初中英语词汇教学中合作学习特征及方法.doc

初中英语词汇教学中合作学习特征及方法摘 要： 目前，在外语教学界涌现了很多关于词汇教学策略和如何提高词汇教学和记忆效果的研究。在这些研究中，尤其以合作学习这种方式为大多数人所认可，作为协作形式的合作学习是“共同学习以完成共有的目标”（Johnson Johnson, 1989）。这种学习方式成为了中国新课程改革的重心之一，而新英语课程标准更是呼吁培养学生的合作精神。本论文首先给出了合作学习的定义，重点研究了中学阶段合作学习的特征及其主要方法。总之，合作学习教学方法可以大大提高学生对词汇的记忆和理解，对促进英语词汇教学质量有重要意义。 关键词： 合作学习； 合作学习的特征； 合作学习的方法 中图分类号： G622.41 文献标识码： A 文章编号： 1009-8631（2010）08-0117-03 1. Background and Current situation Open almost any recent EFL/ESL textbook in China, and you will undoubtedly find some version of this: “Work in groups. Discuss…”or “With your partner, exchange…”or “In pairs, practice…”Thus, it seems that pairs and groups have taken over the field. Indeed, pairwork and groupwork are not just for speaking or conversations any more, but for the four basic skills of learning English “listening, speaking, reading and writing” However, the communicative competence has valued learners’ speaking skills a lot, so few students are in need of the motivation of their vocabulary learning; besides, there are some teaching material problems existing in junior middle schools. With regard to vocabulary learning, the present situation is that it is difficult for Chinese students to deliver themselves of what they think. In China, students learn English as a foreign language and a compulsory class. It is well known that the juniors have to face the High School Entrance Examination . According to the New Standard English Curriculum, they need to learn how to use more than 1, 000 words and 300 useful expressions during their junior middle school years. It is a great challenge for them. Just as we all know, Vocabulary plays a decisive role in learning English. “No matter how well the student learns grammar, no matter how successfully he masters the sounds of L2 (the second language), without words to express a wide range of meanings, communication in that language cannot happen in any meaningful way.” The renowned lexicologist McCarthy (1990: viii) asserts. As mentioned above, th