 Wysłany: Pon 8:40, 04 Kwi 2011 Temat postu: Vocabulary multidimensional _5579 |
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| Multidimensional vocabulary teaching
sitistheinviterwhopays. asonewouldexpect. butins0meinstanceseachonepayshisorherowncheck: You''goDutch Schema Knowledge. Schema is an event specifically designed for the frequent knowledge structure, that is a field of knowledge stored in the brain all the relevant knowledge representation and structure. j such as learning, sports, shopping, medical care, tourism, grouping, highlighting the communicative function of language teachers can be activated with the topic of knowledge related to the framework of the lfu style, easy vocabulary organization and memory. such as restaurants often activated schema waiter, customer, menu , bill, more nk, tip and other conceptual categories. and figure where the phrase waiter there Areyoureadytoordernow? MayItakeyourorder? Whatwouldyouprefer? Whatwouldyoulike? in asking for directions, said the concept of schema terms are: infrontof, behind, opposite. atthecomer / endof, ontheright / left, nextto,vibram five fingers singapore, near, farfrom, onthethirdfloor, commonly used phrases are tumleft / right, go / walkdown, gostraight, takethebus / underground / thelift, changeto, walkonfoot and so on. VI, vocabulary learning strategies to help students find suitable their own learning strategy, the use of memory and metacognitive learning strategies, consolidation and the use of vocabulary. vocabulary learning strategies for students to master and apply the key terms of capacity development. Students should develop specific vocabulary learning program, including the choice of words , the time of the arrangement, using the strategy, how to overcome such difficulties. With clear goals and plans, students will be in accordance with the plans towards the target set by the active and positive development. enhance the exchange of teachers and students asked the Inter- cooperation, help students select the correct evaluation of their strategies, learning outcomes, identify problems and relieve anxiety. Ox; ord that memory strategies to help learning. commonly used technique is to: create a psychological connection (expansion of vocabulary and by association with the new words in the context of being); the use of imagery (link personal experience); construction of structural framework of knowledge, and enhance the effectiveness review; the use of appropriate behavior (such as the use of the body and different kinds reflect the feelings) to increase the memory effect of teachers should be based on student memory characteristics. in a timely manner the memory of their strategy for the entire eight skills that they take full advantage of their experience and knowledge to improve the efficiency of vocabulary learning. ◇ Notes [1] Department of Higher Education. Higher Education English Teaching basic requirements of [z]. Beijing : Higher Education Press, 2002 [2], Handan. English Lexicology Course [M]. Shanghai: Shanghai Foreign Language Education Press, 1997 [3] Nation, P.Teachingand1.eamingVocabularyfMj.NewYork: NewburyHouse, 1990 [4] Craik, F.I.M. & R.S.1_ockhax ~. Levelsofprocessing: AframeworkforMemoryresearch [J]. JournalofVer-balLearningandVerb ~ Behavior, 1972Vo1.11 [5] Lakoff, G & M.Johnson.MetaphorsWeLiveby [M:. Chicago: ChicagoUniversityPress +1980 [6] [7] Yan-Fang Zhao. Cognitive Linguistics. Shanghai: Shanghai Foreign Language Education Press, 2001 [8] Oxford.R.L.LanguageLearningStrategies {M]. B pupae ton: Newbury! louse, 1990 【Editor : Dan] |
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