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大学英语论文2500字：词汇

大学英语论文2500字：词汇能力与知识的关系，相信大家都很清楚。

知识不是能力，但却是获得能力的前提与基础。

而要将知识转化为能力，需要个体的社会实践。

下面是编辑老师为大家准备的大学英语论文2500字。

一、词汇教学与语音教学相结合学习英语单词，首先是要能正确发音。

如果不能正确朗读单词，不仅人家无法理解你要表达的意思，而且你也无法听懂人家的话。

不能正确发音，既不能很好发展听的能力，也不能顺利地同别人进行交流。

正确发音还有利于学生正确拼写单词。

英语是一种拼音文字，它的发音与拼写之间有着非常的联系。

我们在词汇教学中，先让学生通过听英语单词分辨出单词的读音之后，再进行读音规则的教学，使学生能够根据字母在单词中的读音规律把单词拼写出来。

结合字母音和在其单词中相同读音进行拼读训练。

学习字母A时，可列出lake take name，让学生拼读。

学生在读完一个单词之后，可将辅音变换进行替换练习，如将lake中的“l”替换成b，c，d，f，g ，h，j，m，n，p，r，s，t，以培养学生的拼读能力。

采用类推方式。

如学生已学过farm，在学习，bark，mark这些词时，先让学生复习farm，然后让学生尝试读bark，mark 这些词。

让学生归类。

可让学生对同一字母或字母组合在不同单词中的读音进行归类。

这就解决了学生掌握词汇的一个很重要的问题 --拼写单词。

使学生掌握单词中字母及组合的读音规律，能够做到听词能写, 见词会读。

二、融构词法于词汇教学之中英语是一种适应性和灵活性很强的语言。

在其总词汇量中，除了数量很少的基础词汇是本族语外，大部分词汇是在借用拉丁语词根和希腊语词根的基础上加以英化的。

在课堂的教学中，我们要求学生熟记一些词根。

根据词缀在新词中不同位置，可分为前缀和后缀两种。

前缀改变原词的意思，但通常不改变原词的词性;后缀加在词干的末尾，改变原词的意思，并且在很多情况下改变原词的词性。

借助前缀、后缀、[作者简介] 郭丽杰 (1963- )，女，副教授，研究方向：大学英语教学。

英语词汇学论文---构词的缩略法

构词的缩略法引言：在英语词汇学中，缩略法（abbreviation或shortening)是把词的音节省略或简化而产生新词的构词方法。

用这种构词法产生的单词有于结构简单、释义清楚、使用方便，已经成为现代英语重要的构词方法之一。

通过缩词法可以有效的帮助学生学习和记忆英语单词，因为各个语言都有简化的存在，运用缩略法构成的一个新词取代原来许多的词，使表达更加趋向简洁。

而在英语构词法的缩略法当中，有截短词、首字母缩略词、首字母拼音词和拼缀词。

本文对这些类型的缩略词将进行简单的解释。

关键词：截除首字母拼缀缩略法简要概括：不增减意义, 也不改变词义, 把词的音节加以省略或简化而产生的词统称为缩略词, 这种构词法称为缩略法。

随着社会的发展, 生活节奏的加快, 无论是讲话还是写文章都要求节省时间和篇幅, 缩略法正顺应了英语这种逐渐简化的趋势。

缩略法不是创造新词, 而是将原词缩短, 或将原来固定词组、复合词简略缩写而成缩略词。

英语中缩略词形式繁多, 如:cig (cigarette) , phone (telephone) , fridge (refrigerator) , daily (daily paper) 等等。

是将一个较长的词或短语缩短, 截去原来单词的一部分而使用剩下的部分构成的新词。

VOA (Voice of America) , IOC (International Olympic Committee) ,TV (Television) , ID (Identification card) 等等, 是运用首字母拼音法将社会组织、政治组织或特殊名词短语以及技术术语的名称的首字母结合起来构成的新词。

一、截短词截短词是截除原词的某一（或某些）音节或“截头去尾”的方法产生新词的构词方法。

在这其中，分为截除词尾、截除词首、截除首尾和截除词腰。

大约自18世纪, 英语中出现了截短词, 如笛福在《鲁滨逊漂流记》中用了though的截短形式。

学术论文归纳概括常用词100个

学术论文归纳概括常用词100个本文列举了常用的学术论文归纳概括词汇，旨在帮助研究者在撰写学术论文时更准确、更简洁地表达观点和总结研究结果。

以下是100个常用词：1. 研究(Reseach)2. 分析(Analyze)3. 讨论(Discuss)4. 说明(Explain)5. 描述(Describe)6. 提供(Provide)7. 探讨(Explore)8. 评估(Evaluate)9. 证明(Prove)11. 解释(Interpret)12. 建议(Suggest)13. 评价(Assess)14. 发现(Discover)15. 阐述(Elaborate)16. 界定(Delineate)17. 指出(Indicate)18. 归纳(Summarize)19. 总结(Synthesize)20. 说明(Specify)21. 强调(Emphasize)22. 深入(In-depth)23. 数据(Data)24. 理论(Theory)25. 方法(Method)26. 结果(Results)27. 案例(Case)28. 访谈(Interview)29. 调查(Survey)30. 统计(Statistics)31. 措施(Measures)32. 影响(Impact)33. 关键因素(Key factors)34. 障碍(Obstacles)35. 挑战(Challenges)36. 优点(Advantages)37. 缺点(Disadvantages)38. 动态(Trends)39. 模型(Model)40. 概念(Concept)41. 规律(Patterns)42. 发展(Development)43. 趋势(Tendencies)44. 局限性(Limitations)45. 原因(Reasons)46. 作用(Role)47. 重要性(Importance)48. 目标(Objectives)49. 策略(Strategies)50. 意义(Significance)51. 视角(Perspective)52. 母体(Population)53. 样本(Sample)54. 误差(Error)55. 可靠性(Reliability)56. 有效性(Validity)57. 可行性(Feasibility)58. 测试(Testing)59. 验证(Validation)60. 规模(Scale)61. 预测(Forecast)62. 影响因素(Factors)63. 目标(Target)64. 概念(Concept)65. 特征(Features)66. 趋势(Trend)67. 应用(Application)68. 分类(Classification)69. 范围(Scope)70. 分布(Distribution)71. 影响(Effect)72. 指标(Indicator)73. 评价(Evaluation)74. 稳定性(Stability)75. 进展(Progress)76. 层次(Hierarchy)77. 结构(Structure)78. 创新(Innovation)79. 机制(Mechanism)80. 方法论(Methodology)81. 大众(Mass)82. 系统(System)83. 随机性(Randomness)84. 超越(Above and beyond)85. 问题(Question)86. 背景(Background)87. 前景(Prospects)88. 展望(Outlook)89. 启示(Inspiration)90. 分析框架(Framework)91. 重大意义(Relevance)92. 现象(Phenomenon)93. 过程(Process)94. 动力(Dynamics)95. 系列(Series)96. 逻辑(Logic)97. 策略(Strategy)98. 数据收集(Data collection)99. 错误(Error)100. 结论(Conclusion)以上是学术论文中常用的归纳概括词汇，你可以根据具体情况选择适合的词汇来描述和总结你的研究。

词汇学论文,浅谈英语构词法,英文版

OnWordFormation★PrefaceLearnalanguage;youmustlearnpronunciation,grammar,vocabulary.Amongthethreef actors,vocabularyhasaveryimportantroleinyourlanguage-studying.AfamousscholarW ilkinssaid”withoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingc anbeconveyed.”H eemphasizedthatinmostcases,thevocabularyismoreimportantthangr ammar.AnotherfamouslexicologistMcCarthysaid,whenastudentlearnthesecondlanguag e,nomatterhowwellthestudentlearnsgrammar,nomatterhowsuccessfullyhemastersthes econdsofaL2，withoutwordstoexpressawiderangeofmeanings,communicationinthatlanguagecannotha ppeninanymanfulway.Fromthesetwoexamplesandofcourseincludemanyothercasesthatarenotmentionedher enow,wecanconcludethatifyoudon’tcarevocabularyatall,itisimpossibletolearnala nguageinsomeway.What’smore,youcannotexpressyourrealfeelingnomatteryouarehapp y,sad,fortune,oryouareunlucky,becauseyoudon’tknowwhatwordsyoucansayoryoucanw rite.Today,IwilltellyouwhatIhadlearnedinthisclass.WhatIwillteachyouis“wordform ation”,whydoIchoosethistopictotalkBecauseinmyopinion,ifyouknowthewordformati onverywell,youcanrememberandusethenewwordseasily.Absolutely,it’sveryhelpfulf oryourlanguagestudying.D on’t youthinkso★SummaryEnglishvocabularyhasseveralof Word-formationmethods.Butthethreegreatestwordformatio npowersareaffixation,compounding,andconversion.Theothersixkindsofword-formationmethods includeblending,clipping,acronymy,back-formation,soundreduplication,andcommunizationofpr opernames.★KeywordsMorphemes,classifying,word-formation★ContextBeforetalkingaboutwordformation,maybeweshouldknowthemorphologicalstructureofEngli shwordsfirst.SowhatwewilldiscussnextismorphologicalstructureofEnglishwords.Itincludesmorph emes,morphsandallomorphs,classifyingmorphemes,identifyingmorphemes,morphemesandwor d-formation.☆morphemesTraditionally,wordsareusuallytreatedasthebasicandminimalunitsofalanguageto makesentence,whicharecombinationsofwordsaccordingtosyntacticrules.Structurall y,however,awordisnotthesmallestunitbecausemanywordscanbeseparatedintoevensmal lermeaningfulunits.Theseminimalmeaningfulunitsareknownasmorphemes.Inviewofword-formation,themorphemeisseenas‘thesmallestfunctioningunitinthecompositionof words’.Syn tactically,however,amorphemeistheminimalformofgrammaticalanalysis.Morphemesareabstractunits,whicharerealizedinspeechbydiscreteunitsknownasmo rphs.Theyareactualspoken,minimalcarriersofmeaning.Morphemesvaryinfunction.Accordingly,wecanclassifymorphemesintoseveralgener alcategories:①FreeversusBoundMorphemes----morphemeswhichareindependentofothermorphemes arefree.Thesemorphemeshavecompletemeaningsinthemselvesandcanbeusedasfreegramm aticalunitsinsentences.Morphemeswhichcannotoccurasseparatewordsarebound.Theya resonamedbecausetheyareboundtoothermorphemestoformwordsortoperformaparticular grammaticalfunction.②DerivationalversusInflectionalMorphemes----morphemeswhichareusedtoderive newwordsareknownasderivationalmorphemesbecausewhenthesemorphemesareconjoined, newwordsarederived.③ContentversusGrammaticalMorphemes----Onasemanticandsyntacticbasis,morphe mescanfallintocontentandgrammaticalmorphemes.Contentmorphemesarelexicalmorphe meswhichareusedasweseeabovetoderivenewwords,soalsoknownasderivationalmorpheme s.☆MorphemesandWord-formationWeknowthatwordscanbeanalyzedintomorphemes,whicharetheminimalmeaningfulunit sinthecompositionofwords.Inword-formationformation,however,morphemesareconven tionallylabeledroot,stem,baseandaffix.Affixesareformsthatareattachedtowordsorelementstomodifymeaningorfunction.A ffixesareboundmorphemesbecausenoneofthemcanstandaswordsintheirownright.Accord ingtothefunctionsofaffixes,wecandividethemintoinflectionalaffixesandderivatio nalaffixes.Derivationalandinflectionalaffixesareidenticalwithderivationalandi nflectionalmorphemes.Inviewoftheirdistributionintheformationofword,affixescan fallintoprefixandsuffix.Beforewebeginouractualdiscussionofword-buildingprocesses,therearesomebasic conceptsthatneedclarifying:1.Root:arootisthebasicformofawordwhichcannotbefurtheranalyzedwithouttotallossofidentity.2.Stem:astemmayconsistofasinglerootmorphemeoroftworootmorphemes.Itcanbearootmorphemeplusoneormoreaffixationalmorphemes.3.Base:abaseisreferredtoaformtowhichaffixesofanykindcanbeadded.Itcanbearootorastem.☆ WordFormationTheexpansionofvocabularyinmodernEnglishdependschieflyonwordformation.There isavarietyofmeansbeingatworknow.Themostproductiveareaffixation,compoundingand conversion.⑴AffixationAffixationisgenerallydefinedastheformationofwordsbyaddingword-formingorder ivationalaffixestobase.Thisprocessisalsoknownasderivation,bywhichnewwordsared erivedfromoldorbaseforms.Thewordscreatedinthiswayarecalledderivatives.Accordi ngtothepositionsaffixesoccupyinwords,affixationfallsintotwosubcategories:prefixationandsuffixation.Prefixation includes:NegativePrefixes(a-,dis-,in-,non-,un-…)ReversativeorPrivativePrefixes(de-,dis-,un,…)PejorativePrefixes(mal-,mis-,pseudo-…)PrefixesofDegreeorSize(arch-,co-,extra-,hyper-,macro-,micro-,mini-,out-,over-,sub-,super-,sur-,ultra-,under-…) PrefixesofOrientationandAttitude(anti-,contra-,counter-,pro-…)LocativePrefixes(fore-,inter-,intra-,super-,tele-,trans-…)PrefixesofTimeandOrder(ex-,fore-,post-,pre-,re-…)NumberPrefixes(bi-,multi-,semi-,tri-,uni-…)ConversionPrefixes(a-,be-,en-…)MiscellaneousPrefixes(auto-,neo-,pan-,proto-,vice-…)Suffixation includes:Nounsuffixes(denominalnouns,deverbalnouns,de-adjectivenouns,nonandadjecti vesuffixes)Adjectivesuffixes(denominalsuffixes,deverbalsuffixes)Adverbsuffixes(Omitexample)Verbsuffixes(Omitexample)⑵CompoundingCompoundingistheformationofnewwordsbyjoiningtwoormorebases.Wordsworthforme poundscanbewrittensolid,hyphenatedandopen.1.CharacteristicsofcompoundsCompoundshavenoticeablecharacteristicswhichmayinmostcasesdifferentiatethem selvesfromnounphrasesinthefollowingfouraspects:Phonologicalfeatures,semanticfeatures,grammatical,orthographicalfeatures.2.FormationofcompoundsCompoundingcantakeplacewithinanyofthewordclass,buttheproductiveonesarenoun sandadjectivesfollowedbyverbstoamuchlesserextent.Nouncompounds,adjectivecompounds,verbcompounds.⑶ConversionConversionistheformationofnewwordsbyconvertingwordsofoneclasstoanotherclas s.Conversionisgenerallyconsideredtobeaderivationalprocesswherebyanitemisadapt edorconvertedtoanewwordclasswithouttheadditionofanaffix.Hencethenamezero-deri vation.Wordsproducedbyconversionareprimarilynouns,adjectives,andverbs.Conversiontonouns(deverbal,de-adjectival,miscellaneousconversion)Conversiontoverbs(denominal,de-adjectival,miscellaneousconversion)conversiontoadjectives(voicelesstovoicedconsonant,initialtoendstress) theothersixmeansofword-formationincludes:Blending,Clipping,Acronymy,Back-formation,Soundreduplication,Communizationofp ropernames.Becausethewordslimit,thesixword-formationmethodsisnotdetailedintroducedher e.Ifyouareinterestedinthem,pleaserefertothelexicology.Annotation:《英语词汇学教程》张伟友着，《词汇学学习指南》杨春慧着。

小学英语教学中的词汇教学论文

小学英语教学中的词汇教学论文小学英语教学中的词汇教学论文在社会的各个领域，大家都不可避免地会接触到论文吧，论文是讨论某种问题或研究某种问题的文章。

相信许多人会觉得论文很难写吧，下面是小编为大家收集的小学英语教学中的词汇教学论文，仅供参考，希望能够帮助到大家。

摘要：词是语言组成的最小单位，是语言的基本材料。

词汇量的多寡，与运用英语的能力成正比，学生在学习英语的过程中，掌握一定的词汇，不但可以丰富和提高思维活动的质量，而且有利于增强运用英语的能力。

这就要求教师在单词教学中，能灵活运用教学方法，采用多种形式刺激学生的感官，把单词教学贯穿到娱乐之中，让学生轻松愉快地学习单词，不断提高课堂教学质量和效率。

关键词：单词；教学；拼读；兴趣；情景词是语言组成的最小单位，是语言的基本材料。

因此，单词的教学在小学英语学习的启蒙时期尤为重要，小学英语新课程标准要求小学毕业时“学习有关本级（二级）话题范围的600~700个单词和50个左右的习惯用语。

”因此，如何让学生掌握好英语单词，成为我们英语教师深思的问题。

单词教学是英语课堂必不可少的重要环节，但在传统的教学中，单词教学只是一味地读、背、写，老师教得枯燥无味，学生学得兴趣索然，整个课堂如一汪死水。

新的《英语课程标准》明确指出：要强调从学生的学习兴趣生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

一、利用拼读规律教词的发音。

词汇学论文语境与词汇意义OnContextandMeaning

On Context and Meaning12级英语D班，赖惠珊，NO.12Linguists have classified context from different perspectives and for different aims. For example, context may be classified into broad and narrow ones according to their scopes; notional and situational ones according to their content; emotional and rational ones according to their emotions; implicit and explicit ones according to expressing forms, etc. However, the most widely used way is to draw a distinction between two major types:linguistic context and non-linguistic context, which can be illustrated as the following.There are two Types of context.1)Linguistic contextIt refers to all the words that go before or come after the word in question. There are three main types of lingustic context.A. Lexical context refers to the words, clauses, sentences in which a particular word appears or combined with a given polysemous word. For example, ‘a white paper’ means government document; ‘a term paper’ means essay writtten at the end of the term; ‘today’s paper’ means newspaper.B. Grammatical context: the syntactic structure of the context detemines various individual meanings of a polysemous word. Take some example, ‘become+pronoun/n (used as objecct), meaning ‘suit,befit’ ; ‘become+of, meaning happen to, often in a bad way’Such meaning are sometimes described as grammatically bound meanings. The grammatical structure of context alone, however, although indicative of differences in the meanings of a word in various structures, is not sufficient to indicate all the individual meanings of given word. Consider the following sentences, which show that get has different meanings in the same pattern ‘get+n’.“I don’t get your point” , “I’ll get him on that point” , “she really gets me when she says these foolish thing”. The above examples show that th e meaning of a word often has to be determined by the lexical and the grammatical contexts combined.C. Verbal context in its broad sense: maybe an entire passage, or even an entire book, and in some cases even the entire social or cultural setting.2)Extra-linguistic contextIt is also called non-linguistic context, which includes people, place, time, relevant objects, background knowledge etc.Context is of great importance for the understanding of word meaning,especially for the understanding of the meanings of polysemic words. No matter how many denotative meanings a word may have,generally there will be no risk of misunderstanding the meaning,when it occurs in a particular context.The vital role of context in determination of word meaning.The impact of context on word meaning can be seen in the following aspects:Elimination of ambiguityAmbiguity often arises due to polysemy and homonymy. When a word with multiple meanings is used in an inadequate context, it creates ambiguity.Lexical ambiguitiesthe damage was done by the river.He is a hard businessman.Structural ambiguitiesThe fish is ready to eat.I like Mary better than Jean.2)Conveying emotional overtonesIndicating referents and the range of the meaning of a word. The emotive side of word meaning depends largely on the context, with the exception of those words that have affective meaning as part of word meaning. Only the context can show whether or a word should be taken as a purely objective expression, whether it conveys and evokes emotions, or whether an appreciative word is used in an unfavorable way.Providing clues for the correct comprehension of word meaningContext may prove extremely valuable in guessing the meanings of new words. In many cases, when a new word appears for the first time, the author generally manages to give hints which might help the readers to grasp the concept or understand the idea. Indicating referents and the range of the meaning of a word context is of great importance in understanding the references of pro-forms such as I,you,he,this or that or do, etc. Not only can context indicate referents, it can also make clear the range of the meaning of a word.Context in its traditional sense refers to the lexical items that precede or follow a given words. Modern linguists have broadened its scope to include both linguistic and extra-linguistic contexts. Lingustic context is lexical, grammatical and verbal context in its broad sense. Extra-linguistic context refers not only to the actual speech situation in which a word is used but also to the entire cultural background against which a word, or an utterance or a speech event is set.Both the linguistic and extra-linguistic contextes are necessary to determine the exact meaning of polysemic and homonymous words. However,we must see the impact of context on meaning in its proper perspective. Every word has a meaning or meaning of its own, independent of context. When we say context determines the word sense, we do not mean that it gives a sense to the word, but that it selects one out of all possible meanings already there.One should always develop one’s ability to determine word meaning from the clues furnished bu the context in which the word occurs.word meaning and context are closely related. In our reading, we can just memorize the single meaning, we need to notice the context, for it will do us great favor in reading and comprehension. If we know different meanings of a word, we can confirm its meaning from the context, and if we don’t know any meaning of a new word, we also can infer it from context clues. Think about the context is an important strategy for language learners.。

小学英语词汇教学论文六篇

小学英语词汇教学论文六篇学校英语词汇教学论文范文11.1图片演示图片演示是最普遍的一种方法。

目前，《PEP学校英语》教材最大的特点就是在出示新单词时都配有图片，这样图文并茂，同学心眼合一，认知更加简洁，更加难忘。

而且这些图片基本上是卡通的，符合学校生的认知心理。

例如学习panda,cat,kangaroo,goat等这类单词时出示相应图片，鲜亮的颜色，可爱的卡通图画一下子就吸引了同学的留意力，充分调动了同学的学习乐观性，激发了学习爱好。

简笔画、挂图、插图，幻灯片等呈现课文情境，实际上就是把课文内容形象化，给同学留下深刻的印象，关心同学直接理解并运用所学的内容。

1.2实物演示英语课和其它课相比最大的特点就是能把实物带进课堂，把生活中的诸多真实生活实例经过细心预备搬进课堂，使同学觉得这不是正襟危坐的课堂，为营造轻松开心的课堂氛围埋下了伏笔。

单词教学可由实物来呈现其意思，例如教学食物、衣物、书刊、小玩具、文具等单词时可用实物来结合教学。

比如学习《PEP英语》6B中seed，soil，sprout，plant时，笔者事先将种子、土、幼苗和植物带进了教室，在教授新词时，先通过实物演示教会同学单词，再通过亲自种植等一系列活动向同学演示植物的种植过程，这样教学不但避开了单调枯燥的单词教学，还教会了同学植物的种植方法，真正做到寓教于乐。

2归类记忆法归类记忆法是将分散、零星的一些单词按不同类别划为一组进行系统记忆的方法，特别适合六班级同学在总复习阶段学习单词时运用。

例如：表示水果的单词apple,banana,pear,pineapple,lemon,strawberry,peach,mango等；表示食物类的单词：dumpling,sandwich,hamburger,bread,rice,milk等；表示交通工具的单词：car,bus,plane,sled,ship,subway,bike等。

这种方法使用很普遍，学校阶段大部分所学单词都可以像这样按类别进行归纳，如：方向，文具，生活用品，家庭成员，天气，颜色，时间，运动，人体各部位等。

英语词汇记忆论文

浅谈英语词汇的记忆摘要：中学生在学习英语的过程中，最感头疼的是记忆单词。

尽管他们花了大量的时间和精力记单词，可总是记不住！原因何在呢？那就是他们没有掌握科学的记忆方法。

英语词汇的记忆可以说是整个英语学习的基础，没有词汇量就不可能有高水平的外语能力。

一、读音规则记忆法它就是按照元音字母、元音字母组合、辅音字母及辅音字母组合在开音节和闭音节的读音规律记忆。

例如：ea，ee，er，ir，ur，or分别能发［i：］［：］［：］等。

还有些固定的字母组合，例如：tion 发［］或［］，ture发［］，ing发［i］，ly发［li］，ty发［ti］和各种前缀、后缀，例如：a-，re-，un-，dis-，im-；-ed，-ing，-ly，-er，-or，-ful，-y等都有其比较固定的发音。

掌握了这些规则，记单词时就不必一个字母一个字母地记忆了。

二、字母变化记忆法英语单词中以某个单词为基础，加、减、换、调一个字母就成了另一个新单词。

具体方法如下：1.前面加字母。

例如：is/his，ear/near/hear，read/bread2.后面加字母。

例如：hear/heart，you/your，plane/planet3.中间加字母。

例如：though/through，tree/three，for/four4.减字母。

例如：she/he，close/lose，start/star5.换字母。

例如：booklook/cook，cakelake/wake/make/take6.调字母（即改变字母顺序）。

例如：blow/bowl，sing/sign，from/form三、联想记忆法在日常生活中可以根据所处的环境，所见到、所摸到的事物，联想相关的英语单词。

例如：打球时联想到：ball，(play)basketball，(play)football，(play)volleyball，playground等等；吃饭时联想到：dining-room，(have)breakfast，(have)lunch，(have)supper等等；睡觉时联想到：bed，bedroom，gotobed，sleep，gotosleep，fallasleep等等。

初中英语词汇教学论文10篇

初中英语词汇教学论文10篇一、初中英语词汇教学现状(一)词汇教学方法单一有调查显示，目前，在初中英语词汇教学过程中，绝大多数教师仅采用一种方法进行教学，只有为数不多的教师采用了一种以上的方法。

词汇教学方法的单一导致了词汇教学收效甚微。

此外，调查结果还显示，直接讲解法是教师在进行词汇教学过程中所采用的最为广泛的方法。

但众所周知，此种方法的教学效果最差。

(二)忽视英文单词与其含义及用法之间建立有效联系的重要性在目前初中英语词汇教学过程中，最为流行的做法是，由学生通过单词表进行词汇的学习，这种方式导致学生的词汇学习由于脱离了具体语言环境而无法将单词本身与其含义和用法之间建立有效的联系，单词识记效率低、效果差强人意，最终导致英语词汇教学收效甚微。

(三)教学时间短，复现频率低传统的英语词汇学习的理念是，词汇学习的主要目的是为了语法学习做准备。

基于此种理念，在教学过程中，部分教师只对词汇进行简单讲解、听写，所花时间只占整个单元教学所需课时的5%不到。

此外，绝大多数教师对词汇的处理仅限在课堂上，课后的时间极少花在词汇学习上，学生词汇学习的时间无法得到保障。

遗忘曲线规律表明，在对新知识的学习过程中，必须要对其进行多次重现，才能使学习者真正掌握该新知识。

这个规律同样适用于对初中英语词汇的学习，学生要想真正掌握英语词汇，必须做到重复多见。

但综观初中英语词汇教学的现状，笔者发现，部分英语教师缺乏对这一规律的足够认知，导致初中学生词汇学习效率低、词汇教学效果不理想。

二、提高初中英语词汇教学成效的对策(一)加强音标及拼读技巧的训练正确认读是迅速有效掌握单词的前提。

因此，在词汇教学过程中，教师务必确保学生始终能正确拼读单词。

此目的的达成需要教师做好以下两件事情:一是教会学生正确认读音标。

二是使学生掌握五个元音字母的开、闭音节拼读规律。

(二)多次对词汇进行重现在语言学习过程中，边学边忘是一个正常现象，但这种现象能对学生真正掌握词汇造成消极影响。

英语词汇教学论文

浅谈英语词汇教学词汇是构成语言的最基本要素，在语言教学中有着举足轻重的地位，听说读写四项技能离不开词汇的积累和运用。

我在教学中发现，很多学生和英语学习爱好者，为难以记住单词而厌烦了英语语言的学习。

所以，探索一些行之有效的方法帮助学生学习和记忆英语词汇，培养学生学习英语的兴趣，提高学习效果大有必要。

英语单词为何易忘难记？德国心理学家艾宾浩斯，对记忆进行了实验研究并有重大发现：凡是理解了的知识，就能记得迅速、全面而牢固。

无意义材料的学习比有意义材料的学习在难度上几乎达到9倍。

遗忘的发展规律是“先快后慢”。

学习后不予复习，20分钟遗忘４1.8％，1小时遗忘５5.8％，24小时遗忘６6.3％。

英语字母是阴性抽象的，没有明确意义的文字符号，单词难记的症结在于无意义和不复习。

我通过研究当今最新的词汇记忆科研成果，结合多年教学实践，就如何掌握好英语词汇的学习，谈四个问题。

一、熟悉英语词汇的结构在英语中，词的构成方法主要有三种：合成法、派生法和转化法。

1．由两个或两个以上的词组合成的一个新词，这种词的方法叫做合成法。

其书写上有的中间用连同符号，有的则直接写在一起。

例如：bedroom raincoat。

2．在词的前面或后面加上一定的接词部分（即词缀），这样就产生了新词，这种构词法叫做派生法。

例如：worker writer reader。

３．由一种词类转化为另一种词类，也就是说可以由名词、形容词、副词转化为动词，也可以由动词转化为名词。

这种变化叫做转换法。

转换后的词义常和转换前的词义有着密切的联系。

如：rain （名词）—rainy（形容词） snow（名词）—snowy（形容词） slow （形容词）—slowly（副词） careful（形容词）—carefully（副词）。

二、注意英语词汇运用的多样性在学习英语单词时，我们必须注意到英语词汇运用中要把握的几点：1.同音同形异义词。

有一部分词拼写形式和读音（包括重读章节）都完全相同，而在词义上则有所不同。

英语词汇学论文-构词法

Abstract词汇是我们在英语学习过程中最大的障碍。

然而,英语构词法能够帮助我们很好的辨别并正确理解英语，同时也可以在短时间内增加我们的词汇量,英语构词法是学习英语的有效途径和强有力的“武器"，在所有的英语构词法中，词缀法能够生成的新单词是最多的也是最广泛，它被认为英语学习的最佳途径之一。

除了词缀发以外,复合法、转类法、混成法、截短法、首字母拼音法、逆向构词法也都是英语学习的有效途径Vocabulary is one of the main obstacles of English study。

However English word formation can help us recognize English words, understand them correctly, and enlarge our vocabulary quickly. It is an efficient way and powerful weapon for English study. Among them，affixation is the strongest one to form a great range of vocabulary, and it is claimed to be one of the best ways of learning English。

Besides, compounding, conversion, blending, clipping, acronyms, back—formation are also efficient ways of learning English。

In the paper the ways and characteristics of word formation is analyzed form these aspects: affixation, compounding，conversion，blending。

词汇学论文2篇

词汇学论文第一篇：词汇学及其研究方法词汇学是语言学的一个重要分支，研究词汇及其运用规律。

它对于理解和使用语言至关重要，并且在语言学、语言教学和语言处理等领域具有广泛的应用。

本文将介绍词汇学的定义、主要研究内容以及常见的研究方法。

首先，词汇学是研究词汇的科学。

词汇是构成语言的基本单位，是语言的基本组成部分。

词汇学包含对词汇的定义、分类和形成过程的研究。

词汇的定义可以从不同角度进行，如音、义、形态等。

词汇分类可以根据语法特点、语义特征以及语用功能等进行。

词汇的形成过程涉及词源、造词规则以及词汇的变化等方面。

其次，词汇学的研究内容包括词义、词形、词法、词汇关系等方面。

词义是指词汇所包含的意义，是词汇学研究的核心内容之一。

词义的研究涉及到语义、句法和语用等层面的分析。

词形是指词汇的外部形态特征，包括词根、词缀等。

词形的研究可以揭示词汇在形态上的规律和变化。

词法是指词汇的形成和使用规则，包括词汇的构词法和变位等方面的研究。

词汇关系是指词汇之间的内在联系，包括同义关系、反义关系、上下位关系、联想关系等。

最后，词汇学的研究方法多种多样。

常见的研究方法有词义分析、语料库分析、对比研究等。

词义分析是通过对词义进行细致的解剖和分类，来探索词义的内部结构和变化规律。

语料库分析是通过收集和分析大规模的语言数据来研究词汇的使用频率和语境特征，从而揭示词汇的语言规律和偏好。

对比研究是通过比较不同语言、不同语言阶段或者不同语言使用者之间的词汇差异，来揭示词汇的共性和个性。

总之，词汇学是研究词汇及其运用规律的科学，它对于理解和使用语言具有重要意义。

词汇学的研究方法多种多样，可以通过词义分析、语料库分析和对比研究等方法来揭示词汇的内在规律和外在特征。

对于语言学、语言教学和语言处理等领域来说，词汇学的研究成果具有重要的理论和实践价值。

第二篇：词汇学在语言教学中的应用词汇是语言的基本单位，掌握丰富的词汇量对于语言学习者来说非常重要。

论文写作常用词汇

论文写作常用词汇一、导论部分在论文的导论部分，我们通常需要概述研究领域的背景，介绍研究目的和意义，并列举相关的研究现状和研究方法。

下面是一些常用于导论部分的词汇：1. 研究背景和研究领域：- Previous studies（以前的研究）- Existing research（现有研究）- Research gap（研究空白）- Research field（研究领域）- Theoretical framework（理论框架）- Research questions（研究问题）2. 研究目的和意义：- The purpose of this study（本研究的目的）- The significance of this research（本研究的意义）- Contribute to the existing literature（对现有文献做出贡献）- Fill the research gap（填补研究空白）3. 研究现状和研究方法：- A literature review（文献综述）- Empirical research（实证研究）- Qualitative analysis（定性分析）- Quantitative analysis（定量分析）- Data collection（数据收集）- Research methodology（研究方法）二、理论框架与文献综述在论文的理论框架与文献综述部分，我们通常需要介绍相关的理论框架，回顾已有的研究和文献。

下面是一些常用于该部分的词汇：1. 理论框架：- Theoretical framework（理论框架）- Conceptual framework（概念框架）- Hypothesis（假设）- Model（模型）- Variables（变量）2. 文献综述：- Review the literature（回顾文献）- Research studies（研究研究）- Scholarly articles（学术文章）- Empirical studies（实证研究）- Theoretical perspectives（理论观点）- Research findings（研究发现）- Research gaps（研究空白）三、研究方法与数据分析在论文的研究方法与数据分析部分，我们通常需要介绍研究的方法和技术，并进行数据分析和讨论。

作文中的议论文常用词汇

作文中的议论文常用词汇议论文是一种常见的作文类型，它要求表达作者对某一问题或议题的观点和看法，并通过逻辑思维和论证来支持自己的观点。

在写作过程中，选择合适的词汇可以增加文章的说服力和表达能力。

下面是一些常用的议论文常用词汇，旨在帮助你提升写作水平。

一、引言1. 据统计数据显示……2. 据调查结果显示……3. 据媒体报道……4. 有关专家表示……5. 一项研究表明……二、陈述观点1. 就我个人而言……2. 我坚信……3. 从我的角度来看……4. 有人认为……而我则认为……5. 对我来说，我认为……三、列举理由1. 第一，……其次，……最后，……2. 首先，……其次，……再者，……最后，……3. 首先，……并且，还有……另外，……最后，……4. 一方面，……另一方面，……5. 举例来说，……例如，……6. 其中一个原因是……另一个原因是……7. 由于……因此……8. 有一种观点认为……然而，另一种观点则认为……四、进行论证1. 实际上，……2. 另外，……3. 此外，……4. 而事实上，……5. 更重要的是，……6. 更何况，……7. 此外，还有一些人认为……五、转折论述1. 然而，……2. 但是，……3. 尽管如此，……4. 但与此同时，……5. 反过来说，……6. 这并不意味着……六、总结观点1. 综上所述，……2. 总的来说，……3. 因此，我认为……4. 总结以上分析，……5. 从这些角度来看，……6. 综合以上讨论，我们可以得出结论……七、给出建议1. 基于以上分析，我建议……2. 为了解决这个问题，我们可以采取以下措施……3. 考虑到这种情况，我们应该……4. 希望政府能够采取有效的措施来解决……5. 个人而言，我建议……6. 鉴于以上讨论，我们应该……以上是一些在议论文中常用的词汇，通过合理使用这些词汇，可以使文章表达更加清晰，并增加逻辑性和说服力。

当然，写好一篇议论文还需要对观点进行充分的分析和论证，同时注意逻辑推理和结构的合理性。

词汇学论文lexical meaning and context

Lexical Meaning and ContextAbstract: With the With the development of technology, more and more new words are used to express a new concept, but not every appearance of new concepts are accompanied by the emergence of a new word. Therefore, many ordinary words are also used to express a particular concept. Because of the different location and the different meaning, words have the contextual meaning. As an English-language learners, nor only should we understand the basic meaning of the words, but also we should learn the contextual meaning.I divided this passage into four parts, which is definition of context, contextual restrictions, the factors of the context and the influence of context. We can understand the method of analyzing the words in context and the impact of various contextual meaning of words. Then, we should try our best to understand the meaning of English words in the sentence by the provided clue. It can help us to avoid embarrassment of misunderstanding.Key words: Definition; Factors, Contextual restrictions; Influence1.The definition of contextContext is of great importance for the understanding of word meaning, especially for the understanding of the meanings of polysemic words. The important role in the study of context in semantics is increasing brought to the attention of the people. In language communication, context is always changing, which leads to changes in the dynamic semantics. Without the context, the words’ meaning will be pale, indefinite and puzzling. What’s more, the communication will be failed. Therefore, we should know denotative meanings of a word as much as possible and generally there will be no risk of misunderstanding the meaning, when it occurs in a particular context.2.The factors of contextModern linguists have not only placed great emphasis on context but have considerably broadened its scope, and have also probed deeply into its influence on word meanings. The range of the term context has been widened in several directions. Its also no longer restricted to what immediately precedes and follows, but many cover the whole passage and sometimes the whole book in which a word occurs, and in some cases even the entire social or cultural setting.The factors of context can be divided into three parts. The first factor is natural environment. There are different geographical location between Chinese and English. They have different lifestyles and different characteristics of the word meaning. England is an island country. Its maritime industry was once the top of the world. Thus, many words were produced from navigation. Han Chinese live and multiply in the Asian continent. People can not live without land, land. Land is vital for people, soa lot of Chinese words or idioms are related to land. The second one is culture. Different country has different culture and different customs. Different language implies different national culture and the words also carry a lot of national cultural accumulation. This accumulation plays an important role of ways of thinking and language behavior. When we use “牛饮” to describe the big drinkers, English would say: Drink like a fish. Therefore, in order to understand the meaning of the words in a context, we should learn the culture or background of the words.3.The contextual restrictions on word meaningLondon School Firth founded context in the 1940s. Since the context was founded, linguists expressed their different opinions frequently. Different researchers selected different perspective to use different elements to make different definition of context.Translators analyze and understand the passage by the source of language information to convert and express the understanding meaning of the passage. In this process, whether can the translators accurately understand and express the original information? Not only should they rely on their language skills, personal experiences and the translation skills, but they should focus on the most important thing that is the source language text analysis and understanding accuracy. The accurate analysis of discourse and understanding is inseparable from context, because the usage of every language has its own the context.A.Two types of contextsNowadays, the context was divided into two types: Linguistic Context and Extra- linguistic context.[1] The former refers to the process of communication in the specific environment. It includes words, sentences, paragraphs and passages and so on. The latter one refers to the situation which is limited by the language communication, society and the communicators themselves, such as the specific occasion, time, topic and the character of communicators.In English, polysemy can be seen frequently, including basic meaning, expanding meaning, and metaphorical meaning and so on. However, when a word enters the semantics of the system, its meaning would be single and certain because of the restriction of semantic subjacency. In other words, in the context, the word only has a single meaning which can accurately express the meaning of the sentence or the passage. Therefore, in order to understand the meaning of a word, we must set it into a concrete context. English words meanings are flexible and they always be restricted by the context. Different context make the word has different meanings.American linguist Dwright Bolinger said: In order to understand the meaning of a word, we should rely on the entire semantic range of the word and the function of this word and other word in the same occasion! [2]For example, the preposition “on”has 10 meanings totally in the Anglo Dictionary, but in the specific context, it has only a meaning in a sentence.①a book on the table( 在......上); ②a town on the river( 在......旁); ③smile on somebody( 向着......); ④live on one’s salary (依靠.......); ⑤on questions of common concern(关于......); ⑥be on the committee(是......的成员); ⑦be on leave( 处于......情况) ; ⑧talk on the telephone(以......方式); ⑨on Sunday( 在......时候) ; ⑩Thislunch is on me( 由......支付) 。

论文常用词汇

1. 表明, 表示, 说明, 证明表明: show, indicate, denote, signifyCalculations indicate that...Preliminary results indicate that...Recent study has indicated that...The available data indicate thatExperience has shown that...Present results show that...Previouse work has shown that...This investigation shows that...表示: show, indicate, express, demonstrate, illustrate, representFig. 2 demonstrates/shows/indicates/illustrates that...In the diagram, plump lines represent the observed results.说明: show, explain, illustrate, interpretexplain how a machine worksto be illustrated by examplesThe result shows clearly that this procedure is correct.To interpret electrical phenomena we must examine the structure of matter. 证明: show, proveas analyses show that... 分析证明as fact showed that...It goes to prove that...It has been proved that... 一切证明There has been evidence that... 已经证明Countless facts have proved this point 无数事实证明了这一点证实: confirm, verify, supportremain to be confirmed 有待证实verify a scientific hypothesisIt supports the fact thatEquation(1-7) can be easily verified by differentiating equation (1-6)2. 获得, 得到, 得出结论获得: "获得" 的宾语多是抽象的事物win liberationwin the first prizewin acclaim/earn favourable comment 获得好评achieve great successacquire knowledgeIn order to obtain a higher temperature it is necessary to raise the pressure. 得到: "得到" 的宾语多是具体的东西get, obtain, gainget timely medical treatmentBy studying the sketch, we can get an idea of the operation of a simple laser. 研究一下简图, 我们就能对简单激光器的操作得到一个概念。