Claudia Yáñez

Advanced students Advanced students and their needsand their needs

Advanced learners can

communicate well

Advanced learners can

communicate well

Through

The basics structures of the

language

Advanced Advanced students and their students and their

needsneeds

Advanced learners need

to broaden their

vocabulary

For expressing themselves more

clearly and appropriately in a

wide range of situations

The productive use of a wide range of vocabulary is normally limited in students.

The Teaching of The Teaching of vocabularyvocabulary

Above elementary levels was:•Mostly incidental•Limited to presenting new items as they appeared in reading or sometimes listening texts.

Nowadays it is widely accepted that

vocabulary teaching should be part of the syllabus, and taught

in a well planned and regular basis

• Boundaries between conceptual meaning

• Polysemy • Homonymy• Homophyny • Synonymy

• Affective meaning • Style, register, dialect • Translation• Chunks of language• Grammar of vocabulary• Pronunciation

We must give learner opportunities to use the items learnt and help them to use effective written storage systems

Learning new items involve storing them

First in our First in our short-term short-term memorymemory

And And afterwards afterwards in long-term in long-term memorymemory

Creating mental linkages: grouping, Creating mental linkages: grouping, associating new wordsassociating new words

Applying images and sounds: using key Applying images and sounds: using key words and representing sounds in words and representing sounds in memory.memory.

Reviewing well, in a structured wayReviewing well, in a structured way

Employing action: physical respose or sensation.

Oxford (1990) suggests memory strategies to aid learning:

Guided discovery

Contextual guesswork

Using dictionaries

These should be the main ways to

deal with discovering

meaning.

Using languageUsing language

Another strategy for advanced

learners is to turn their receptive

vocabulary items into productive

ones.

The decision to incorporate a word in ones productive

vocabulary is entirely personal

and varies according to each

student’s motivation and

needs.

The lexical approach and task-based learning, both approaches regard intensive, roughly-tuned input as

essential for acquisition, and maintain that successful

communication is more important than the production of accurate

sentences.