PPT_基于叙事教学法的高中英语词汇研究.docVIP

第十一部分PPT内容: Chapter Two: Literature Review Vocabulary teaching is always key point of high school English teaching. Many studies about it have been done. This chapter aims to extend researches. 第十二部分内容： 2.1 Related Researches of Vocabulary Teaching 2.1.1Researches of Vocabulary Teaching at Home 第十三部分内容：（内容很多，可能要做好几张PPT，你安排吧） 2.1.2 Researches of Vocabulary Teaching Abroad (1) The Direct Method It is first developed in the United States in the late 1880s. The guiding principle of this method was to teach second language in the way people acquire their native language, translation or native language being forbidden in the teaching process. This method did help to improve students’ language sense and their applicative competence, especially in listening and speaking. However, the weakness in this method is that the complex or abstract ideas can not be taught easily. So the vocabulary would be limited to daily vocabulary, and would do little to help enlarge students’ vocabulary. (2) The Context Method The context is the relations between words, phrases, sentences and discourse. Nation and Coady(Cater McCarthy, 1988:97-110) studied the relation between vocabulary and reading. They pointed out that learning vocabulary through context is to let the students guess the meaning of the new words. Nattinger (Carter McCarthy, 1988:63) studied the clues given by the context and suggested there are three types of contextual clues: the theme of the article; the context or other words; grammatical structure, the intonation or even the punctuation marks. However, some linguists are opposed to his approach, the reasons are as follows: guessing sometimes may be wrong; and even the students guess right, they don’t know the word’s collocation, its usage etc. (3) Categorizing Method Madden(2004) put forward that the teacher should teach the new words according to the need. If teachers use a single vocabulary teaching method in vocabulary teaching, it will inevitably aff