4vocabulary.docx
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4vocabulary.docx
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4vocabulary
Unit4Vocabulary
I.Howmanyandwhichwordstolearn
AccordingtotheteachingsyllabusforEnglishmajors,8,000wordsarerequiredforthefreshmenandsophomores(thebasicstage),andmore4000-5,000forjuniorandseniorstudents.Thewordsintheteachingsyllabusandappearedinourtextbooksareourtargetsandneedourcloseattention.Astothewordsappearedinthematerialsthatwechooseforextrastudy,weshouldhavesomecriterionstodecidewhetherweshouldmemorizethemornot.Thecriterionsareprobablydifferentfordifferentlearners,butusuallywesticktothefollowingstandards:
1.“Interest”principle(趣味性原则)
Ifthelearnerisinterestedinacertainword,hecanwritedownthewordinhisnotebookandrememberit.Aslongasthelearnerhasinterestinit,itispossibleforhimtorememberitnomatterhowharditis.
2.Theorderofverbs,nounsandmodifyingwords(以动词、名词、修饰词为次序的原则)
Themainelementsofasentenceissubject,predicate,andobjectamongwhichpredicateisthecore/nucleusofasentence.Usuallythepredicateisaverb,andthesubjectandobjectarenouns.Ifweknowthemeaningsoftheverbsandnouns,wecangraspthemainideaofthesentence.Theadjectivesandadverbswhichusuallyactasattributivesandadverbialsarecalledmodifyingwords.Theorderofmemorizingwordsisverbs,nounsandmodifyingwords.Verbisthemostimportantpartofasentence.Ifwecanuseaverbeffectively,thewholesentencewillbesuccinct,simpleandplain.Forexample:
Ihaveaheartydislikeforcrime.
Iabhor(hate)crime.
Hereoneverb‘abhor’canreplacefivewords‘haveaheartydislikefor’.Therefore,toexpand/develop/increasethesizeofverbsiscriticallyimportanttoexpressone’sidea.
3.Frequentexposureandrepetition(复现率高的原则)
Ifawordappearsrepetitively,itshowsthatitisawordofhighfrequencyandiscommonlyused,soitisnecessaryforustorememberitconsciously.
4.Thetransferfromthepassivetotheactive
Afterhavingchosenthewordsthatneedtoberemember,wecanfirsttrytorememberitasapassiveword,thatistosay,trytorememberitsprimarymeaning.Whenwemeetitforthesecondtime,wecanrememberitasanactiveword,thatistosay,trytogetmoreknowledgeabouttheword.
II.Thedifferencebetweenpassive/receptivevocabularyandactive/productivevocabulary
Wecanlearnallthesounds,pronunciationrulesandevengrammarrules,butitisimpossibleforustoknowallthewordsinEnglish.LetaloneEnglishlearners,itisequallyhardforthenativespeakerstoachievethis.Itisthesameforus,theChinesespeakers.ItisimpossibleforustoknowalltheChinesecharacters.Sincewecannotlearnallthewords,soweshouldtrytospendourlimitedtimeinlearningthemostusefulwords.
Ifweanalyzethewords,wewillfindthatwecanrecognizesomewordsinreadingandlistening(Ifotherssayoutthewordsorthewordsappearinwrittenform,wecanunderstandthem),butwecan’tuseitfreelyinspeakingandwriting.Forotherwords,wecannotonlyrecognizeandunderstandthem,butalsocanusethemfreely.Thefirstkindiscalledpassiveorreceptivevocabularyandthesecondiscalledactiveorproductivevocabulary.Generallyspeaking,one’sreceptivevocabularyismuchlargerthanproductivevocabularyandthereceptionprecedesproduction.
Forthepassivevocabulary(sizeorbreadth),itisenoughforustoknowitsprimarymeaning,butfortheactiveword(qualityordepth),itisnecessaryforustoknowthefollowing:
1.Theformsofaword:
includingthespokenformandthewrittenform,namely,howdifferentformsofthewordarepronouncedandspelled;
2.Themorphologicalproperties(grammaticalbehavior)oftheword:
theword’sstem,itscapabilityofinflection,derivation,andotherwordformationdevices,anditspossiblepartsofspeech;
3.Thesyntacticproperties:
theword’spossiblepositionsanditssyntagmaticrelations,includingcollocationalrelations,withotherwordsinasentence;
4.Themeaningoftheword:
notonlyidentificationofthedenotative(conceptual)meaningofawordincontext,butalso,whereapplicable,knowledgeofconnotations(associations),aswellaspolysemy,antonymy,synonymy,andotherparadigmaticrelationsthewordmayhave;
5.Thestylisticregisterconstraintsordiscoursefeaturesoftheword:
includingpossibleadherencetoastylistic,social,orregionalvariety,andthefield,modeandmannerofdiscourseconcerningtheapplicationoftheword;(e.g.ask—informal,require—formal)
6.Thefrequencyofthewordinthelanguage,orwhetherthiswordisacommonlyusedwordoronethatappearsonlyinsomespecializedtexts.
III.Approachesoflearningvocabulary
Inanywell-structuredvocabularyprogramthereneedstobethepropermixofexplicitlearningandactivitiesfromwhichincidentallearningcanoccur.Withbeginners,itisprobablynecessarytoexplicitlylearnallwordsuntilstudentshaveenoughvocabularytostartmakinguseoftheunknownwordstheymeetincontext.Butbeyondthismostbasiclevel,incidentallearningshouldbestructuredintotheprograminaprincipledway.Itisimportantforatleasttworeasons:
meetingawordindifferentcontextsexpandswhatisknownaboutit(improvingqualityofknowledge),andtheadditionalexposureshelpconsolidateitinmemory.Takingaincrementalviewofvocabularyacquisition,suchelaborationandconsolidationarebothcrucial.Explicitapproachestovocabularylearning,whetherteacher-ledinaclassroomorthroughself-study,canonlyprovidesomeelementsoflexicalknowledge.Evenlexicalinformationamenabletoconscious,suchasmeaning,cannotbetotallymasteredbyexplicitstudy,becauseitisimpossibletopresentandpracticeallofthecreativeusesofawordknowledge,suchcollocation,registerconstraints,andfrequency,canonlybefullygraspedthroughnumerousexposures.Therefore,explicitandincidentalapproachesarebothnecessaryinthecourseoflearningvocabulary,eachwithitsownstrengthsandweaknesses.
A.Explicitapproach
Traditionalapproachestovocabularyteachinghaveunsurprisinglyfocusedonactivitiesfortheexplicitstudyofvocabulary.Somescholarexaminesexplicitvocabularylearningandhighlightsanumberofkeyprinciples:
●Buildalargesightvocabulary
●Integratenewwordswiththeold
Thebestwaytoremembernewwordsistoincorporatethemintolanguagethatisalreadyknown.Theprincipleofintegratingnewknowledgeintooldissowidelyacceptedasabasicrequirementoflearning,thatlearningitselfcaninsomerespectsbeconsidereda‘problem-solvingexerciseinwhichoneattemptstofindthebestwayofmappingnewlearningontoold’.Old-establishedwordsarepartofarichnetworkofinterwovenassociations.Ifnewwordscanbeintegratedintothisnetwork,thoseassociationscanfacilitatetheirrecall.Conversely,awordwhichhasnotyetbeenintegratedwillhaveonlyitsindividualfeaturestoaidthestudentinitsretrieval.(examples)
●Wordswhichareverysimilarshouldnotbelearnedatthesametime
Integratingnewwordswitholdisoftendonebysomeformofgroupingsimilarwordstogether.However,iftwoormoresimilarwordsareinitiallytaughttogether,itmightactuallymakethemmoredifficulttolearn.Theisbecausestudentslearnthewordformsandlearnthemeanings,butconfusewhichgoeswithwhich(cross-association).Withapairlikeleftandright,learnersoftenconfusewhichwordappliestowhichdirection.Theproblemisthatthewordsaretoosimilar,withallthesemanticfeaturesbeingthesameexceptfor‘direction’.Inadditiontoleaningthemeaningsofthetwowords,thelearnerhastheadditionalburdenofkeepingthemseparate.Antonymsareparticularlypronetocross-association,becausetheytendtocomeinpairslikedeep/shalloworrich/poor,butsynonymsandotherwordsfromcloselyrelatedsemanticgroupings(e.g.,daysoftheweek,numbers,foods,clothing)arealsoatrisk.This‘principleofinterference’appliestoformalsimilaritiesaswell.Ifaffectandeffectaretaughttogether,theyarelikelytobecomecross-associatedinthelearner’smind.Researchesshowthatwordsthatarestronglyassociatedwitheachother,suchasantonyms,aremoredifficulttolearntogetherthanwordsthathadweakconnections,ornorelationshipatall.Onewaytoavoidcross-association/avoidinterferencebetweentwosimilarwordsistolearnthemorefrequentofusefulwordofapairfirst(e.g.,deep),andonlyafteritiswellestablishedintroducingitspartner(s)/andonlyintroducetheseconditemafterthefirsthasbeenfirmlyacquired(e.g.,shallow).
●Organizedmaterialiseasiertolearn
Itismucheasiertolearninformationthatisorganizedinsomewaythantorememberunrelatedelements.Forexample,whichofthefollowinglists,consistingofthesamenumbers,wouldbeeasiertolearninorder?
a.7,3,9,6,1,8,2,4,0,5
b.0,1,2,3,4,5,6,7,8,9
Thereisavarietyofwaysinwhichwordscanbeorganizedtofacilitateleaning,forinstance,assynonymsandantonyms,partsofspeechorsemanticmap.(example:
semanticmapof‘hair’)
●Facilitateimaging(‘hair’,establishtheassociationamongtheform(pronunciationandspelling),themeaningandtheobject)
●Knowingawordentailsmorethanjustknowingitsmeaning
Exceptforthemeaning,severaladditionalkindsofwordknowledgearenecessaryforEnglishlearners(seepartII).Theseincludeknowledgeaboutaword’sform(spellingandpronunciation),itsgrammaticalcharacteristics,itsrootformandderivatives,itsfrequency,itsrelationshipstoothersemanticconcepts,namely,associations(diamond:
hard,wedding,expensive)
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