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1、1A Brief Study of English Vocabulary Teaching in High SchoolAbstract: Vocabulary is the building material of language and the basis of understanding and expressing of English context. During the high school period, students have already mastered a number of English words. In order to master and expa
2、nd plentiful vocabulary, improve the ability of using the English language, teachers should pay more attention to the use of vocabulary teaching devices. This text offers us audio-visual methods for presenting vocabulary such as using simple words, games, pictures and synonyms, antonyms, homonyms af
3、ter analyzing the present problems about English vocabulary teaching methods, points out that the necessity and importance of consolidating English vocabulary in modern high school, meanwhile provides us its particular measures and ways for words consolidation.Key words: high school English vocabula
4、ry teaching, methods and devices, vocabulary consolidation摘摘 要：要：词汇是构筑语言的材料，是英语语篇理解和表达的基础。在高中阶段，学生已有一定的词汇基础，要扩大词汇量，掌握丰富的词汇，提高英语语言使用和实用能力，应注重词汇教学策略的使用。本文通过分析英语词汇教学现状问题，提出了运用简单句子，游戏，图片和近反义，相近义等直观词汇呈现方法，结合记忆与遗忘规律，指出现代高中英语词汇巩固复习的必要性与重要性，并同时给予词汇巩固复习的具体策略与方法。关键词：关键词：高中英语词汇教学, 方法与策略, 词汇巩固Outline1. Introduc
5、tion1.1 The research background 1.2 The brief introduction to the study 1.3 The layout of this paper 2. Literature review 2.1 The meaning of English vocabulary teaching and acquisition 2.2 The relevant researches on vocabulary acquisition in English class. 2.2.1 Relevant researches outside China 2.2
6、.2 Relevant researches in China 22.3 Problems in Traditional Vocabulary Teaching in High School 3. Strategies in English vocabulary presentation in high school 3.1 Using simple English words to show meanings of words3.2Using games and pictures for vocabulary presentation3.3 Using stick drawings, mod
7、els, slides, films, videotapes, radios and TVs to present English words3.4 Using their own synonyms and antonyms 3.5 Presenting new words by offering homonyms 4 Strategies on Consolidating Vocabulary 4.1 Some Theories about Forgetting 4.1.2 Decay Theory the latter is necessary 5for the mapping of th
8、ose surface input and output to the corresponding semantic / conceptual representations.The American Federation of Teachers notes that research on vocabulary teaching consistently supports practices that include “a variety of complementary methods designed to explore the relationships among words an
9、d the relationships among word structure, origin, and meaning. “It can be said that all teachers are reading teachers and therefore it is necessary that all teachers develop the knowledge and skills in language arts instruction to promote student learning in the content areas. The National Board Pro
10、fessional Teaching Standards in language arts require accomplished teachers to strengthen student sensitivity to and proficiency in the appropriate uses of language. The majority of teachers, especially at the secondary level, have not taken coursework in their teacher preparation programs that prov
11、ides the background knowledge to effectively address reading and language arts in their classes (Moats, 1999).The concluding statement of the national reading panels (NICHD, 2000) synthesis of vocabulary research provides a succinct summary of classrooms where students vocabularies expand and are el
12、aborated:” Dependence on a single vocabulary teaching method will not result in optional learning”. This conclusion is understandable in light of the complexity of what it means to know a word(Beck McKeon, 1991;Nagy Scott,2000). This conclusion also means that educators need to design classrooms exp
13、eriences that are multi-faceted, if students are to acquire new words and increase the depth of their word knowledge. The design of these environments does not come about, however, by happenstance. The national reading panel identified eight specific findings that can provide a scientifically based
14、foundation for the design of rich, multifaceted vocabulary teaching.These researches mainly talked about implicit and explicit learning, analyze various aspects of these methods. Some of the researches put forward the medium of instruction in small classes, and suggest inserting the cultural differe
15、nces between foreign countries and China. But in fact there are still some other useful ways to implement, which they didnt mention in their studies. That is why we should study more and more. 2.2.2 Relevant researches in China In China, English teachers have sometimes tended to overlook the importa
16、nce of the lexical system. This is especially obvious in the middle school. This phenomenon might have resulted from the fact that linguists have worked out a perfect equivalent Chinese vocabulary system to English vocabulary system, so that teaches and students can more easily deal with the vocabulary than with the grammar and sound of English 6which are quite different from the Chinese grammar and sound system. In China, many scholars (such as Zhang jianzhong 1987), who posed
