论文总字数：39334字

摘 要

词汇是英语学习的基础，英语词汇教学在中学英语学习中处于重要地位。但在对如今中学英语词汇教学情况分析中不难发现，因为教学方法单一，导致学生思维能力差，耗时耗力，效率却十分低下。本文以互联网时代为背景，尝试在中学英语词汇教学中导入词汇学的基础知识，拓展现有的中学英语词汇教学模式，比如引导学生在网上搜索各种阅读材料，比如希腊罗马文化。在教学中渗透词汇学构词法，联想记忆法以及充分运用互联网资源来提高学生词汇学习效率，帮助学生扩充词汇量。最终提高学生自主性探究能力和认知能力，加深词汇记忆，真正发现词汇学习的乐趣。

关键词：中学英语词汇教学；互联网时代；词汇学；联想记忆法；互联网资源

Contents

1. Introduction 1

2. Literature Review 1

2.1 Studies on the link between culture and English vocabulary 2

2.2 Studies on how to use word formation to teach vocabulary 2

2.3 Studies on the association memory 3

2.4 Studies on the use of Internet as teaching resourses........................................3

3. Problems of Vocabulary Teaching and Learning in Middle School ...........4

3.1 The neglect of the efficiency of vocabulary teaching 4

3.2 The neglect of the development of students" autonomous thinking ability 4

3.3 The neglect of the cultural connotation 4

3.4 The neglect the practical use of English vocabulary 5

4. New Strategies for Vocabulary Teaching in Middle School in Internet Era 5

4.1 The use of cultural connotation in MOOC-oriented online courses................5

4.2 The use of Internet learning software 8

4.3 The use of network English dictionaries 10

5. Conclusion 15

Works Cited 16

1.Introduction

We are now in the Internet era. But many teachers still use traditional teaching methods when carrying out English vocabulary teaching for modern students , such as "infusion" teaching method to teach students English vocabulary. Students only follow the learning plan made by the teacher in the whole learning process. And they are always in the passive position. The results of vocabulary teaching are unsatisfactory, which needs to be solved urgently.

The significance of vocabulary can be easily seen from the sentence that “ Without vocabulary, nothing can be conveyed”. (Xu Guirong,2016,(23):82.) In middle schools, many students have spent large amounts of time and energy on the learning of vocabulary, but they find that their vocabulary is not large enough and cannot avoid forgetting. For one thing, the number of the words that the students are able to use decides whether the students can become proficient in English or not. For another, the improvement of the other aspects of English ability greatly depends on the size of vocabulary. Now we are in an era of Internet data explosion, with abundant teaching resources and diversified teaching forms. However, in the vocabulary teaching of middle school students, it is common to see that the teaching method is single, time-consuming, and inefficient. Teachers need to make students realize that there are many other effective ways of vocabulary learning which can help them memorize tactfully rather than the rote memorization. Many students are unable to understand the reading and listening materials because their word capacity is small, so they may get the wrong the meaning of words easily. Therefore, it is necessary for the teacher to know the importance of vocabulary teaching in school and find more effective teaching methods to enhance students" memory of vocabulary .

The purpose of this paper is to seek more adaptable methods to improve the efficiency of vocabulary teaching. By these methods, the students’ ability of autonomic learning and cognition can be improved , and ultimately they can find the true happiness of learning vocabulary.

1. Literature Review

2.1. Studies on the link between culture and English vocabulary

Many students who are taught by the traditional English teaching method usually can’t use the words they learned with flexibility, and their commands of the meaning of the words are always confined. The inaccurate use of vocabulary makes it difficult for learners to convey their moods, connotations, or even concrete semantics. They may meet difficulties in communication easily because they don’t know the proper use of the words, thus making them feel less confident in further English learning. In order to help students get out of this problem, the root of the words, especially with regard to word connotations must be infiltrated into students.(Yu hui,2007)

English is the most used languages in the world ,which is greatly influenced by the European traditional and historical culture , and the Greek and Roman mythology, as one of the European classical cultures, has an unmatched influence on the evolution and development of English.(Wu Hui, 2014) Ancient Greek and Latin account for a large proportion of 80% of loanwords in English vocabulary, and many roots and affixes of English vocabulary come from Greek and Latin. Many English words are formed by using the derivation of gods" names or the metaphor of fairy tales directly. Words originated from Greek and Roman myths generally contain rich information and profound cultural meanings, which make English more vivid and appealing.Therefore,we can see that in English learning, understanding certain Greek and Roman culture is helpful to improve the enthusiasm of students and mobilize their learning enthusiasm.

2.2 Studies on how to use word formation to teach vocabulary

Recently, more and more research have been done on the usage of word formation .

Pan li (2006), in the paper《on the semantic structure of English compound words》, focused on the common compound methods used in word formation and studied the configuration, syntactic relationship and semantic relationship of verb, noun and adjective, and revealed the cause of lexical formation by studying its semantic construction.And in the article《characteristics of word formation of English acronyms》, Xiao nan and Xiao wenke (2008) made a detailed study on the classification, composition, pronunciation characteristics and causes of acronym formation. Domestic scholars not only just focus on word-formation methods, but also explore new words in special styles. For example, Lenghui (2007) studied the formation of new words in English for science and technology based on corpus, and analyzed the derivational affixes, distribution and application rules of new words.

Wang huishan（2019） brought forward that in English vocabulary teaching, the word formation is useful for that it can help students induct by themselves. Teachers should encourage students to guess words boldly and solve the problems in reading and memory according to the rules of word formation, so as to achieve effective breakthroughs in vocabulary teaching .

2.3 Studies on the association memory

Liu Xiaohong(2003), who did a survey and hoped to find whether the association memory is effective or not. Ninety students joined this survey which lasted for 1 months. After that all the subjects received tests immediately on hundreds of words. The tests were aimed at testing the different effects of association memory method and rote repetition method. We can see from the result of the experiment that the association memory can help students memorize new words in an efficient way both in short-term and long-term.

Richard (1976) made a hypothesis about association memory that words can be memorized according to the associated link. If the associated link can be built, they will promote memorization. After that , lots of survey has been conducted to prove this hypothesis.

Association strategies is a really good way to strengthen the thinking ability of students and help students enhance the learning efficiency for that the memory time can be extended. So teachers need to find more association strategies and make more innovative breakthroughs in teaching vocabulary.

2.4 Studies on the use of Internet as teaching resources

The rapid development of information technology has broken the limitation of time and space and the process of teaching has become much more convenient. For example, many teachers now have adapted the distance teaching. Students can choose the time of the class at will and study with flexibility. In addition, students can not only study in school, but also study at home. In the past time, the only place where students can get the knowledge is school. But now, everything has changed. Teachers can also test students" learning results by communication tools and make the learning more efficient. Distance teaching has many advantages. First, its cost is very low. Next, students can study with convenience. Therefore, teachers should learn to use modern technology actively to carry out word teaching, so as to diversify teaching methods and improve students" enthusiasm in vocabulary learning.

In this era, new ideas flows like water, the teaching methods must catch up with speed of the times. Therefore, it is necessary for teachers to select suitable and efficient vocabulary learning methods to help students improve their vocabulary understanding.

3. Problems of recent vocabulary teaching and learning

After an observation on the teaching vocabulary situation in middle school, here are three concerns which are particularly acute.

3.1 The neglect of the efficiency of vocabulary teaching

The students are ought to play an active role in study . But the old-fashioned teaching method like “infusion” methods has the opposite effect. At the same time, the teacher"s vocabulary teaching is also in accordance with a traditional way that only teach students spelling, meaning and dictation, which cannot make students feel the fun of learning. But teachers should know that we are in the new era of the Internet when teaching resources are rich and diverse, teachers should be good at using these network resources, constantly learning new methods, update the classroom teaching model.

3.2The neglect of the development of students" autonomous thinking ability

Our society needs the person who has the all-round quality. Education without the cultivation of autonomous thinking ability in contemporary teaching is against the standard of the times. While teaching , not only the basic knowledge and skills need to be taught to students, but also the thinking ability need to be concerned about. However, in the application of vocabulary teaching, the problems that should be observed, discovered, understood and thought by students themselves are all solved by teachers. Students only need to master the final results, which leads to many modern students" inability to summarize the rules of English vocabulary by themselves. Students" ability of inducting by themselves need to be cultivated.

3.3The neglect of the understanding of cultural connotation

The final purpose of learning no matter what foreign language is to communicate . The “infusion”teaching methods make students only know the meaning of English vocabulary, and the teaching effect cannot give full play to because students cannot have an in-depth understanding of the language differences between different countries. It has been found that English vocabulary is composed of some native languages and a large number of word-forming elements from Latin,which takes the most, French, Greek and other languages. As a survey shows that about half of the most widely used words are coming from Latin. Also, lots of idioms and affixes are rooted from the Greek and Rome culture . Therefore, in order to truly master a language, one must first understand its cultural connotation.

3.4 Neglect the practical use of English vocabulary

The aim of learning English vocabulary is for practical use. The different aspects of English like listening, reading and so on are all linked with vocabulary. Nowadays many teachers teach vocabulary simply by reading the vocabulary list several times and then asking students to recite the words, and this is a way that separate vocabulary teaching from other aspects of improving English proficiency. Thus the students can’t use them accurately in the later period because they haven"t fully understood the meaning of the words.

4. New strategies for vocabulary teaching in Middle School in Internet Era

Against the background of the Internet era, the students have available access to the Internet and they are able to use it with flexibility. Therefore, the teachers should take the advantages of the Internet, and lead the students to take the most use of the Internet resources in English vocabulary teaching and try their best to be innovative while using them.

4.1 The use of the cultural connotation in MOOC-oriented online courses

The advantages of MOOC-oriented online courses in vocabulary teaching are reflected in two aspects: first, teachers upload the key and difficult points of the course , the main frame of the teaching content and the problems of pre-class preview to the internet in the preparation for class and mooc- making, so that students can have a general understanding of the learning content. Secondly, students can get ready for class, realize the points they don"t understand, and give their feedback through the network platform to teachers before class, so that teachers in the classroom can design the teaching link and teaching activities with target and flexibility. Mooc-oriented online courses can combine the pre-class with the class and, so as to promote the network of middle school English vocabulary teaching.

Also, students will have difficulty in mastering a language well without its certain cultural knowledge. As we all known, English is the most widely used language in the world, its formation and development are deeply influenced by the European culture.And the Greek and Roman mythology, as one of the European classical cultures, has an immeasurable influence on the evolution and development of English. Many English words are derived from gods" names or the implied meaning of fairy tales directly. Words originated from Greek and Roman myths always contain abundant information and profound cultural meanings, which makes English more vivid and appealing. In English teaching, using the reading materials such as Greek and Roman myths can improve their learning enthusiasm. In addition, understanding the potential meaning of these words can help students understand the cultural connotation of words accurately and add fun to English vocabulary learning, thus making English vocabulary learning more efficient.

Before class, teachers can find some reading materials which are related to the new words such as Greek and Roman stories and arrange them into the online courses.

4.1.1 The use of Greek and Roman culture

4.1.1.1 Idioms derived from Greek mythology

An idiom must be an widely accepted phrase that is tightly constructed and cannot be separated or broken at will. For example, make haste (赶紧）, in the form of language, the object cannot be added to this phrase. Idioms are not meant to be taken literally. Another example is “ rain cats and dogs(倾盆大雨）”. If taken literally, we can not find any logic in it. Many English idioms are linked with Greek and Roman mythological story. Some other examples like Apple of discord（金苹果之争）  Helen of Troy（红颜祸水，倾国尤物）Damon and Pythias （生死之交）.

Interesting stories often arouse students" strong interest in learning. If we use more reading materials like Greek and Roman myths to students, it will not only help them understand the origin of English words, but also enable them to really feel the history of English words. Take “Damon and Pythias （生死之交）” as an example. It comes from a touching Greek and Roman mythology. In the 4th century BC, there was a pair of close friends named Damon and Pythias. Pythias was going to die for that he had offended the king. He wanted to meet his parents and friends before he died, so he asked the tyrant to let him go home and promised to return on time. However, the tyrant thought he was just running away. Then Damon came forward, willing to be punished in prison for Pythias. The tyrant admired Damon"s bravery and granted their request.In a flash the sentence came, but Pythias did not return. Damon was ready to die, and his faith in his friend was as strong as ever. He knew it must be a roadblock. At the last moment of his execution Pythias arrived just in time for that the storm and shipwreck had delayed him. The tyrant, moved by their sincere and profound friendship, released them both, and said, "I would give all my fortune for such a friend. Later, Damon and Pythias came to mean sworn friends. Teacher can prepare more reading materials like“Damon and Pythias （生死之交）” . The students can remember the words easily while reading. Then whenever students encounter these words, they will have these stories in their mind, and such memories, I believe, will accompany them for a long time.

Also, many English affixes have a strong link with Greek and Roman affixes . For example, “centr-” is a Greek prefix that means in the centre, and in English we have “concentrate (集中于）”, “central（中心的）”, “anthropocentric（以人类为中心的）”. Other examples such as “hyper-”,“anti-”, “ auto-”, “ bio-”, and so on. Not only prefixes, but also suffixes related to it have taken a great part of the English language. The“-ism”suffix, for example, stands for "state, theory, doctrine." Compared with the influence of Latin on English affixes, the influence of myth on affixes is not much, and most of them have already become the root or basic vocabulary of English words.

Whenever meeting with such words, the teacher should guide the students to summarize, and then let the students summarize independently, so as to form the habit of summarizing when they come across any word with familiar roots and affixes. By this methods , the long-term memory of the words can be formed. Also the vocabulary size of the students can be expanded constantly.

4.1.1.2Affixes derived from Latin

If we look closely, we can see that Latin comes alive in English vocabulary. English has borrowed from many languages, among which Latin has the greatest influence on English vocabulary. There is a survey found that more than 80 percent of the 20,000 most common English words contain Latin prefixes, suffixes or roots.

First, take a Latin prepositions as examples, “ab”which means “leave from”, “be...”

Example sentence: Ab urbe discessit. This sentence means he left this city.

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