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Vocabulary Learning and Teaching

Through Classroom Teaching Activities

1. Introduction

For junior students, new words learning is the main method for learning English. Before they learn the new text ,they should learn the new words in vacabulary list. ?Most Chinese students would probably identify the acquisition of �new words� as their single greatest source of problems in learning English; learning English words is often perceived as time consuming and boring?(Christine & Thorne, 1992:38) ?So vocabulary is one of the most important aspects of English learning? (Zhang, 1996:42). For most students, their way of learning English words is still what we call �rote-learning�(Yue, 1991:60).Making some surveys among junior students showed that many of them think that their greatest problem in learning English is vocabulary. Some junior students don?t like English just because they are bored by learning new words and memorizing words every morning.

2. Problem analysis

In order to find out how new words are taught and learned in junior classes, I conducted a questionnaire including three aspects: teaching methods, learning experiences, results (See appendix I).

2.1 Teaching methods

From the results of the questionnaire, it can be concluded that teachers usually employ one single teaching approach with only slight changes in details, that is, they either read the words themselves or get the students to listen to the cassette so that the students can imitate the pronunciations. After that, they ask the students to read the words and memorize the spellings either in class or after class. Then the teacher requires the students to read the words individually or together and they often dictate the words in the following classes to ensure that the students have memorized the spellings and their Chinese equivalents.

2.2 Learning experiences

Rote-learning is a kind of memorization technique. It involves repetition of the target language items either silently or aloud and may involve writing down the items. It is the main kind of memorization technique used by the students concerned. They repeat the words either silently or

aloud and some students spell out or write the words on paper repeatedly for many times to make sure that they have learned the spelling by heart. Some students punished themselves by copying the words if they failed to write out the new words in dictations.

3. possible solutions

An effective vocabulary presentation is through a balanced approach that includes explicit and implicit teaching. The new words of the text should be well designed and decided which are for explicit teaching andwhich for implicitteaching. Actually the

Teacher?s Book has already defined the vocabulary which is for explicit teaching andwhich for implicit teaching.

4. Project Objects

To improve learners? memory of vocabulary.

5. Project hypothesis

It is hypothesized that learners? interest, motivation and ability in vocabulary learning will be increased by some well-designed activities so that they can learn English words more efficiently and satisfactorily.

6. Project rationale

6.1 The role of vocabulary learning

Without vocabulary communication would be impossible even though a person may have a good knowledge of grammar.It may be argued that vocabulary is central to language learning. Therefore vocabulary is basic to language learning. The new Chinese National Plan for English Teaching in Secondary School requires students to learn a vocabulary of 3,500 words and a considerable number of idiomatic phrases. Actually many schools are far from reaching this goal. The way out lies in how the words are taught and learned.

6.2 The role of teacher in teaching vocabulary

To teach new words by involving students in contexts will make the students active. ?Turning the long word lists into communicative activities will require the students to analyze and process language more deeply and help them to put information into long term memory.?(Gairns & Redman. 1986:90). Some changes should take place since rote-learning no longer meets the communicative needs of modern China. A meaningful task is realistic. A teacher can be able to

make it easier for his students to memorize the words and thus increase their interest, motivation and enthusiasm in learning English.

6.3.Teaching activities in learning vocabulary

There are several ways for teachers to make vocabulary learning meaningful and enjoyable. Some are listed below according to different stage of word teaching.

6.3.1 Ways of presenting new vocabulary

Presenting new words can be made meaningful and communicative. Teachers can employ the following techniques: using real objects; miming or acting; using pictures; using the context; defining; or using word diagrams.

6.3.2 Ways of teaching aspects of vocabulary

Teachers can use word fields, word chains or word-formation to teach different aspects of vocabulary. Students will find it enjoyable to work with vocabulary and much easier to memorize them.

6.3.3 Instruct the students to review promptly frequetly

The cognition theory advocates that in the foreign language teaching the intelligence factors such as the observation, the memory, the thought, the imagination must be fully developed.The importance of cognition rules applied to raising the students? communicative ability of foreign languages should also be emphasized. German psychologist Hermann Ebbinghaus, after studying forgetting phenomenon, discovered that in the short time after studying, the speed of forgetting goes quickly, and many contents were forgotten, later then the speed of forgetting will gradually slow down, after a long period of time, one?s memory nearly no longer forgot anything.

7. Research design

7.1 subjects

Based on the rationale, Some task-based activities are designed using the word lists from three units in Junior English for China Book 2B as the material. (Unit 16 What a good, kind girl; Unit 17You must be more careful; Unit 18Seeing the doctor .)

Meaningful and communicative activities were to be designed in teaching vocabulary so that the

students could learn English words more efficiently and get satisfactory results. Techniques and ways discussed above are to be used to achieve the aims.

7.2 procedure

Week 1 Activity 1

Presenting new words

For use with the word list of Junior English for China, Book2B, Unit 16

Purpose: to practise using different ways of presenting new words.

Instructions: Students work together, in pairs or in groups to read out the word when the teacher shows a picture, mime an action, show an object, give a definition or a context.

Procedure: The teacher tells the students to read out a word according to the situation given by the teacher. Then he/she shows pictures and real objects, mimes actions, and gives definitions or contexts. After the teacher finishes the demonstration, he/she asks a volunteer student to act as the teacher and the rest to read out the words. After that the teacher gets the students to work in pairs or in groups. Each student should get a chance to act as the demonstrator. The teacher circulates and monitors the activity.

Week 2 Activity 2

Teaching different aspects of words

For use with the word list of Junior English for China, Book 2B, Unit 17.

Purpose: to practise using different techniques of learning different aspects of new words.

Instructions: The teacher demonstrates how to use word fields, word chains and word formation to learn new words. The students work in pairs, in groups and then together to present their achievements.

Procedure: The teacher shows the students how to use word fields, word chains and word formation to learn the aspects of words. Then the students use these techniques to learn the new words. They work in pairs and then in groups to present their achievements. Finally they work together with the teacher and demonstrate what they have discovered.

Week 3 Activity 3

Reviewing vocabulary

For use with the word list of Junior English for China, Book 2B, Unit 18.

Purpose: revision activities of the words learned in this unit to get the students revise the words efficiently.

Instructions: Students work individually. They fill in a table with all the new words earned in unit 18 of their textbook according how well he/she has mastered the words. When they have filled in the table individually, ask them to get into pairs and discuss their table. When this is finished, this pair should join another pair and they should all exchange information. If there are still some words left that they don?t feel sure of, then they should call the teacher to help. The teacher should be circulating around the class and helping whenever necessary.

For the students: You will first work by yourself to fill in the above table to review the new words of the previous units. Then work in pairs and discuss your table and help with each other. After that two pairs work together and exchange information and try to solve the problems. If necessary, ask the teacher for help.

Week 4 Activity 4

Testing vocabulary

For use with the word list of Junior English for China, Book2B Unit 18.

Purpose: to get the students create a quiz on the new words learned inUnit 18.

Instructions: The students have to go over the words and design a quiz by using the a crossword or asking questions. After the students have created their quiz. They give each other a test. Then they help each other and change partners and do the quiz again. The teacher makes sure that the students are active all the time.

For the students: You will first work by yourself to design a crossword or get ready with your questions on the new words learned in this unit. At the same time you must be prepared to guess the words according to the questions or crosswords designed by your fellow students. You first work in pairs and then change partners and do it again.

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