Lexis And Lexical Phrases In Middle School English Teaching

The function of the English Vocabulary, with diversified meanings and even polysemy, Should be attached great importance to in foreign language teaching. The words exist in a certain context, which. in dealing with the word meanings. Should be taken into consideration, where by developing the students'linguistic knowledge and ability, The thesis gives an interpretation on the context, expounding and proving the importance of the context to the vocabulary teaching. According to the problems of English vocabulary teaching in middle school, this essay concerns the idea of forming a set of elastic system in teaching vocabulary, and reveals the methods of making vocabulary teaching interesting diverse. Orderly and systematic. Vocabulary has been traditionally thought of a individual words. Of course, this layman's view is inadequate because vocabulary includes many units which are larger than individual orthographic words. Since lexical phrases can be recognized as individual wholes, this spare the listener some of the processing effort of parsing the language stream into individual words , recognizing each of those individual words. And extracting meaning from the composite of the individual word ,meanings and the related grammatical structuring., so language which includes recognizable phrases is easier to understand . The importance of lexical phrases would suggest that we need to include instruction on them in our language teaching. As this is a new idea .it is not yet cleat how we can best achieve this ., Corpus research is making it clear that the patterning resulting from lexical phrases is a major component of language. As such ,lexical phrases are likely to become an increasingly important topic in applied linguistic circles. Simply because lexical phrases are a key element in how language understanding of their behavior and develop innovative ways of incorporating lexical phrases instruction into the language syllabus. Bringing a discourse dimension into language teaching does not by any means imply an abandonment of teaching vocabulary vocabulary will be the largest single element in tackling a new language for the learner. And it would be irresponsible to suggest that it will take care of itself in some ideal world where language teaching and learning are discourse-driven. The vocabulary lesson will still have a place in a discourse-oriented syllabus, the challenge it to bring the discourse dimension into vocabulary teaching alongside traditional and recent, more communicative approaches. Therefore, in this theses, I'd like to look at research into vocabulary in extended texts in speech and writing and consider if anything can be usefully exploited to give a discourse dimension to vocabulary teaching and vocabulary activities in the classroom . Most are already in agreement that vocabulary should , where ever possible. Be taught in context. But context is a rather catch-all term and what we need to do at this point is to look at some of the specific relationships between vocabulary choice, context (in the sense of the situation in which the discourse is produced )and co-text ( the actual text surrounding any given lexical item). The suggestions we shall make will be offered as a supplement to conventional vocabulary teaching rather than as a replacement for it .