nèi)容概要

詞匯學(xué)習(xí)是英語學(xué)習(xí)的必修課。本書是為英語教師準(zhǔn)備的詞匯教學(xué)實用手冊，提供了各種操作性極強的詞匯教學(xué)活動，篇幅達七十余頁，適用于各個學(xué)習(xí)階段的學(xué)生。同時，書中還深入淺出地介紹了有關(guān)詞匯教學(xué)的語言學(xué)及心理學(xué)理論，作為對上述詞匯教學(xué)活動的理論支撐，使英語教師可以更加得心應(yīng)手地組織詞匯教學(xué)活動，可謂理論與實踐相結(jié)合的典范之作。

書籍目錄

AcknowledgementsPreface    PART A WORDS:THEIR MEANIGS AND FORMS　1 Language awareness activities  　2 Words and their meanings 　　2.1  Conceptual meanin9  　　2.2 Affective meanin9 　　2.3 Style，register and dialect  　　2.4 Sense relations    　　　2.4.1 Synonymy  　　　2.4.2 Hyponymy  　　　2.4.3 Antonymy  　　　2.4.4 0ther types of relations  　　　2.4.5 Translation equivalents  　　2.5 Multi.word verbs    　　2.6  Idioms    　　2.7 Collocation    　　2.8 Componential analysis 　3 Words and theirforms　  3.1 The grammar of vocabulary 　  3.2  Word building    3.3  Pronunciation    PART B PRINCIPLES IN LEARNING ADN TEACHING VOCABULARY　4 Decisions about content 　  4.1 Student responsibility and teacher responsibility 　  4.2  Criteria for selection    　    4.2.1 Frequency  　    4.2.2 Cultural factors 　    4.2.3 Need and level   　  4.2.4 Expediency  　  4.3  Receptive vcrsus productive vocabulary  　  4.4 HOW many iterns to teach    　  4.5 Grouping of items of vocabulary  　5 How the learner discovers meanin9  　  5.1 Traditional approaches and techniques used in the presentation of new vocabulary iterns  　    5.1.1 Visual techniques  　    5.1.2 Verbal techniques  　    5.1.3 Translation  　  5.2 Student.centred learnin9  　    5.2.1 Asking others  　    5.2.2 Using a dictionary  　    5.2.3 Contextual guesswork 　6 Memory and written storage   　Teoretical aspects 　  6.1 Types of memory 　  6.2 0rganisation of the mentallexicon 　  6.3 Why do we forget?89　  Practical implications    　  6.4 Meaningful tasks    　  6.5  lmagery    　  6.6 Rote learning  　  6.7 Recyclin9  　  6.8 Written storage systems for Iearners PART C CLASSROOM ACTIVITIES　7 Using visuaI aids  　  7.1 Using pictures as a guide to meanin9  　  7.2 Using pictures for further practice  　8 Using authentic reading texts　9 Teacher designed contexts and the use of the dictionary  　10 Speaking activities      10.1  Role play        10.2 Narrative      10.3 Processes，priorities and appropriacy 　11 Games，questionnaires and problem solvingPART D VOCABULARY IN COURSE BOOKSKey BibliographyIndex

章節(jié)摘錄

　　Many of the remarks we made about semantically opaque multi-wordverbs will also be true of idioms. There is no sense in grouping themtogether on the basis of the individual words as they normally give littleindication of the sense of the unit; and idioms rarely come in sufficientnumbers at respective levels to warrant being a self-contained lexicalset. In other words, they should be treated as individual items, taughtas they arise, and emphasised according to their usefulness.　Some students develop an immense appetite and enthusiasm foridioms, but often for less useful types of idiom e.g. a wolf in sheepsclothing. When this happens teachers should try to channel this enthu-siasm into learning idioms that are useful; and in deciding what is useful,it is worth considering whether an idiom can be incorporated into thestudents productive vocabulary without seeming incongruous alongsidethe rest of their language. Certain native speakers might get the ballrolling, but few foreign learners could carry off this idiom without sound-ing faintly ridiculous.　The following activity is highly subjective but it might be interestingto compare your answers with your colleagues.

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