1、毕业 论文文献综述 英语 On Vocabulary Teaching in Primary School under the Guidance of Activity Teaching Method In the new-run educational reforms of basic curriculums, Ministry of Education has already decided to popularize English course in all the primary schools in the towns and cities of the whole country
2、 in China since the autumn semester of 2001. In order to meet the demand of the curriculum reform, more and more teachers and researchers in the domestic have shown great interests in teaching strategies and their studies obviously manifest that the proper teaching strategy is surely of great use to
3、 the pupils. Activity-based teaching method is one of the feasible teaching strategies, especially exerted in vocabulary teaching. The teacher encourages pupils to participate in teaching and learning activities actively, namely, to think, to express their own ideas in English, to improve the sensit
4、ivity of the English language and culture by organizing rich varieties of interactive activities in class, such as English competition, English games, chants and role-play and so on which is called activity teaching method. Why activity teaching method is so popular in recent years, it has its own a
5、dvantages as many scholars has explored. First, activity teaching method can arouse students interest in learning English and keep passions for English. The New English Course Standard stipulates that the task of primary English teaching is to cultivate students interest in learning English, help st
6、udents build up confidence to learn English well, foster good habits and develop positive strategy of learning the target language and put the language into practice. Geng Limei(2010) said that efficient classroom activities can make the dull and insipid vocabulary teaching into an active and lovely
7、 class. Under the active class atmosphere, students can not only master the new words, but also are willing to learn more words. Second, with some interactive techniques, the activity teaching method can help create a natural English speaking environment in class and establish a real communicative c
8、ontext. In 1 He Xiaorong and Zhang Yujuns eyes(2010), natural English speaking environment to knowledge learning is what soup to salt. Only being put into the soup can the salt be melted. As the knowledge can be understood when one puts it into a certain context for one English word has many meaning
9、s. Ge Meilin(2010) thought that exaggerating body language is crucial in teaching vocabulary. For example, when the teacher teaches “big”, he should make full use of his two hands to draw a big circle; when teaching “small”, he should draw a small circle. When he acts out the word, he should read th
10、e word at the same time with exaggerating action and tone. Students will understand the word immediately and are willing to learn. Dong Liping(2010) held that vocabulary teaching can be fascinating as long as the teacher utilizes diverse presentation to attract students attention, such as puzzles, c
11、hant, songs, games and stick drawing and so on. Last but not least, it is a way to look after pupils with different individual characters. As Pedagogy says, childrens development differs both in physiology and psychology(2001). Maybe two pupils are in the same age, but one pupil is taller than the o
12、ther; also, one pupil is better than the other in learning. Therefore, we should follow the growing capacity of children and use the appropriate approach to their personal development, for the early step of education has enormous influence on the later development of children. It is necessary to imp
13、lement diverse activity teaching method since it can cultivate pupils ability, develop pupils individuality, stimulate pupils interest and activate pupils mind, said Jin Mingfen(2010), because various activities can meet demands of different students. Comprehensively speaking, I believe that this op
14、en and free teaching method can enable pupils to be more active and broad-minded. Their performance will be better and better in class. There are also lots of foreigners studying teaching method, such as oral approach, communicative language teaching, the natural approach, total physical response th
15、ose approaches are all pay more attention to pupils participant. Among all these approaches, total physical response (TPR) is the most popular way. TPR is developed by James Asher. This learning strategy was studied by James Asher under a variety of conditions using Japanese and Russian with adults
16、and children. The results suggest that dramatic facilitation in learning listening skills for a second language is related to acting out during retention tests. He claims 2 that speech directed to young children consists of commands, which children respond to physically before they begin to produce
17、verbal responses. It attempts to teach English through physical activities and emphasizes the coordination of speech and action. Nowadays, many students books adopted in primary schools design numerous activities to motivate students interest through lets do, lets chant, lets play All these activiti
18、es reflect TPR teaching method. While the communicative language teaching approach is also a popular method. It has been widely implemented since the 1990s. Jack C.Richards in his book Communicative Language Teaching Today in 2006 held that there are many assumptions of current communicative languag
19、e teaching, such as second language learning is facilitated when learners are engaged in interaction and meaningful communication; effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, a
20、nd take part in meaningful interpersonal exchange; the classroom is a community where learners learn through collaboration and sharing In my opinion, CLT is so widely used by teachers, because there are lots of activities playing significant roles. Let me list several activities: task-completion act
21、ivities (puzzles, games, map-reading), information-gathering activities (surveys, interviews and searches), pair and group works Those all can arouse pupils interest and attract their attention. Undoubtedly, CLT has influenced many other language teaching approaches. In Challenges for ELT from the E
22、xpansion in Teaching Children Lynne Camerom(2003) claimed that teachers of young learners need: an understanding of how children think and learn; skills and knowledge in spoken English to conduct whole lessons orally, and to pick up Childrens interests and use them for language teaching; to be equip
23、ped to teach initial literacy in English. From above we can see that it is not easy to teach children effectively. If the teacher wants to keep children attentive and mentally active, he must be alert and adaptive to their responses to tasks, adjusting activities, that is to say, the teacher should
24、have a good command of English, especially a wide knowledge of vocabulary. Although many researchers and teachers both at home and abroad have done their best to find out the appropriate teaching method, every method is not perfect. In domestic, zhu Lanhui(2010) pointed out that with the development
25、 of education 3 reform, English class in primary school has changed a lot, while there are also some new problems appeared. Some teachers thought that the more activities the better in class, but ignored the value of activities. As we all know, children like play, so some teachers design various gam
26、es to activate class atmosphere. It becomes a class of playing game, not learning knowledge. Still some teachers depended on multimedia course wares excessively. Their course wares are very charming, including lovely pictures, attracting voices and divers actions Maybe anyone will be attracted by th
27、e beautiful PPT, though he hates English. Jiao Xiuli(2009) also said that the teaching approach advocated by New Course Standard is not really used. Nowadays teaching model is still the traditional one. In the course of classroom teaching, the teacher is still the center of classroom interactions. S
28、tudents are still the passive receivers. Those problems mainly because teachers misunderstanding of activity teaching method or task-based teaching method. The foreign researcher Stephen Bax(2003) also pointed out that CLT needs to be deposed in favor of context. He thought context is more important
29、 and advocated context approach. In his opinion, while methodology is important, it is just one factor in successful language learning. Meanwhile, many aspects of the context, such as students attitudes, cultural expectations and so on are clearly at least as important as teaching method. In conclus
30、ion, scholars and researchers both at home and abroad have done lots of hard work on study teaching method. Their approaches have a common place, that is, how to cultivate and keep students interest in learning the second foreign language and how to make the classroom atmosphere active. The purpose
31、of I write the paper is to use the activity teaching approach to teach vocabulary based on the task-based language teaching theory. As we know, English is a new course for the primary pupils. At the beginning, due to pupils curiosity, they may be very interested in the course. So, one of teachers ta
32、sk is how to keep their curiosity towards English. According to primary textbooks, their contents mainly consist of vocabulary, especially in the lower grades. Though in the upper grades, there are dialogues, vocabulary is the foundation. Thanks to all the forerunners for their ideas and studies, I
33、want to have a tentative study on vocabulary teaching in primary school under the guidance of activity teaching method. 4 参考文献 1 Jack C. Richards. Communicative Language Teaching TodayM. Cambridge University Press, 2006 2 Andrew Biemiller. & Catherine Boote. An Effective Method for Building Meaning
34、Vocabulary in Primary GradesJ. Journal of Educational Psychology, 2006 3 Alister Jones. & Judy Moreland. Enhancing Practicing Primary School Teachers Pedagogical Content Knowledge in TechnologyJ. International Journal of Technology and Design Education, 2004 4 James Asher. The Learning Strategy of t
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