Some Approaches to Enlarge Students’ Vocabulary

题目：

初探扩大学生词汇量的方法

项目设计者

赵瑜亮

甘肃电大

提交日期2011年4月28日

课程名称：教学实践设计

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Project Title:

Some Approaches to Enlarge Students?

V ocabulary

Investigator

Zhao Yuliang

Gansu Radio ＆TV University

Submitted on 28th April 2011

In fulfillment of the course

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Practical project design

Acknowledgment

I really appreciate my tutor, whose help and patience made this proj

ect get off the ground and come to a close smoothly.

I am also grateful to my colleagues, thank for their time spent on brainstorming and panel discussions with me.

No amount of thanks will be adequate for my students, without wh ose willing participation in the project implementation it would have remained on paper.

Last but not least, thanks are given to my husband and my daught er, who have shared with me my worries, frustrations, and hopefully m y ultimate happiness in eventually finishing this project.

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摘要:

本论文以学生词汇量匮乏从而影响他们进一步学习英语为中心，在解决实际问题和具体贯彻教学方案等方面做出了详细的研究。论文中假设良好的词汇训练方法定会激发学生的词汇学习兴趣，并以这个假设为前提，采用全新的教学计划，经过四周的课堂实践，从而证实这个假设的正确性。

在科学的调查实践中采用的主要方法有：苏格拉底式的问答，原因分析，问卷调查和集体探讨等方法。

关键词：方法、词汇、训练。

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Abstract:

It presents a detailed report of the project implemented to solve the problem that some of my students are limited in V ocabulary, which hinders their further English leaning. It is hypothesized that learners?interest in new words will be aroused by better-designed word study approaches. This hypothesis is verified by a four-week classroom teaching of the newly designed word study approach exercises.

Among the methods of scientific investigation used are analytic method, Socratic dialogue, cause analysis, questionnaire, and brainstorming.

Key Words:Approach, vocabulary, training.

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Main Heading of the project Report

Contents

1.References Problem and Problem

Analysi s-----------------------------------------------1

2.Project objective----------------------------------------------------------------4

3.Project hypothesis--------------------------------------------------------------5

4.Project rationale----------------------------------------------------------------6

5.Subject description-------------------------------------------------------------7

6.Project design-------------------------------------------------------------------9

7.Project implementation--------------------------------------------------------12

8.Project evaluation--------------------------------------------------------------14

9.Project findings and discussion----------------------------------------------16

10.Conclusion----------------------------------------------------------------------19

References

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Appendix A The questionnaire for problem analysis

Appendix B The Post-trial questionnaire

1 Problem and Problem analysis

1.1 problem

The problem I encountered in my teaching is that some of my students are limited in vocabulary, which restricts them in their further English study.

1.2 Problem analysis

This problem has remained a headache for quite a long time in my teaching, I tried every means to solve this problem. Eventually I worked out 5 main reasons that block the students? enlarging English words and phrases.

(1)The students don?t pay great attention to the importance of the vocabulary in

their English learning.

(2)V ery often, they recite the new words mechanically, but neglect their lexical

change.

(3)Students learn the words from the conceptual meaning rather than from the

functional features.

(4)In terms of contextualism, they lack ability of classifying the words in certain

groups.

(5)Teacher have to adopt effective teaching methods in order to activate student s?

interest in the mastery of English words.

In doing my study, I employ the analytic method, socratic dialogue, cause analysis, questionnaires, and brainstorming respectively.

1.2.1 Analytic method

I think out several questions concerning the students? word problems:

Why are some of my students rich in vocabulary, while others are not? How can we teachers help the weaker to improve their vocabulary? In what way?

1.2.2 Socratic dialogue

In the following dialogue, I serve as A and Socratic serves as B.

A: I asked: why are some of my students limited in vocabulary?

B: Do you think you can swim faster than a swimming athlete?

A: Of course not.

B: Why?

A: Because the main reason is that I haven?t been trained in that way.

B: Did you teach your students some proper skills to recite the new words?

A: Oh, perhaps not, because I am too busy in carrying out my teaching plans and overlooking some definite methods to improve students? vocabulary.

B: How about those students who are rich in vocabulary?

A: Oh, I see, they must have some tricks in mastery of the new words.

B: That?s right. How about you? Have a try?

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1.2.3 Cause analysis

In terms of cause analysis, I compile why-question corresponded with a group of because-question. The questions are arranged like this:

Why are some of my students limited in vocabulary? Are there any blocks that hinder their new words stock? What methods should I use to help them build up their vocabulary?

△Is it because they think English is not so important? or

△Is it because they feel rather difficult to recite new words? or

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