【摘 要】英語(yǔ)作為國(guó)際最為通用的語(yǔ)言，受到各國(guó)人們的重視，詞匯學(xué)習(xí)是其中的一部分。然而，詞匯的學(xué)習(xí)是枯燥乏味的，也會(huì)讓學(xué)生失去學(xué)習(xí)的興趣。因此，把詞匯的相似性原理運(yùn)用到英語(yǔ)詞匯教學(xué)中，一方面不僅能讓學(xué)生更了解語(yǔ)言的重要性，另一方面也為他們英語(yǔ)的學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。筆者希望教師能充分運(yùn)用詞匯的相似性原理，來(lái)指導(dǎo)幫助學(xué)生，從而提高學(xué)生詞匯學(xué)習(xí)的成效。

【關(guān)鍵詞】詞匯的相似性理論；小學(xué)英語(yǔ)詞匯教學(xué)；運(yùn)用

I.The overview of vocabulary iconicity theory

Peirce’s iconicity theory is one of the main content of the Cognitive linguistics research. It is a huge challenge and complement to Saussure's doctrine of \"arbitrary\". Iconicity exists in all aspects of the language， for example， English vocabulary has iconicity in voice， shape， etymology， word order and semantic aspects. Therefore， the iconicity proposed creates a far-reaching meaning in words research. In 1946， Householder Statistics found that 90% of the words in the language were motivated. 90% words exists the intrinsic link between them and the things they indicated. （王英 2010：48） Chinese scholars make a classification of vocabulary iconicity， which includes dominant iconicity and latent iconicity. The former includes sound iconicity， morphology iconicity， and etymology iconicity. The later， it mainly reflects on meaning-iconicity in English vocabulary.

II.English vocabulary teaching in primary school

Vocabulary is a basic element of the language. Over the years， foreign researchers have been dedicated to the study of grammar （morphology and syntax）， until the early 1980s， only to shift their attention to vocabulary teaching. According to English curriculum standards for middle school English， the requirement of English vocabulary is obviously improved and vocabulary teaching is playing an increasingly important role in the whole process of English teaching. English teachers should be good at teaching vocabulary iconicity theory combined with language symbols to help children understand the vocabulary words itself， and its inner knowledge of the word. Furthermore，according to the “Optimum Age”， that is the best age for language acquisition in less than 10 years old.（Lenneberg 1967：23-27）.Therefore， English vocabulary teaching in primary school is applicable.

III. The appliction of vocabulary iconicity theory in teaching

3.1 To strengthen cultural infiltration in English vocabulary teaching

From etymology iconicity， many English words are not only hidden in a touching story， but also have a profound cultural background and connotation. So it is very necessary for teachers to teach the cultural background of the Bible， mythology， literary stories in their vocabulary memory. Teachers can also use multimedia teaching methods， introducing the story about the words， encourage children to tell story among their classmates， and allow children to listen to the VOA programs.All these ways can promote children background knowledge to grasp the words and have a deep understanding of the words and the inner meaning of the words.

3.2 Focusing on cultivation of memories strategy

Words family memory strategy is one of the effective strategies in words memories. More than 60% of the words in the English combine two or more signifiers to map one meaning. （王巍2010：12） Affixation， blending， compounding are all the powerful word formations to constitute words family. These formations have strong collocation force and productivity that create a lot of words in English. Therefore， teachers should guide learners to combine signifiers to construct new words， and to remember the word through word family. Through this way， teachers can facilitate students' psychological identification with the effectiveness of cognitive.

3.3 To use image of associative memory

Psychological research shows that the right hemisphere of the brain is focus on visual iconicity， while the left hemisphere emphasis on the concept of iconicity. And \"Imagery\" establishes and strengthens the neurons contact between the two hemispheres of the brain. Therefore， people can use image association memory to combine abstract language symbols which stores in left brain and image information which stores in right brain when they are memorizing the words. For example， when a teacher explains the English words which have morphology Iconicity， he/she can guide students to associate and mobilize their image schema relate to the words they must remember. With this association， the words are becoming more impressive and easily to remember.

3.4 To adopt the teaching of films and televisions

A lot of English vocabulary in the language is come from imitating the sounds of nature. These sounds are as same as music which has rhythm. So if a teacher can make full use of sound iconicity in his/her English vocabulary teaching， combining the sound and the meaning of the word， that would play a multiplier effect to help children to remember the words. Also teacher can use advanced multimedia teaching methods to play some high quality English songs， and English movies to create a vivid context to help children memorize words. All these vivid ways can enhance the memory extent of children and improve their interests in learning the words.

Conclusion

In recent years， many linguists have made efforts to the children's English vocabulary learning， but it still has a major difficulty in the children's English learning. Vocabulary iconicity should be considered as an essential attribute of the language， which helps teachers grasp the usage of the vocabulary and apply the vocabulary iconicity principles into the English vocabulary teaching. All in all， Peirce’s \"iconicity\" theory is a supplement to Saussure’s “arbitrariness” theory which has a strong persuasion. If a teacher can make full use of sound iconicity in his/her English vocabulary teaching， it would play a multiplier effect to their vocabulary teaching.

【References】

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