英语学困生的单词教学策略的研究

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Abstract This paper aims at research on vocabulary teaching strategies for English underachievers and helping them learn English vocabulary in an efficient way. According to the recent researches on vocabulary teaching strategies, the author have found that teaching vocabulary is of essence, which has a positive influence on students’ reading comprehension and writing skills. Therefore, lots of researches are done to find the most efficient ways to improve English underachievers’ vocabulary, such as learning in context, phonics, mind mapping and so on. Based on these researches, the author will aim at finding the most suitable way for those underachievers to learn vocabulary. 51721

Key words：English underachievers, vocabulary teaching, improve, efficient

针对英语学困生的单词教学策略的研究

摘要本篇论文致力于研究针对于英语学困生的单词教学策略，并帮助他们找到一种有效的方式来扩大和夯实英语词汇量。根据最近一些关于单词教学策略的研究，作者发现单词教学十分重要，因为它对学生的阅读理解和写作技能都有积极的影响。因此，很多研究已经找出了一些能帮助英语学困生提升词汇量的方法，比如情景教学，自然拼读，思维导图等等。基于这些研究，作者将找到较适合作者所面对的英语学困生的英语教学策略并帮助他们。

毕业论文关键词：英语学困生；单词教学；提升；有效；

Contents

Abstract III

摘要 III

1.Introduction 1

1.1 Background 1

1.2 Content of the research 2

2.Literature Review 2

2.1 Vocabulary knowledge 3

2.1.1 Pronunciation and Spelling 3

2.1.2 Grammar 3

2.1.3 Word Formation 3

2.2 Vocabulary teaching strategies 3

2.2.1 Teaching vocabulary in context 3

2.2.2 Semantic Mapping Technique 4

2.2.3 Teaching vocabulary through stories 4

2.2.4 Phonics 4

2.3 The definition of English underachievers 5

3.Method 5

3.1 Participants 5

3.2 Procedures 6

4.Results 7

4.1 Data Analysis 7

4.2 Mistake Analysis 9

5.Conclusion 10

6. Discussion 10

7.References 11

8.Appendix 11

8.1 Words of Unit 4 11

8.2 Words of Unit 5 12

8.3 Words of Unit 6 12

1.Introduction

1.1 Background

When the author served as an intern at Linping NO.3 Middle School, he was distributed as an English teacher of two experimental classes. At that time, the author found a problem that some students could not spell words according to how words pronounce, and they just spell these words casually without any thinking, which is found when they did dictation work. Therefore, the author assumes that some of them didn’t have a good master of English phonetic symbols when they were in primary school and they cannot build relationship among pronunciation, word formation and meaning successfully, which heavily influences their output. Since vocabulary is the essential element of English learning, it’s of necessity for us English teachers to take different teaching strategies to help students, especially English underachievers to learn and consolidate vocabulary more easily.