2023年12月10日发(作者：诺基亚11)

这个老外教单词“actually”，用了7步！

呀，凌哥，你说好的原创呢？怎么照搬起老外的文章来啦？

话可不能这么说嘛。素材，经过加工，当然也可以算是原创。不信，您看看凌哥以往写的文章，比如解释词汇的，说鞋码的，就是照搬词典或者网络信息的啊。

今天凌哥读到这篇文章，很有感触，老泪纵横，比读了情书还要感动啊！您先读，您先读，其中夹杂了凌哥的一些汉语注释或翻译。在末尾，可以看到凌哥的简评。

Have you ever considered why a learner (even an advanced

one) can hear a difficult English word or phrase literally

thousands of times and still not use that word in the way that a

native speaker does?（为何我们学了那么多词，却不会像老外一样地运用？）

You might expect that, after having been exposed to a word

in ten, twenty, or maybe at the very most thirty, contexts, a

learner will gradually piece together the word's meaning and

start to use it correctly, appropriately and fluently.

•

Classroom context

•

Seven steps to vocabulary learning

•

Conclusion

Classroom context

Of course we cannot expect a learner to acquire difficult

words in the same way as a young child acquires their first

language, but, perhaps as teacher we can somehow help learners

to arouse their 'learning monitor' by, for example, providing rich

contexts(丰富的上下文) containing the target language and by

giving our learners time to reflect on what the language item

means. In this way teachers can use the EFL classroom to replicate

the real world and nurture strategies(培养策略) to help students understand and produce difficult language items which often

seem beyond their grasp.

Seven steps to vocabulary learning

Here are some practical steps that I have used to help my

students. As an example I want to focus on one very tricky word

('actually') and suggest ways that a student can understand what

it means, and, thereafter, be able to use it more fluently. This

model (which consists of seven steps) can be used for any difficult

word/phrase.(如果直接告诉学生actually的意思是“实际上”，那么学生就不太可能掌握这个词的用法。)

Step 1 提供真实语料

I get my students to listen to the word or phrase in authentic-sounding dialogues

Here are the dialogues I use for 'actually':

•

Do you want a chocolate?

•

No, thanks. I'm on a diet actually.

•

Do you want a coffee?

•

Actually, I'm a bit pushed for time.

•

Could I just borrow your book for a moment?

•

Actually, I'm just about to use it in class. Sorry.

•

How's John doing?

•

Actually, he's doing all right!

•

Ready to go?

•

Yeah…erm…actually I'm going to take my umbrella. It looks

like it might rain.

•

I see you're still following your diet! (meant sarcastically)

•

Actually, I've lost a couple of pounds since we last met.

I think the students need at least six contexts to start to understand all the different nuances(细微差别) of meaning of a

difficult target item.

Step 2 让学生自己研究语境，体会actually的语用

I give my students plenty of time to study the word in these

contexts, so that they can work out what the meaning / function

is. I either get them to study the contexts individually and then

get them to compare their thoughts in pairs or groups or I get

them to discuss in pairs / groups straight away. I prefer the first

option, because, this way, each student gets more time to think

for him / herself.

Step 3 提出“概念性问题”，认知词汇的语用含义

I discuss the meaning in plenary(全面地). I do this in two

stages. First, I simply say "So what do you think?" Then, after

having heard their thoughts, I ask concept questions that

uncover the heart of the meaning.

Examples of concept questions for actually might be:

•

Is the speaker saying something quite important?

•

Does the speaker give the other person the answer they

want / expect?

•

Is the speaker asserting him/herself?(表达自己的立场、观点、想法)

•

Answers: a) important; b) not; c) standing up for him/herself

After doing such concept question work, I use a summing up

concept statement, like this one:

"So we use 'actually' after

someone asks us a question (often a request or offer), and we

don't give them the answer they want or expect."

Step 4 关注和练习词汇的发音

I provide a phonological model (including pronunciation, stress, and intonation) in a surrounding sentence.

Most native speakers devote three syllables to 'actually', the

stress is on the first syllable, and there is a rise/fall/rise intonation

pattern (which signals the conflict in the situation).

Step 5 在恰当的语境中操练运用词汇

I provide a prompt - to elicit use of the word in a natural way.

Here are some prompts I use for actually:

•

"So what do you think of __________ ?" (London) I use a facial

expression to show that I expect a positive response.

•

"Would you like a cigarette?"

•

"Shall we go out for a meal tonight?"

•

"How's your friend Bill?"

If I don't get the response I want, I repeat and try to get

another student to help. Then, if necessary, I get individual

students to repeat the response until they feel completely

comfortable with it.

Step 6 创设情境，真实运用词汇

I set up a simulation, providing students with the chance to

say the word in a natural situation. I distribute the following

scenario and get two of my stronger students to act it in front of

the class and then I get all the students to act it in closed pairs

(rotating roles). This is an example scenario I have used for

'actually'.

John and Mary are in a pub.

1. John asks Mary if she'd like an alcoholic drink. 2. Mary declines this (as she doesn't drink alcohol).

3. John buys her some mineral water.

4. Mary suggests sitting down.

5. John agrees.

6. John asks if it's OK to light a cigarette.

7. Mary says she's got a bronchial problem. (etc.)

Step 7 适时回顾，激活自发输出

I set up a review schedule, in which words are elicited and

practised. It's always important to review such lessons in the

future, but each time I do this, I spend less time on it, and insert

bigger gaps between the inclusion of this language item in the

review sessions. Ultimately, I reach the point where I just need to

say to someone "Fancy a chocolate?" and I automatically get the

response "Actually I'm on a diet."

Conclusion

Students who are living in an English-speaking country are

often happy learning what difficult words and phrases mean

through their everyday study or work lives, but for the majority

of students, learning a language is a slow and painful process,

and we must try to do something to accelerate the pace of

learning. My students should, I believe, benefit from the teaching

procedures I've described in this article. If they learn words and

phrases in this systematic way in class, they are not only likely to

achieve more communicative success in class but also to become

more aware of how they learn and the knowledge they need to

acquire to learn words more successfully.（系统化的词汇学习方式，不仅有助于更好地在课堂中交际，而且还能让学生意识到学习词汇的策略及所需的相关知识。） Further reading(参考阅读)

Giorgi and Longobardi

The Syntax of Noun Phrases,

Cambridge University Press

Miller and Weinert

Spontaneous Spoken Discourse, Oxford

University Press

Paul Bress

(source:/article/seven-steps-vocabulary-learning)

【凌哥点评】

尽管从内容中可以看到，实例actually应该是相当于我们的初中生的，但是其中的一些理念，对于小学和初中都有启发。

一、语言输入要丰富多样。

如果语言输入单一，学生看到的词汇是“平面”的，而在丰富多样的语境和情境中，学生看到的词汇就是“立体”的。

二、培养学生发现词汇的语用区别，比告知词义更重要。

最近，有初中老师说，要让学生在听写单词的时候标注词性。凌哥傻了！词性，是语用范畴。比如summer这个词，既是名词又是动词，可以当主语、表语、宾语和定语。如果听写单词的时候，要标注这一些，还不如让学生在不同的语境中填入这个单词。

三、训练时，要区分语境和情境。

在有的小学英语对话操练环节，有的教师为学生设置的新情境中，只有人物和地点，而没有事件过程（比如来龙去脉、目的等）。在这样的情境中，学生往往只能生硬地替换人称和名词。而对照Step 5和Step 6，我们可以明白情境和语境的区别。在情境中，小学生要么完全自编对话，在这种情况下，学生很有可能挑选简单易用熟悉的词句；要么背诵教材对话，替换其中的个别关键词汇。而在语境当中，学生必须根据上下文来确定自己的输出内容和语言结构。因此，恰当情境有助于学生自主输出，而语境有助于学生精确输出。