--在语篇中将词汇教学进行到底

在语篇中将词汇教学进行到底 摘 要：英语教学离不开词汇，词汇教学方法多种多样，但作为一门语言，其功能就在于交际，交际的功能决定了词汇教学与语篇的关系是必不可分的。本文从结合教材中的阅读课文和依托单元话题重组教材语篇两方面着手，举例说明如何在语篇中进行高中英语词汇教学的设计。 关键词：语篇；词汇教学；阅读课文；话题 一、引言 词汇教学在高中英语的地位举足轻重，语言学家David Wilkins对词汇学习的重要性作了如下精辟的概括：“Without grammar very little can be conveyed；without vocabulary nothing can be conveyed．” 分析近几年浙江省英语高考试卷，可以发现试题对学生阅读量的要求有了大幅度提高，单项选择与完形填空中词义辨析题的比重加大，书面表达题设置的开放性程度在增加，这些说明高考对学生词汇量的要求在逐年提高。 词汇学习的最终目的是运用。索绪尔(1980)认为，语言符号的价值不是通过简单的符号相加而实现的，其交际价值的实现完全依赖于在线性组合体中与其他要素的相互作用关系，而与特定语言符号相互作用的各要素及其关系就是该符号的语言环境。这从理论上说明了词义对语境、语篇的依赖性，也强调了语篇在词汇教学中的重要作用。 因此，教师要仔细研读《普通高中英语课程(实验)和<<考试说明》中对词汇教学的要求，明确学生该掌握的词汇和词块，设计提高词汇复现率的练习，鼓励学生每天做一些基于语篇的词汇练习。这样既能反映出学生对课文、阅读文本、词汇及重要句型的掌握程度，又能促使学生将词汇识记转变为词汇运用(沈琴芳，2011)。基于以上思考，笔者将从结合教材中的阅读课文和依托单元话题重组教材语篇两方面着手，举例说明如何进行基于语篇的高中英语词汇教学设计。 二、实例和说明 (一)结合阅读课文,学习词汇运用 一个词和词组，在词典里是孤立的，但一旦用于具体的语篇中，它就形成了整个语篇结构的一部分，与其它词语构成一个有机的编码系统及上下文，并和特定的语境相关联。所以词汇意义不是由词典决定的，而是由语境及上下文决定的。”(李运新，1998)学习词汇借助于篇章段落，那效果必将事半功倍。教师可以利用课文中丰富的语言材料，设计多层次、多角度的活动，让词汇学习融入语篇中，利用读前活动展现和激活阅读中关键和难懂的词汇，利用阅读活动让学生在语篇中感受词汇，分析理解其意义，利用读后活动给学生创造在口笔头上运用所学词汇的机会。 1.读前确定目标词汇，预热关键词 本环节旨在激活学生已有的认知意识，在与学生的互动中创设情景，运用paraphrase或brainstorm等方法自然地引出关键词，在文章中遇到它们之前先在类似的语境中感知、记忆这些新词汇，为顺利理解文章作铺垫。 例如，在教学必修l Unit 4 Earthquake阅读课时，笔者先展示了电影《唐山大地震》里的片段,之后抛出问题：What scenes do you still remember after watching the movie?学生会对影片中的一幕幕骇人场景进行描述， 如果学生在回答时使用了本课的新词汇， 则对该词汇进行paraphrase;如使用的是以前的旧词汇,则可以通过近义词转换的方式来呈现本课的部分目标词汇，如： Many buildings fell down. 一Many buildings were destroyed. Some people had not enough time to run out of the building. 一Some people were trapped under the building. Many people were hurt. 一Many people were injured. The city was completely destroyed. — The city was in ruins. The army came to save the people. — The army came to rescue the people. 2.读中感受新词，深化理解 在阅读中学生主要通过自然语境习得词汇，“利用语境习得词汇这种技能只有通过练习才能获得”（Bright & McGregor,1970:31）,因此必须保留适当量的生词留待学生通过阅读练习习得。而且，教师可以在阅读过程中对学生进行词汇学习策略的点拨。 1）在问答中再现词汇 在阅读课中所设计的问题不仅仅是为了让学生理解文本所透露的信息， 同时还帮助教师在有语篇的支持下呈现新词汇。 例如，在必修l Unit 3 Reading：Journey Down the Mekong中有一段Wang Kun对她姐姐Wang Wei的评价，笔者通过几个前后呼应的问题同学生一起剖析这一人物，同时在这样的语境中学习一些关键词汇。 T：What kind of person is Wang Wei? S：Stubborn. T：How do you know this? S：Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. She gave me a determined look—the kind that said she would not change her mind. Once she has made up her mind，nothing can change it. T：It seems that nothing can make her give up her idea．With such a stubborn sister，Wang Kun had to give in to her． 以上的活动中用简单的英语来阐释文本解读中所引出的目标词汇，这样既能增加学生的语言输入量，又可以培养学生用英语思维和表达的习惯，提高学生英语处理信息的能力。 2)在阅读中指导学生如何猜词义 例如，在必修1 Unit 5 Nelson Mandela—a modern hero的阅读中，笔者设计了一道猜测词组的选择题。 The phrase “generous with his time” in Paragraph 1 means________. A. strict with time    B. serious with time C. careful with time  D. willing to spend time 教师在语篇中也可设计一词多义的练习，使学生理解该词的用法。 例如，在选修6 Unit 2 Poems的阅读课中有这样一句：Another simple form of poem that students can easily write is the cinquain, a poem made up of five lines，句中的短语make up有多种意思。此时笔者并未直接让学生猜测make up在其中的词义，而是呈现了一篇含有数个make up的短文，要求学生选择哪一句的make up跟文中的词义一致。 Nina ①made up this morning to meet her man. They quarreled yesterday because of Nina’s some what ②make—up. Now, he said he wanted to ③make up with her. He ④made up a funny joke, so she couldn’t help laughing. Just at that moment, he took a ring out of his pocket，and said to her that he had ⑤made up his mind to marry her. She happily accepted it and they even dreamed that they would have many kids that could ⑥make up a football team. 上述短文中有6个make up，但是每一个的意义都不一样。①是打扮、化妆，②是装扮，③是和解，④是编造，⑤是下决心，⑥是组成。 3.读后输出词汇，巩固深化 读后活动是基于文本和词汇理解的综合性输出，使学生在运用词汇的过程中体验并深入理解词汇的意义与用法。教师应从“用”的角度精心设计重建语篇的活动，常见的语篇练习方式有：运用写作框架缩写课文、复述课文部分内容或整体内容、把记叙文本改为对话形式并表演等等。在设计活动时，教师应要求学生尽力尝试运用新学词汇对课文进行语篇重建，增强词汇聚焦意识，同时引导学生使用使文章表达富有逻辑性的词汇。 例如，必修5 Unit 4 Making the news时，笔者设计了如下练习：Try to rewrite the passage“My first work assignment”between 110-130 words to introduce how to be a good journalist．要求学生在缩写过程中既能充分利用课文中出现过的词汇(如admirable，experienced，acquire等)、词组(如cover a story，submit the article，have a good “nose” for…，inform sb．of…,accuse sb．of…，get the wrong end of the stick，get a real scoop等)以及倒装句式，又要注重语篇的内在逻辑性(如firstly，meanwhile， importantly，lastly等词语的运用)。 又如，必修1 Unit 5 Nelson Mandela阅读课是Elias以第一人称讲的一则故事，在理解课文以后，要求学生根据下列关键词以第三人称复述Elias的故事，同时提醒注意句子间的衔接，以培养他们的语篇表达能力。 (Before meeting Mandela)school fees & bus fare／gold mine／passbook／out of work (Meeting Mandela)went to him for advice／guidance／grateful (After meeting Mandela)hopeful/ANC Youth League/attack the law/answer violence with violence/blow up／be put in prison／make…equal (二)依托单元话题，运用所学词汇 话题是纲，纲举目张。抓住话题，才能调出内存——大脑中的背景知识和经验。在词汇教学中，教师可立足考纲，依托单元话题，整合相关话题的单元词汇和句型，收集相关话题的听力材料，创设较长篇幅的阅读文章，最后落实与该话题相关的写作任务上。笔者以必修l Unit 4 Earthquake为例，探讨依托单元话题的词汇教学。 1.相关话题的常用词汇和句型 教师可设计以话题为中心的词汇头脑风暴，让学生尽可能多地回忆相关词汇，帮助学生建立词汇网络。这种主动的回忆胜过被动的听写。设计本环节应基于以下两点考虑：其一是为这一话题的阅读篇章扫除词汇障碍，提高阅读速度；其二是提高学生围绕该话题表达思想、解决问题的能力。 1） 常用词汇 Feelings Damage Events Rescue work Before: curious anxious surprised amazed puzzled confused After: shocked horrified relieved worried scared angry distressed sad terrified frightened hopeless hopeful unbelievable encouraged Before: cracks pipes burst After: 1 great destruction 2 houses in ruins 3 roads destroyed 4 water, gas and electricity hard to get 5 people killed or injured 6 cracks cut across roads and canals 7 hills of rock became dirt 8 children lost parents 9 homeless Before: 1 animals behaved strangely 2 lights in sky 3 sound of planes 4 well water rose and fell After: 1 ruins 2 2nd quake 3 army came After: calm practical hard-working selfless helpful brave courageous prepared tireless organized determined dig out the trapped build shelters         2）单元佳句 In fifteen terrible seconds a large city lay in ruins. The suffering of the people was extreme. Two-thirds of them died or were injured during the earthquake. Thousands of families were killed and many children were left without parents. The number of people who were killed or injured reached more than 400,000. Everywhere they looked nearly everything was destroyed. All of the city's hospitals,75% of its factories and buildings and 90% of its homes were gone. Water,food, and electricity were hard to get. All hope was not lost. Soon after the quakes, the army sent 150,000 soldiers to Tangshan to help the rescue workers. Hundreds of thousands of people were helped. The army organized teams to dig out those who were trapped and to bury the dead. Workers built shelters for survivors whose homes had been destroyed. Fresh water was taken to the city by train, truck and plane. Slowly, the city began to breathe again. 2.相关话题的拓展听力 通过网络资源找出适合学生听力水平的英语新闻，让学生以视听的形式再一次接触文本话题，同时扩充话题相关词汇。 就上述话题，我从网络上选摘了以下的一段BBC新闻素材，这篇素材应用了许多课文中的生词，学生在学完课文后，所学的生词马上就有用武之地，在阅读这篇素材的同时，有力地加深了学生对有关地震词汇的理解及掌握。 BBC News with Neil Nunes. A powerful earthquake in China is feared to have killed thousands of people in the southwestern province of Sichuan. The official news agency Xihua says nearly ten thousand people may have died, with many more buried and injured. In one county, most of the buildings are reported to have collapsed. Michael Bristow sent this report from western China. “This is the biggest earthquake to hit China in more than 30 years. Thousands are already confirmed dead. Chinese state media are reporting that 900 middle school children were buried when their school co1lapsed.At least 50 are known to have died.80% of the buildings in one county alone have collapsed, and up to 5,000 people there are feared dead. The earthquake struck just before 2:30 this afternoon. The epicenter was in the mountainous Wenchuan county in Sichuan province.” 3.相关话题的拓展阅读 教师可以选取一些相关主题的阅读篇章，引导学生进行话题的拓展阅读，旨在调动学生观察语言运用的能力和培养学生的语篇意识，使学生在词汇输出的最终形式——书面表达中水到渠成。 就上述话题，笔者给学生印发了以下这篇写于2012年关于玉树地震的文章。 In that earthquake two years ago, thousands of people died, and entire neighbourhoods were destroyed. It was a tragedy that brought the whole country into mourning. The devastated earthquake took 27-hundred lives, with another 270 others still listed as missing. The entire town of Gyegu was flattened, leaving thousands homeless. All the area’s schools were destroyed, leaving 3 thousand students to study in makeshift classrooms. Overcoming the tragedy of losing loved ones was a hard task, but these students were eager to get back to studying. For survivors who lost everything, hope is all they have. President Hu Jintao and Premier Wen Jiabao urged all-out efforts to help rescue those left buried under the rubble. Some 3,700 personnel from the Qinghai division of the People’s Armed Police were sent to the region to aid in rescue efforts. Soldiers worked around the clock to pull people out from the debris. Some 47 relic sites and buildings in Yushu were damaged by the earthquake, including local temples, monasteries, and multiple dagobas. Soldiers were also helping protect the site of these ruins. 4.相关话题的写作任务 为了借助语篇内化其中的重要词汇，教师可以设计相关话题的书面表达。本环节仅加深了学生对话题相关词汇的印象，也提高了学生的写作能力。 比如，就上述话题，笔者尝试设置的写作任务如下： 假设你是一名记者，请根据以下提示，写一篇有关日本地震的当日新闻报道。 时间 2011年3月11日14时46分 地点 日本东北部 严重性 日本历史上最具破坏力的一次灾难 受灾情况 1.伤亡人数：15,843人死亡 3,469失踪； 2.许多人被困；地铁无法运行，使数千人无法回家； 3.引发约10米高的海啸冲走许多房子，使当地居民无家可归； 4.引发数起火灾和核电站爆炸。 灾区人们的反应 虽处于震惊、痛苦中，但社会秩序稳定。     注意：1.词数：100-120 2.生词提示：海啸tsunami    核电站nuclear power station 三、结束语 阅读课中的词汇教学应坚持以阅读材料为载体，以语篇为依托，使词汇学习和运用自然而然地渗透于文本解读的过程中，延长词汇记忆的时间。同时利用教材话题或贴近学生生活实际的话题拓展词汇的再现和提升，有地配以听、说、读、写等语篇练习，以发展学生口头上和书面上初步运用英语进行交际的能力。如何以多样化的形式进行语篇教学，真正地把理论融入自己的教学实践中，来达到完美的教学效果，这还需我们一线教师长期思考探索的问题，身体力行的实践过程。