英語詞匯學(xué)習(xí)策略論文

1、zhejiang normal university英語本科生期末課程論文論文題目：my english vocabulary memorizingproblems and strategies我的英語詞匯記憶困難和策略課程名稱：英語學(xué)習(xí)策略學(xué)生姓名：來華 學(xué)號:11890306院 系：初陽學(xué) 院英語試驗(yàn)班班 級： 英語113班 序號:06任課教師：付安權(quán) 職稱:副教授提交時(shí)間：2011 年1月 5 日成 績：目錄abstract11. introduction22. problem i meet in vocabulary learning32 1 failing to memorize e

2、nglish words by a vocabulary book32.2 confused in so many words33. learning a certain amount of vocabulary34. root, stem, base45. affixation45.1 prefixation55.1 1 negative prefixes5512 reversative or privative prefixes6513 pejorative prefixes6514 prefixes of degree or size6515 prefixes of orientatio

3、n and attitude6516 locative prefixes75.1.7 prefixes of time and order7518 number prefixes7519 conversion prefixes75.1.10 miscellaneous prefixes75.2 suffixation8521 denominal noun suffixes85.2.2 deverbal nouns suffixes85.2.3 de-adjective nouns suffixes95.2.4 noun and adjective suffixes95.2.5 adjectiv

4、e suffixes96. strategies and skills in vocabulary memorizing961 organize vocabulary106.2 remembering words by morphological structure106.3 schematic learning106.4 word sets and word associations106.5 learning by lexical phrases116.6 read as much as i can116.7 make vocabulary cards126.8 carry a pocke

5、t dictionary126.9 guess the words9 meaning137. conclusion13works cited14lai huaabstract: with the high-speed development of society, english has already become a universal language and learning english is the basic requirement to college students, especially for us english-major students. because vo

6、cabulary learning is one of the key factors in english learning, almost every student, including me, face with difficulties in vocabulary learning and i am always worried and anxious about enlarging my vocabulary, so this paper focuses on my problems and primarily the strategies in vocabulary learni

7、ngkey words: english vocabulary, memorizecy 2011 (03) (english) lai hua1. introductionall the words in a language make up what is generally known as its vocabulary. the term 'vocabulary9 is used in different senses. not only can it refer to the total number of the words in a language, but it can

8、 stand for all the words used in a particular historical period, e.g. old english vocabulary, middle english vocabulary and modern english vocabulary. we also use it refer to all the words of a given dialect, a given book, a given discipline and the words possessed by an individual person. english i

9、s one of the worlds highly developed languages. naturally the vocabulary is one of the largest and richest. the general estimate of the vocabulary is over one million words.vocabulary is one of the three key factors on language learning. it is the basic to make sentences and express thoughts and mea

10、nings, and a key requirement of language communication, so a big amount of stable vocabulary of my own is significant and essential. famous learner wilkin (1972) said that without grammar, very litter can be conveyed, without vocabulary, nothing can be conveyed lexist mccarthy (1990) said that no ma

11、tter how well the student learns the grammar, no matter how successfully he masters the sounds of the second language, without words to express a wide range of meanings communication in that language carf t happen in any meaningful way.as english major, i really feel the significance of vocabulary l

12、earning in language. i am eager to learn english well, so i study hard and try my best to command the language. but i feel puzzled by the big amount of english vocabulary and feel the high pressure of commanding so many words at the first class when i enter zhejiang normal university. english majors

13、 are asked to pass tem-4, that is, we must have at least 13,000-16,000 words before we graduate, or, we will not be allowed graduating but when i took the college entrance exam, i only know about 2000 words, only 1200 of which are high frequency words. there will be great efforts to pay in my way of

14、 vocabulary memorizing.in order to solve these problems, many learners and researchers studied very hard, so now there are many achievements solving these problems now. but every english learner has to know which ways that suits him and which method he should adopt in particular period. so many lear

15、ning and teaching strategies have been written, and it seems impossible for teachers and students to know and use all of them probably all of them can not work in all contexts- in fact, good language learners use the very same strategies as bad language learners. but know when to use them and its pu

16、rpose. however, some may work better in efl context than in efl (english as second language) context, and students who need to prepare themselves for academic work but not for those who need english for survival skills. some may work in both contexts. in this section, vocabulary-learning strategies

17、will be explored.2. problem i meet in vocabulary learningin practical learning, college students will meet a lot of problems, for we know that after we enter our universities, one of the main tasks of english learning is commanding large amount of vocabulary. for we know english major ought to know

18、8,000 words when we are sophomore. others should know at least 4,000 words when they graduate, so the vocabulary memorizing becomes the biggest problem in english learning. it is really a big problem for me to memorize english words.2.1 failing to memorize english words by a vocabulary booki used to

19、 carry a vocabulary book everywhere i went and tried to remember fifteen words every day. but because of the classes, heavy homework and many activities, i didnt manage to fulfill my promise. after this failure, i think that my strategies and skills to command english vocabulary.2.2 confused in so m

20、any wordsi think that i know a lot of words. in fact, i didnt really command them, because i dorf t know how to use them, use them in what kinds of contexts. usually i want to recite a lot of words before exams, they dorf t analyze them, just try to remember how to spell and what their meanings are

21、as more as i can, but these words will escape from my memory soon. so i can't say that i have already mastered them.3. learning a certain amount of vocabularyalthough the amount of english vocabulary is very big, very few of them are used in native english speakers9 daily life. like other words

22、in the basic word stock, native ones are most frequently used in everyday speech and writing. its use is perhaps just the opposite of its numbe匚 native words in use run usually as high as from 70 to 90 percent. for these high-frequency words, only knowing their literal meaning is not enough, we shou

23、ld master them. what is mastering a word?learning vocabulary is a very complex process. in learning a word, the learner develops the native-speaker-like ability to:(1) understand the word both in written and spoken form;(2) recall it when needed;(3) use it with the correct meaning;(4) use it in the

24、appropriate grammatical form, for example, the rules of verbs, the countable and uncountable of nouns;(5) pronounce it correctly;(6) use it in correct collocations, for example, we all know that "tremble'，and "quiver” have the same meanings, but we usually say that tremble with fear an

25、d quiver with excitement;(7) spell it coitectly;(8) use it at the appropriate level of formality, e.g. workworker, working, workable, workman, workbook and so on(9) know its positive or negative associations,(10) know its culture and its origin, eg pen means feather, and for feather we used to write

26、 at time.of course, this list is an idealization. in actual efl learning situation, particularly in the case of chinese adult learners, not all the points are essential to everybody, considering their various commitments, time-investment, context, and most important of all, real needs. so we should

27、consider some techniques and strategies appropriate to autonomous vocabulary development. the learner will identify needs, define objectives, obtain materials, select-techniques and evaluate progress. the college students only need to master a certain amount of vocabulary in specific periods and its

28、 workable analysis.4. root, stem, basebefore we begin our actual discussion of word-discussion of word-building processes, there are some basic concepts that need clarifying. the process of derivation and compounding involve different word-forming elements affixes and root or stem or base. indeed, s

29、ome people use root or stem indiscriminatingly on all occasions. but these three terms are not the same, and they denote to a greater or lesser degree different concepts despite the semantic overlapping between them.a root is the basic forms of a word which can，t be further analyzed without total lo

30、ss of identify (crystal 1985).a stem may consist of a single root morpheme as in iron or of two root morphemes as in a compound like handcuff. it can be a root morpheme plus one or more affixational morphemes as in mouthful, understatement.a base is used in this book as an all-purpose term, referrin

31、g to a form to which affixes of any kind (both derivational and inflectional) can be added5. affixationaffixation is generally defined as the formation of words by adding word-forming or derivation affixes to bases.5.1 prefixationprefixation is the formation of new words by adding prefixes to bases.

32、 prefixes do not generally change the word-class of the base but only modify its meaning. at the same time, for ease of access, the affixes in each set are arranged in alphabetical.5.1.1 negative prefixesa- meaning 'not, without, opposite to9 as in apolitical, asexual, atypical, asocial, amorald

33、is- meaning 'not, the converse of5 as in disobey, discredit, disloyal, disorder, disuse, disagreein- (il，ir，im-) same meaning as for dis- as in inaudible, injustice, illiterate, illegitimate, irresistible, irresponsibility, improbable, immaturenon- meaning 'not： a productive affix expressing

34、 the idea that a person or thing does not have the qualities or characteristics referred to, as in non-classical, non-smoker, non-violence, non5.1.2 reversative or privative prefixesde- meaning "reversing the action, depriving of productive affixes, as in decentralize, demystify, dehumanize, de

35、forestation. it can be fixed to nouns to form verbs, a characteristic absent from most prefixes as in deice, defeated debug, and decaldis- meaning "reversing the action9, with verbs as in disallow, dispossess, disunite; also meaning 'lacking with adjectives, e.g. disinterested, discoloredun

36、- same meaning as for with verbs as in unplug, unlock, unwrap; but meaning "depriving of, releasing from' in limited use with nouns to make verbs, e.g. unseat, unhorse, unmask5.1.3 pejorative prefixesmal- meaning "badly, bad，added to verbs, participles, adjectives, and abstract nouns,

37、e.g. maltreatmis- meaning "wrongly, astray added to verbs, participles, and abstract nouns, e.g. misinterpretpseudo meaning 'false, imitation e.g. pseudo-scientific5.1.4 prefixes of degree or sizearch- meaning 'supreme, most with human nouns, e.g. archbishopco- meaning jointly, on equal

38、 footing e.g. cohabitextra- meaning 6very e.g. extra-brighthyper- meaning "extreme e.g. hyperactivemacro- meaning 'large： e.g. macrocosmmicro- meaning "very small，e.g. microwavemini- meaning 'little： e.g. mini-marketout- meaning "surpassing e.g. outliveover- meaning 'exces

39、sive9 e.g. over-anxioussub- meaning "secondary, less important5, e.g. sub-headingsuper- meaning "more than, beyond, very special', e.g. superhumansur- meaning "over and above； e.g. surpassultra- meaning 'extreme： e.g. ultra-feminineunder- meaning "insufficient, beneath e.

40、g. underpay5.1.5 prefixes of orientation and attitude anti- meaning "against, opposed to e.g. anti-abortion contra- meaning "opposite, contrasting e.g. contrcidistinctioncounter- meaning "against, in opposition to e.g. counter-offerpro- meaning "for, on the side of e.g. pro-stude

41、nt5.1.6 locative prefixesextra- meaning 'outside', e.g. extra-curricularfore- meaning "front part of e.g. forearminter- meaning "between, among e.g. inter-cityintra- meaning 'within，e.g. intra-classsuper- meaning 'above e.g. superscripttele- meaning 'distant； e.g. teles

42、copetrans - meaning "across, from one place to another e.g. transcitlantic5.1.6 prefixes of time and orderex- meaning 'former e.g. ex-husbandfore- meaning "before e.g. fore-wordpost- meaning 6after e.g. post-electionpre- meaning "before, in advanced e.g. pre-trialre- meaning '

43、again, back； e.g. remarriage5.1.7 number prefixesbi-, di- meaning 'two9 as in bicyclemulti-, poly- meaning "many9 as in multi-purpose, polytechnicsemi-, demi-, hemi- meaning 'half，as in semi-naked, demigod, hemispheretri- meaning "three9 as in triangleuni-, mono- meaning "one&

44、quot; as in unisex, monorail5.1.8 conversion prefixesci added to verbs to produce predicative adjectives, e.g. asleepbe- with nouns to form transitive verbs, e.g. befrienden- (em-) chiefly with nouns or adjectives to create transitive verbs, em- occurring to words beginning with / p, b, m /, e.g. en

45、danger, embitter5.1.9 miscellaneous prefixesauto- meaning 'self' with nouns and adjectives, e.g. autosuggestionneo- meaning "new, revived e.g. neo-nazipan- meaning "all, the whole of e.g. pan-continent al proto- meaning "first, original，e.g. proto-horse vice- meaning 4deputy e

46、.g. vice-provost5.2 suffixationsuffixation is the formation of new words by adding suffixes to bases. unlike prefixes which primarily effect a semantic modification of the base, suffixes have only a small semantic role, their primary function being to change the grammatical function of the base, i.e

47、. the change of the word class with a slight modification of meaning.5.2.1 denominal noun suffixesconcrete: the suffixes of this group are added to noun bases to produce concrete nouns.-eer meaning 'skilled in, engaged in e.g. profiteer-er meaning "having as dominant characteristic, denizen

48、 of e.g. teenager-ess meaning "female5 as in empress-ette meaning 'compact，as in kitchenette-let meaning 'small, unimportant，as in droplet-ster meaning 'involved in' as in tricksterabstract: the following suffixes come at the end of noun bases to form abstract nouns.-age meaning

49、 "measure of, process or state", e.g. mileage-dom meaning "state, condition9, e.g. martyrdom-ery, -ry meaning 'condition or behavior associated with' as in slavery-ful meaning "amount contained in productive, e.g. mouthful-hood meaning "state, condition e.g. adulthoo

50、d-ing meaning "the material of" as in tubing -ism meaning "doctrine of, practice of' as in absenteeism -ship meaning "occupation, position： e.g. ambassadorship5.2.2 deverbal nouns suffixesthe following suffixes combine with verb bases to yield largely agential nouns.-ant mean

51、ing "occupations and participation e.g. assistant-ee meaning "receiver of the action，as in addressee-ent meaning 'a person or thing，e.g. respondent-er, -or meaning "doer of the action e.g. commander, elevator-age meaning 'action of, instance of，as in spillage-al meaning "

52、the process or state of" as in dismissal-ance meaning "action, process, state； e.g. performance-ation, -ition, -tion, -ion meaning "process or state of5 or 'product of, institution produced by eg realization-ence meaning "action, process, state： e.g. adherence-ing meaning 

53、9;action of，as in christening; also producing concrete nouns, e.g. building-ment meaning 'result of，as in assessment5.2.3 de-adjective nouns suffixes-ity meaning "state or condition9, e.g. productivity-ness meaning 'state or quantity e.g. roughness5.2.4 noun and adjective suffixes-ese m

54、eaning "member of, language of e.g. chinese-an, -ian meaning 'citizen and language of as in australian-ist meaning 'adherent to beliefs and behavior e.g. bassist-ite meaning 'adherent to, member of e.g. chomskyite5.2.5 adjective suffixes-ed added to those noun (adj) -plus-noun compo

55、unds, e.g. pear-shaped-ful meaning "full of, providing9, e.g. merciful-ish meaning 'somewhat like, approximately e.g. snobbish-less meaning “without', e.g. nameless-like meaning "like e.g. animal-like-ly meaning "having the quantities of e.g. deathly-y meaning 'somewhat li

56、ke, characterized by e.g. smoky6. strategies and skills in vocabulary memorizingaccording to my problems in vocabulary memorizing, through the research and my own opinions, i found some strategies and skills. the following may be suitable for me.6.1 organize vocabularywe can also organize vocabulary

57、 in connection with grammatical categories ad collocations. take health symptoms for example. this semantic field includes words and expressions like: headache, backache, stomachache, toothache, earache, sore throat, cough, temperature; pain in the chest/leg; sick, ill, faint, dizzy, etc. these word

58、 associations will facilitate retention.6.2 remembering words by morphological structureremembering words by morphological structure is very helpful as well. if one sees the word friend, she/he may try, by association, to make a list like: friendly, friendliness, unfriendly, unfriendliness, friendle

59、ss, friendlessly, friendship these different forms are derived from the same base, not only morphologically related, but also semantically associated. this kind of grouping will undoubtedly assist memory.6.3 schematic learningschematic knowledge is particularly important in interpreting what speakers mean by certain words because more often than not when we read or hear pieces of discourse we find many words not in their literal meaning. consider an example taken from a newspaper advertisement, fall baby sale. our schem