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【Abstract】English vocabulary is one of three essential factors that compose English language knowledge. Vocabulary is the foundation of all language skills and is the very afflicting part that English learners may confront at the very beginning. Without the foundation of vocabulary, one cannot make a progress in listening, speaking, reading and writing. The thesis presents some effective ways of teaching vocabulary, like extensive reading, paraphrase, contextual guessing, collocations, word formation and brainstorming to build word network. At last, the thesis draws a conclusion: If we optimize the methods and make efforts to create a good learning atmosphere, we are bound to gain twice the result with half the effort, and enlarge students’ vocabulary.
【Key words】English vocabulary; teaching methods; effective strategies
Chapter One PROBLEMS IN CURRENT ENGLISH TEACHING AND LEARNING
1.1 Problems of Learners
In the process of learning vocabulary, there are some typical problems. First of all, students learn vocabulary in a slow rate and the effect is not obvious. Secondly, it is easy to forget what have been learned. Thirdly, students are not conscious enough. Fourthly, students cannot use what they’ve learned properly and flexibly.
1.2 Problems of Instructors
Vocabulary teaching in English class is also problematic.
The first problem is that the teaching method is single and boring, and it is hard to interest or activate students. The second problem is that there are no priorities in vocabulary teaching. The third problem is that the ways of evaluation cannot truly reflect students’ real situation of vocabulary learning.
1.3 Necessity for vocabulary strategy training
Learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area. Language learning strategies are behaviors or action which learners use to make language learning more successful, self-directed and enjoyable.
Chapter Two
EFFECTIVE VOCABULARY TEACHING AND LEARNING STRATEGIES
2.1 Extensive Reading
Extensive readings provides quick and general coverage while intensiveness promotes in depth and focused knowledge acquisition, both have its merits depending on circumstances. It cannot be said which one is superior or preferred; one has to take into account the purpose of reading in a particular context. 2.2 Paraphrase
Paraphrasing is a valuable skill because there are so many reasons. Firstly, it is better than quoting information from an undistinguished passage. That’s reason is quite for students to build vocabulary. Secondly, it helps you control the temptation to quote too much. Thirdly, the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
There are many steps for us to improve our paraphrasing skills. First, reread the original passage until you understand its full meaning. Second, set the original aside, and write your paraphrase on a note card. Third, jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
2.3 Contextual Guessing
Contextual meaning is the meaning a word has in a context. That is, the meaning a word has within a particular sentence. When students read passages or texts，they would often meet some unfamiliar words. It is not necessary to look up every word that is unknown.There are some useful ways offered: the meaning of the unknown words can be seen from some clues: that is, i.e, or, in other words, - , that is to say, that means, for example, for instance, etc.
When guessing the meaning of an unknown word, we should take the following steps: First, look at the unknown word, is it a noun, a verb, an adjective, or an adverb？Then, look at what it describes; is it a person, a thing, an animal, a plant and what verbs near it？Third, look at the relationship between the clauses or sentence containing the unknown word, sometimes the relationship will be signaled by a conjunction, i.e. but, however, likewise, in other word, etc. Finally, check if your guess is correct.
2.4 Brainstorming to Build Word Network
The teacher can use the technique of brainstorming to associate one word with others. Teachers can write a single word in the center of the blackboard，and ask students to brainstorm all the words they can think of that are connected with it.
In a word, vocabulary is a language area that needs to be further studied for English learners. Students need to develop independent learning strategies that help them to enlarge their vocabularies both in and out of the classroom.
Therefore, in English Vocabulary Teaching and Learning, much attention should be paid to the training of the learners’ ability of learning and using English. Vocabulary training should be reinforced all the time so as to make students pronounce a word correctly, spell it correctly and understand its meaning well. If the students master the methods to learn the words in a simple but scientific way, they can acquire vocabulary effectively. Their study interest can be generated and learning efficiency can be improved. References：
[1]Allen,V.F.(2002).Techniques in Teaching Vocabulary.Shanghai: Shanghai Foreign languages Education Press.
[2]Ellis,R.(1988).The Study of Second Language Acquisition.Shanghai:Shanghai Foreign language Education Press.
[3]Harmer,J.(1991).The Practice of Language Teaching.London:Longman.
[4]Leech,J.(1981).Semantics.London:Cambridge University Press.
[5]McNamara,T.R.(1995).Modelling performance:opening Pandora’s box.Applied Linguistics 16(2),95-115.
[6]Mien,(1983).A general course of English Lexicology.Oxford:Oxford University Press.
[7]Qiu,S.D.[邱述德].英語歧义[M].北京:商务印书馆,1998.
[8]Rivers,(1983).Lexicology.Shanghai:Shanghai Foreign languages Education Press.
[9]Saonaoui,(1995).Approaches to Vocabulary Learning.Shanghai:Shanghai Foreign languages Education Press.
[10]Wang,R.P.[汪榕培],(1997).A general course of English Lexicology.Beijing:Foreign language Teaching and Research Press.
[11]Zhang,W.Y.[张维友],(1999).English Lexicology.Beijing:Foreign language Teaching and Research Press.
【Key words】English vocabulary; teaching methods; effective strategies
Chapter One PROBLEMS IN CURRENT ENGLISH TEACHING AND LEARNING
1.1 Problems of Learners
In the process of learning vocabulary, there are some typical problems. First of all, students learn vocabulary in a slow rate and the effect is not obvious. Secondly, it is easy to forget what have been learned. Thirdly, students are not conscious enough. Fourthly, students cannot use what they’ve learned properly and flexibly.
1.2 Problems of Instructors
Vocabulary teaching in English class is also problematic.
The first problem is that the teaching method is single and boring, and it is hard to interest or activate students. The second problem is that there are no priorities in vocabulary teaching. The third problem is that the ways of evaluation cannot truly reflect students’ real situation of vocabulary learning.
1.3 Necessity for vocabulary strategy training
Learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area. Language learning strategies are behaviors or action which learners use to make language learning more successful, self-directed and enjoyable.
Chapter Two
EFFECTIVE VOCABULARY TEACHING AND LEARNING STRATEGIES
2.1 Extensive Reading
Extensive readings provides quick and general coverage while intensiveness promotes in depth and focused knowledge acquisition, both have its merits depending on circumstances. It cannot be said which one is superior or preferred; one has to take into account the purpose of reading in a particular context. 2.2 Paraphrase
Paraphrasing is a valuable skill because there are so many reasons. Firstly, it is better than quoting information from an undistinguished passage. That’s reason is quite for students to build vocabulary. Secondly, it helps you control the temptation to quote too much. Thirdly, the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.
There are many steps for us to improve our paraphrasing skills. First, reread the original passage until you understand its full meaning. Second, set the original aside, and write your paraphrase on a note card. Third, jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
2.3 Contextual Guessing
Contextual meaning is the meaning a word has in a context. That is, the meaning a word has within a particular sentence. When students read passages or texts，they would often meet some unfamiliar words. It is not necessary to look up every word that is unknown.There are some useful ways offered: the meaning of the unknown words can be seen from some clues: that is, i.e, or, in other words, - , that is to say, that means, for example, for instance, etc.
When guessing the meaning of an unknown word, we should take the following steps: First, look at the unknown word, is it a noun, a verb, an adjective, or an adverb？Then, look at what it describes; is it a person, a thing, an animal, a plant and what verbs near it？Third, look at the relationship between the clauses or sentence containing the unknown word, sometimes the relationship will be signaled by a conjunction, i.e. but, however, likewise, in other word, etc. Finally, check if your guess is correct.
2.4 Brainstorming to Build Word Network
The teacher can use the technique of brainstorming to associate one word with others. Teachers can write a single word in the center of the blackboard，and ask students to brainstorm all the words they can think of that are connected with it.
In a word, vocabulary is a language area that needs to be further studied for English learners. Students need to develop independent learning strategies that help them to enlarge their vocabularies both in and out of the classroom.
Therefore, in English Vocabulary Teaching and Learning, much attention should be paid to the training of the learners’ ability of learning and using English. Vocabulary training should be reinforced all the time so as to make students pronounce a word correctly, spell it correctly and understand its meaning well. If the students master the methods to learn the words in a simple but scientific way, they can acquire vocabulary effectively. Their study interest can be generated and learning efficiency can be improved. References：
[1]Allen,V.F.(2002).Techniques in Teaching Vocabulary.Shanghai: Shanghai Foreign languages Education Press.
[2]Ellis,R.(1988).The Study of Second Language Acquisition.Shanghai:Shanghai Foreign language Education Press.
[3]Harmer,J.(1991).The Practice of Language Teaching.London:Longman.
[4]Leech,J.(1981).Semantics.London:Cambridge University Press.
[5]McNamara,T.R.(1995).Modelling performance:opening Pandora’s box.Applied Linguistics 16(2),95-115.
[6]Mien,(1983).A general course of English Lexicology.Oxford:Oxford University Press.
[7]Qiu,S.D.[邱述德].英語歧义[M].北京:商务印书馆,1998.
[8]Rivers,(1983).Lexicology.Shanghai:Shanghai Foreign languages Education Press.
[9]Saonaoui,(1995).Approaches to Vocabulary Learning.Shanghai:Shanghai Foreign languages Education Press.
[10]Wang,R.P.[汪榕培],(1997).A general course of English Lexicology.Beijing:Foreign language Teaching and Research Press.
[11]Zhang,W.Y.[张维友],(1999).English Lexicology.Beijing:Foreign language Teaching and Research Press.