徐州市铜北润杰学校
生活中，我们经常会谈到各个领域的话题。如果不是专业性的学术问题，大都或多或少能说几句，这只是局限于用母语进行交流。如果就某一话题用外语进行交流就会更加困难，正如知名女作家六六曾经说过的：“我离英语好还有很大的距离，顶多是对话没问题，涉及到灵魂与思想的沟通就显得很没有被教化”。由此看出，在外语语言的运用中，外语学习者要进行深层次的交流有着多么大的困难。为了提升语言学习的运用能力，掌握与话题相关的词汇显得尤为重要。长期以来，有关英语词汇学习的经验和策略已有大量的文献可以参考，可供学习者使用或借鉴，但在高中英语教学中，教材语料所提供的词汇学习还需要进一步的探究。因为教材所提供的语篇大多是语言知识的载体，语言运用能力的提升还需要学习者进行近一步的体验、实践。换言之，学习了某一教材中的某一语篇并不意味着学习者能因此运用语篇中的词汇就某一话题进行交流或表达。许国璋曾经说过：“最好的记忆生词的办法，不能只是复习已学的材料，而要敢于学习难度相仿的新材料。在新材料里反复碰到已学的词汇。这是更为积极的，更为有效的巩固词汇的手段。”因此，词汇在不同语境中的运用，多角度呈现语言信息，才能更有利于词汇的学习和掌握，才能进一步提升学习者的语言综合运用能力。为了实现这一目标，笔者认为在教学中可从以下几个方面进行任务设置，提升词汇的运用能力。
一、 词汇语境化
“语言在语境中产生，也是在语境中运用的。”教材中的话题词汇是以文本为载体，教师应充分利用文本中的情景语境设计词汇学习任务，把词汇融入到语境中，在不同的语境里呈现其语言意义。教师在设置学习任务时还要与真实生活中的语言素材相结合，提升词汇的运用能力。以牛津版初中英语8A Unit 4 Reading部分的文本为例，该语篇话题是DIY，教师可以设置如下任务：
任务一: 提炼与DIY相关的词汇brush, glue, rope, scissors, tape, exactly, stand for, repair, decorate,instead of, rose, crazy, be crazy about, terrible, once, put in, mistake, make a mistake, power cut, pipe, fill,not only ... but also ..., ceiling, shelf, advise, course, already, instead, attend, 教师可以用多媒体课件呈现与这些词汇相关的图片，让学生同时接受视觉和听觉的影响来接受新的词汇。
任务二：提炼与话题词汇相关的句子My cousin Andy is crazy about DIY, he loves repairing things and decorating his house, now the living room has not only blue walls but also a blue ceiling and floor, I advise him to take a course in DIY, he hit a pipe and filled the room with water, I attend lessons every Saturday ...教师在可以把任务一和任务二巧妙地结合在一起，把相关的词汇和句子相融合。
任务三：创造运用话题词汇的新语境Do you like DIY? What DIY do you like to do? Have you ever done a DIY job? How did you do it? Do you know how to put up a shelf and How to paint the bedroom wall?...
学生通过完成这些任务对话题词汇有了更清晰的认知，为语言能力的形成打下良好的基础。黑体部分的话题词汇运用在句子中，赋予其真实的语言环境，便于让学生体验和学习，有助于记忆。同时，学生通过创设新的运用语境，强化词汇的语意功能、丰富词汇内涵，从而提升语言运用能力。
二、 词汇语篇化
通过词汇学习的语境化，学生对话题词汇的运用能力有所提高，为了进一步提升学生对话题词汇的掌握、交流或表达，在语篇中强化显得尤为重要。因为语篇所呈现的语言信息更为丰富，逻辑性更强，能更有效地传达话题所涵盖的内容，有利于学生综合语言能力的形成。以牛津版初中英语中Unit 3 reading的话题为例，教师可以要求学生对文本进行提炼、改写、仿写或改编。
期刊文章分类查询,尽在期刊图书馆例如， Yesterday, Kitty’s teacher invited Linda to join their school trip to the World Park. Linda enjoyed herself. It was a fine day, The World Park is quite far away, it took them about two hours to get there by bus. The traffic on the road was very busy. They arrived at the park finally, they couldn’t wait to get off the bus, there are many models.When they saw The Model Golden Gate Bridge, they became excided, they couldn’t believe their eyes. The song and dance shows are also wonderful, they learnt a lot about different cultures. Daniel put their photos on their home page.此篇改写例文针对某一话题传达了较为完整的信息，有利于提升话题交流的深度，从而帮助学生提升语言运用能力。再如：
A: It was a great day. Linda really enjoyed herself.
B: But the journey was a little boring, and there was too much traffic on the way.
A: True, but when we saw the models, we became very excited. Linda couldn’t believed her eyes when she saw the model Golden Gate Bridge. It looks as great as the one in her country.
B: Yes, It was amazing to see the main sights of the world in a day, and it was also great to learn a lot about different cultures.
A: Did you take any photos?
B: Yes, I took some. You can see them on my homepage.
通过此类任务的完成，学生对话题词汇的运用能力增强了，运用语篇把语言知识转化为语言能力。
三、 词汇生活化
学生通过教材学习的词汇总有书本化的感觉，学习的语言知识与现实生活太过遥远，学习的词汇无法进行长效的记忆，更不用说进行真实的语言交流。为了增加学生接触所学词汇的机会，教师可以利用丰富的网络资源，从中获取相关的优质材料，让学生感受词汇使用的真实性，充分体验现实生活中的语言运用，从而学会运用词汇，提升语言能力。以牛津版初中英语8A Unit 8话题为例，与地震题材相关的材料丰富多彩。教师可以截取相关的视频、报刊杂志的文本信息、新闻广播等优质资源，让学生最大化地接触与此话题相关的词汇或话题信息，从而提升对话题深度和广度的了解，汲取词汇的表达力，提升词汇的语言运用能力。例如，新闻报纸上上会频频出现的词汇:slight shake, a loud noise like thunder, like bombs under the ground, scream in fear, run out of, run in all directions, pieces of glass, nervous, heart beat fast, be trapped, calm down, pull slowly ...这些词汇在真实的场景中更能体现其语言的表达力，学生通过观看视频，体验词汇、学习词汇、运用词汇，从而提升其综合语言运用能力。不仅如此，学生还会通过视频了解更多有关地震的语言信息。例如，以2008年四川汶川大地震为例： May 12th is an ordinary day in 2008, it is in this day that shocking earthquake happened in Sichuan province, China. The earthquake destroyed nearly everything in Wenchan county Sichuan province. It was terrible. We can’t describe the scene what we saw with any words. Thousands of people were injured even died. And thousands of children became such unlucky ones who lost fathers or mothers, they longed to have families to continue their lives. I am sympathetic to their fate! But I believed that we can fight against the fate and change it. For example, there many people keeping living without food or water for about 100 hours during the earthquake! ...这些语言素材大大丰富了地震主题的内涵，便于学生就此话题进行深层次的交流。学生在教材中学习的词汇通过观看、倾听或阅读等多种学习方式，感受词汇在生活中的运用，体验语言的丰富性，让他们在多彩的现实生活中感受语言的魅力，从而提升英语语言的学科素养。
David Wilkins 说过：“Without grammar very little can be conveyed; without vocabulary nothing can be conveyed。”在词汇的学习中，学生通过对教材话题词汇的提取、语境的运用、现实生活中的体验和不同语境中语意的延展，能更有效地提升学生对所学词汇的记忆和运用，选择较为适当的词语进行交流或表达，且能就某一话题内容进行有一定深度的思想交流，从而提升语言的综合运用能力。
论文作者:田明侠
论文发表刊物:《校园英语(教研版)》2015年第1期供稿
论文发表时间:2016/3/25
标签：词汇论文; 语言论文; 话题论文; 语境论文; 能力论文; 学生论文; 学习者论文; 《校园英语(教研版)》2015年第1期供稿论文;