词汇是语言知识的重要组成部分，词汇教学对学生运用语言能力的形成至关重要。为此，本文就词汇教学的原则和方法进行了探讨。
词汇是语言的建筑材料，是语言的三大要素(语音、词汇、语法)之一，犹如大厦之砖瓦，铺路之基石。学生在外语学习中所遇到的首要问题就是词汇障碍，没有一定的词汇作基础，要想获得较强的听、说、读、写能力是很困难的。英国语言学家威尔金斯曾经说过：“没有语法，人们不能表达很多事物；而没有词汇，人们则无法表达任何事物。”由此可见，没有词汇，任何形式的交流都无从谈起。
国家教育部制订的《普通高中英语课程标准》(实验稿)对词汇量是这样规定的，七级要求学会2400~2500个单词和300~400个习惯用语和固定搭配；八级要求学会使用3000个单词和400~500个习惯用语或固定搭配。江苏省2010年的高考从现阶段掌握的信息来看难度将有继续增加的趋势，特别强调将加强对牛津教材3500个单词和120个词汇的考查。词汇量的增加对高中英语词汇教学工作提出了更高的要求，如何高质量地完成词汇教学目标将是每位教师必须思考的问题。
依据笔者多年的教学实践，笔者认为词汇教学还是有规律可循的。
一、词汇教学遵循的原则
1.以意义为核心，帮助学生在语境中理解词汇意义
(1)词汇的意义由语境决定，极少孤立存在
一个单词通常会有多种意义。例如：claim一词出现在牛津英语模块2 中The government of Yunnan Province claimed that Zhongdian is where Shangri-la is in Hilton’s story是“声称、宣称”的意思，而在模块10第一单元Hunger and malnutrition claim ten million lives every year中却是“夺去(生命)”的意思。
(2)注重词的搭配及用法
单词除了要了解其基本含义，还要重视其搭配。例如：我们可以说headache，stomachache或earache，但不可以说leg-ache。再如：pay off这个词组在We paid off our mortgage after fifteen years中是“付清、偿清”的意思，而在All my years of training as an explorer have finally paid off 中却是“成功、带来好结果”的意思。
(3)注重词的外延意义和内涵意义
词的外延意义(denotative meaning)也称概念意义，指一个语言单位语气所指的非语言实体之间的关系。词的外延意义一般可以用语义特征(semantic features)来描述，如mother的语义特征为a female parent。而词的内涵意义(connotative meaning)指一个词在概念意义之外的交际值，是词的附加意义或联想意义。Mother表示“母亲般的关爱”就是其内涵意义。
2.帮助学生在语境中运用所学词汇
《英语课程标准》以学生“能做某事”的描述方式设定了各级目标要求。要培养学生的这种能力，教师就要创设有意义的课堂教学情境，帮助学生在真实的交际活动中体会词的意义、搭配和用法。为此，教师要创设真实的情境，并通过演示、讲解或操练等方式帮助学生理解词的确切含义并掌握其用法。
综上所述，注重语境是进行词汇教学取得实效的基本原则。
二、词汇教学方法
1.利用构词法进行词汇教学
英语中的很多词汇是借助构词法变化的。教师要引导学生学会用构词法知识来辨认和记忆英语单词。
构词法包括合成、派生、转化等方法。其中，派生法可以帮助学生掌握大量单词。派生法是通过加前缀、后缀的方式构成其他单词的方法。学生掌握此方法就可以推测出一类词的意思。例如：当学生了解了dis-，in-等前缀表示“不”的意思后，再见到disagree，dislike, incomplete, incorrect等就可以猜到这些词的含义；了解了后缀-less加在名词后可以变成词义相反的形容词，就不难猜到wireless, hopeless, homeless等词的含义。在教学中，学生还可能会碰到含多重词缀、较为复杂的词汇，例如：independence, disability, evaluation等，还要接触到一些新的缩略词，例如：smog(smoke +fog)、telecast(television + broadcast)等，如果让学生了解了它们的构词方法并学会分析，就能做到举一反三。另外，转化词也需特别提醒学生注意。
2.结合语境进行词汇教学
吕叔湘先生曾说过“词语要嵌在上下文里才有生命。”因此，我们不应该孤立地进行词汇教学，应千方百计地把词汇与句子、语境结合起来。英语词汇基本上是多义词和多类词，教师必须在平时就训练学生根据上下文情景猜测词义并运用所学词汇的能力。
3.利用英文释义进行词汇教学
学习英语是为了使用英语，因此，即使是学习生词，我们也不能死记硬背汉语意思，因为只记汉语意思，往往是花了很大力气却不能掌握英语单词意义的精髓，所以用英语解释英语的方式是非常值得提倡的，既可以培养学生用英语思维的习惯和能力，又可以让学生少费一些力气就能理解词的本意。教师解释生词时应尽量使用英文释义，以培养学生用英语解释生词的能力。
4.利用词汇链或意群进行词汇教学
Michael Lewis在The Lexical Approach这本书中对传统外语教学中将单词看成是语言教学的最小单位的观点提出了质疑。他认为，语言是由一系列有意义的词汇链或意群组成的。所以，词汇链或意群应成为语言教学的最小单位。笔者认为Lewis的观点在英语词汇教学中很有实际意义，教师在教学中注意引导学生注意词汇链或意群的存在，培养学生词语搭配方面的意识。
5.给出典型示例，让学生归纳词汇用法进行词汇教学
英语很多词汇往往有不止一种用法。以前，教师在讲解这些词汇时，习惯于把很多用法罗列出来，学生要花费很大的力气去“背”词汇的用法。有些学生虽然能背下来，但是很快就忘；还有些学生对背下来的东西根本不理解，再遇到这样的词还是不会用。这都是机械记忆造成的，学生缺乏“思考”这一过程。这样的教学方式显然是低效的。笔者在教学实践中有意识地引导学生通过观察、比较、归纳、应用几个步骤来学习词汇，学生学习起来感觉轻松，而且能够自如运用。例如：在学习以-ing和-ed形式结尾的形容词的时候，笔者给出这样的例句：(1)His speech was boring. (2)I felt bored with the lesson. (3)The computer screen is absolutely amazing. (4)I was amazed at what he told us.通过观察和比较，学生总结出以-ing形式结尾的形容词修饰的主语都是“事”，而以-ed结尾的形容词主语是“人”。这时，笔者再给出这样的例子，He is an interesting person.学生进一步思考，最后总结出这两类词在本质上的区别，可以概括为：以-ing形式结尾的形容词都表达“令人……的”，而以-ed形式结尾的形容词则表达“感到……的”含义。再配以针对性的练习，学生很容易掌握这些词汇的用法。
三、词汇教学成果的巩固
学生了解了单词词义和用法，词汇学习只是完成了第一步。学习词汇的最终目的是让学生会使用这些词汇，只有通过一定量的练习，才能够让学生真正会运用所学到的词汇。同时，词汇学习不可能是一劳永逸的，一段时间不用就会忘记，要和“遗忘”作斗争就得时常复习。所以，练习和复习是巩固词汇教学成果不容忽视的两个环节。
1.设置语境化练习，帮助学生进一步理解词汇
“练习”是一种有目的、有步骤、有指导的活动，它不是简单机械的重复。只有在练习中才能检验学习的效果，才能发现问题。要学好词汇就需要有足够的练习次数和练习时间。练习在时间上应该有适当的分配。一般来说，适当的分散练习比过度的集中练习优越。关于练习的方式，教师应该根据教学目标，选择适合的类型，并尽量地使它多样化。
2.督促学生经常复习，巩固对词汇的记忆
英语学科由于其自身的特点，学生需要经常复习。艾宾浩斯遗忘曲线告诉我们，要引导学生及时复习巩固所学词汇才能事半功倍。教师首先要帮助学生合理分配复习时间，做到及时复习、经常复习，这是避免遗忘的必要条件。复习词汇时还要注意词汇之间的联系。如果把单词仅看成一个个彼此孤立的语言单位来学习，那就会“只见树木，不见森林”，记忆难度大。把单词进行科学分类，不仅可以帮助记忆，还可以引发联想，激发学生兴趣。比如我们可把与“看”相关的词汇归结为look, watch, gaze, glance, glare, stare, glimpse等。定期归纳和总结可使学生形成相对完整的词汇体系。因此，在词汇教学中，要组织学生及时复习，以便强化记忆、加深理解、巩固所学单词。
总之，词汇教学是英语教学的重要内容。教师要在遵循认知规律的前提下，结合教学内容和学生实际，不断探索词汇教学策略，创造性地选择和使用词汇教学方法，使学生在掌握英语知识的同时不断提高学生运用英语的能力。
Explore high school English vocabulary teaching methods
Vocabulary is an important part of language knowledge to students, vocabulary teaching ability of using language form is very important. Therefore, this article is the principle and method of vocabulary teaching is discussed.
Vocabulary is the language of building materials, is the language of the three elements (pronunciation, vocabulary, grammar, like one of the building), paving bricks of the foundation. Students in foreign language learning in the primary problem encountered obstacles, not certain vocabulary is the basic vocabulary, want to get strong listening, speaking, reading and writing ability is very difficult. British linguists Wilkins once said: "no grammar, people can't express many things; without vocabulary, people are unable to express any things." Thus, without words, in any form of communication.
The national ministry of education, make the ordinary high school English curriculum standards (experiment on vocabulary is such regulations and requirements to 24-7 2,500 words and 300-400 idioms and fixed collocation, Using tem requirements to 3000 words and 400-500 idioms or fixed collocation. The college entrance examination in jiangsu province from 2010 at the master information will continue to increase the difficulty of the trend, special emphasis will strengthen Oxford words and textbook 3500 120 words. The vocabulary increase in English vocabulary teaching work, put forward higher request to quality in vocabulary teaching goal will be each teacher must ponder question.
Based on the author's teaching practice for years, the author thinks that vocabulary teaching or have rules.
A, vocabulary teaching principle
1. With meaning as the core, to help students understand the glossary significance in context
(1) the significance of vocabulary context, rarely isolated by the decision
There is usually a word of meaning. Example: in a word out of The Oxford English modules of 2. Yunnan Province they claimed Zhongdian Shangri la - where is in The "Hilton is story is" The claims, "meaning, and that in The first unit Hunger and module 10 million from malnutrition out operations in The countryside is" year away (life).
(2) on the collocation of words and usage
In addition to understand the words on the basic meanings and its collocation. For example, we can say that, but not earache stomachache or 9 - say ache. Such as: pay off this phrase goes off in their success in their campaigns, fifteen paid, pay "is", while in the country, All of an explorer - as their book of success, but "off" means to bring good results.
(3) on the extension of word meaning and connotative meaning
The extension of word meaning (meaning) is also called denotative meaning, tone refers to a language units of the relationship between language entity. The extension of word meaning can generally use semantic features semantic (where) to describe the semantic features, such as mother for a female to. And word meaning connotative meaning (the connotation of a word in concept to the meaning of the word, is communication additional meaning or meaning. Mother said, "love" is the Mother of connotation.
2. To help students in the context of use vocabulary
The standard of English courses to students "can do something" description of the various targets set mode. This ability of students, and teachers will create significant classroom teaching situation, to help students in real communication activities in the word meaning, tie-in and usage. Therefore, the teacher wants to create real situation, and through the demo, such as explained or to help students understand the exact meaning of words and master the usage.
To sum up, pay attention to the context is in vocabulary teaching is the basic principle.
Second, vocabulary teaching methods
1 of word-formation in vocabulary teaching
Many of the English vocabulary is with the change of word-formation. Teachers must guide the student to learn to recognize and knowledge of word-formation in memory of English words.
Morphology, including synthetic methods and transformation. Among them, can help students grasp derived method of words. By adding method is derived from the prefix and suffix form other words. Students master the method can guess the meaning of the word category. Example: when the students understand the dis - and - as saying "no" prefix, meet again after the meaning, incomplete, disagree, so there is such can guess the meaning of the words, Understand the suffix - the noun can add meaning opposite adjective, become hopeless, isn, wireless guess the meaning of homeless, etc. In the teaching, students may encounter with multiple affix, complicated vocabulary, for example: independence, disability, evaluation, etc., and access to some new acronym, for example: the smog (fog), smoke + + telecast television (be), if let students understand their word-formation methods and can be analyzed. In addition, conversion words also need special remind students' attention.
2. Combining context in vocabulary teaching
Mr. LvShuXiang said "words to embed in the context is life." Therefore, we should not be isolated in vocabulary teaching, should leave no stone unturned to the words and sentences and contexts. English vocabulary is basically expands and many kinds of words, the teacher must in peacetime training according to the context for students to guess the meaning of the scene, and to use the words.
3 use English explanation in vocabulary teaching
Learning English is to use English, therefore, even learn new words, we can also mean, because only by rote Chinese written language, is often spent great efforts to master English words, but not the essence, so use English interpretation of English is very worth recommending, already can cultivate the habit of thinking in English and ability, and can let students less cost some strength can understand words meant. Teachers should try to explain the new words in English, in order to cultivate students' interpretation of the words in English interpretation.
4 use lexical chain or meaning group in vocabulary teaching
Michael. Lewis in Lexical runs from home using little book in traditional language teaching will words as The smallest unit of language teaching ideas. He thinks, language is composed of a series of meaningful lexical chain or meaning group. Therefore, lexical chain or meaning group should be the smallest unit of language teaching. The author thinks. Lewis ideas in English vocabulary teaching is very practical, teachers guide students in teaching of lexical chain or meaning of attention, to cultivate students' awareness of collocations.
Typical examples are 5), lets the student inductive vocabulary usage in vocabulary teaching
Many English words often have more than one kind of usage. Previously, the teacher explained in these words, used to put a lot of usage lists out, students must huge effort to "back" vocabulary usage. Some students can recite, but soon forgotten, Still some students to recite the things didn't understand, again meet such words or not. This is all mechanical memory, students are lack of "think" in this process. This teaching method is obviously low. The author in teaching practice conscious guide students through the observation and comparison, inductive, application of several steps to learning vocabulary learning, students feel relaxed and comfortable with. Example: in learning to - ing and - Ed form at the end of the time, the author gives the adjective such examples: (1) to bring His head boring. (2) the lesson I felt bored worse. (3) the representation is amazing cycles. (4) I was told he going on with us, students observe and compare with - ing form summarized at the end of the subjects are adjectives, "and" in the end - Ed subject is "people" adjectives. Then, the author gives examples of this again, how long will it take to get an person, finally further student summarize this two kinds of words in essence, can be summarized as follows: to - ing form at the end of the adjectives express "is...", but in the end - Ed form adjectives express "feel..." meaning. Combined with practice, students of these easily master the usage of the words.
Third, vocabulary teaching achievement
Students understand the word meaning and usage of vocabulary learning just completed the first step. Vocabulary learning is the ultimate goal is to let students use these words, only through a certain amount of exercise, can let students will use the vocabulary learned. At the same time, the vocabulary learning is probably not once, for a period of time don't forget to fight and "forgotten" is often review. Therefore, practice and review vocabulary teaching achievement is neglected.
1 set contextual help students further understanding and practice
"Practice" is a purpose, a step-by-step and guidance of the activity, it is not simple mechanical repetition. Only in practice can test the learning effect, can find out the problem. To learn vocabulary will need to have enough time to practice and practice. Practice in time there should be proper allocation. Generally speaking, the proper dispersion than excessive concentration exercises practice. About the way of practice, teachers should according to the teaching goal, choose suitable type, and try to make it diversification.
2 supervise students often review, consolidate the memory of vocabulary
English subjects because of its characteristics, students need often review. YiBinHao curve, tell us, forgotten must guide the student to review vocabulary learned timely consolidated. Teachers should help students first time to review, rational distribution in recitation, often review, it is necessary to avoid forgetting. Review the words when must pay attention to the relation between vocabulary. If only one word as isolated from each other's language units to learn, that would be "of forest", memory is difficult. The words for scientific classification, can not only help memory, also can cause lenovo, stimulate the student interest. As we can "see" the vocabulary attributed to look, watch, gaze, glance, glare, stare glimpse, etc. Regular review can make students and relatively complete vocabulary system formed. Therefore, in vocabulary teaching, organize the student to review, in order to strengthen in memory, deepen their understanding and consolidate the new words.
Anyhow, vocabulary teaching is the important content of English teaching. Teachers should follow the rules in cognition premise, combining the teaching contents and students' practical, exploring creatively, vocabulary teaching strategy selection and use of vocabulary teaching methods, and make the students master the knowledge of English and improve students' ability of using English.
