Communicative Language Teaching Vocabulary Lecture 6.2

Communicative Communicative Language TeachingLanguage Teaching

VocabularyVocabulary

Lecture 6.2Lecture 6.2

PlanPlan

1.1. PPrinciples of rinciples of teaching teaching vocabularyvocabulary

2.2. Skills to be builtSkills to be built

3.3. Receptive and productive vocabularyReceptive and productive vocabulary

4.4. System of exercises to teach vocabularySystem of exercises to teach vocabulary

Problem solving task 1:Problem solving task 1:

Work out the principles Work out the principles for teaching vocabulary for teaching vocabulary next to those for teaching next to those for teaching pronunciationpronunciation

Teaching Pronunciation:Teaching Pronunciation:1.1. An integral part of An integral part of

communication.communication.2.2. An expanded focus of An expanded focus of

pronunciation.pronunciation. 3.3. Speech awareness and self-Speech awareness and self-

monitoring. monitoring. 4.4. Meaningful practiceMeaningful practice 5.5. Link between listening and Link between listening and

pronouncing /speakingpronouncing /speaking 6.6. A focus on sound /spelling A focus on sound /spelling

relationships.relationships.7.7. A focus on the uniqueness A focus on the uniqueness

of each ESL learnerof each ESL learner

Teaching Vocabulary:Teaching Vocabulary:

1.1. ……

2.2. ……

3.3. ……

4.4. ……

5.5. ……

6.6. ……

7.7. ……

Teaching Pronunciation:Teaching Pronunciation:1.1. As an integral part of As an integral part of

communication.communication.2.2. An expanded focus of An expanded focus of

pronunciation.pronunciation. 3.3. Speech awareness and self-Speech awareness and self-

monitoring. monitoring. 4.4. Meaningful practiceMeaningful practice 5.5. Link between listening and Link between listening and

pronouncing /speakingpronouncing /speaking 6.6. A focus on sound /spelling A focus on sound /spelling

relationships.relationships.7.7. A focus on the uniqueness A focus on the uniqueness

of each ESL learnerof each ESL learner

Teaching Vocabulary:Teaching Vocabulary:1.1. Integration of teaching Integration of teaching

vocabulary and pronunciationvocabulary and pronunciation 2.2. Teach both form and functionTeach both form and function3.3. An emphasis on speech An emphasis on speech

awareness and self-awareness and self-monitoring. monitoring.

4.4. A focus on meaningful A focus on meaningful practicepractice

5.5. A focus on the development A focus on the development of the whole range of of the whole range of vocabulary skillsvocabulary skills

6.6. A focus on a systematic A focus on a systematic vocabulary teaching vocabulary teaching

7.7. A focus on the uniqueness of A focus on the uniqueness of each ESL learner.each ESL learner.

PPrinciples of rinciples of teaching teaching vocabularyvocabulary

1.1. Integration of teaching vocabulary and Integration of teaching vocabulary and pronunciation pronunciation From the very beginning From the very beginning the significance of the expressions that the significance of the expressions that are practised should be made use of. are practised should be made use of. The very first phonetic examples should The very first phonetic examples should be characteristic words and phrases.be characteristic words and phrases.

Bloomfield,1945Bloomfield,1945

PPrinciples of rinciples of teaching teaching vocabularyvocabulary2. Teach both form and function2. Teach both form and function

The beginning should be made with expressions The beginning should be made with expressions concretely intelligible: formulas of greeting, short concretely intelligible: formulas of greeting, short sentences about objects in the classroom, and sentences about objects in the classroom, and actions that can be performed while naming actions that can be performed while naming them. As the work goes on to connected them. As the work goes on to connected narrative and descriptive texts, this method must narrative and descriptive texts, this method must be continued. The texts, must at first be confined be continued. The texts, must at first be confined to very simple discourse about concretely to very simple discourse about concretely illustrable matters. Pictures are here of great illustrable matters. Pictures are here of great use.use.


3. An emphasis on speech awareness and self-3. An emphasis on speech awareness and self-monitoring. monitoring.

Teacher is the facilitator-coach and organizer Teacher is the facilitator-coach and organizer of instructional activities. Here there is the of instructional activities. Here there is the need for need for patience and supportpatience and support of learners who, of learners who, as they are engaged in developing their L2 as they are engaged in developing their L2 pronunciation skills, may go through a period pronunciation skills, may go through a period of deteriorating performance as they give up of deteriorating performance as they give up old ways and have not yet become fluent with old ways and have not yet become fluent with new ways. new ways.


4. A focus on meaningful practice 4. A focus on meaningful practice

Special speech-activity experiences Special speech-activity experiences suited to the communication styles and suited to the communication styles and needs of the learners’ real-life situations.needs of the learners’ real-life situations.


5. A focus on the development of the whole 5. A focus on the development of the whole range of vocabulary skillsrange of vocabulary skills

The teacher should find ways to help The teacher should find ways to help students work on all four kinds of students work on all four kinds of vocabulary skills: productive, receptive, vocabulary skills: productive, receptive, sociocultural and linguisticsociocultural and linguistic


6. A focus on a systematic vocabulary 6. A focus on a systematic vocabulary teachingteaching

A system of activities should be applied to A system of activities should be applied to teaching vocabulary: from simple to teaching vocabulary: from simple to complexcomplex


7. A focus on the uniqueness of each ESL learner. 7. A focus on the uniqueness of each ESL learner.

Each has created his or her own personal Each has created his or her own personal pattern of spoken English, which is unlike that pattern of spoken English, which is unlike that of anyone else and the product of influences of anyone else and the product of influences from both the LI and the L2, the student's from both the LI and the L2, the student's personal learning and communicability personal learning and communicability strategies, as well as the impact of input and strategies, as well as the impact of input and instruction. instruction.


Complete the diagram Complete the diagram showing the four showing the four vocabulary skillsvocabulary skills

Vocabularyskills

Receptive

Linguistic

Sociocultural

Productive

Vocabularyskills


List productive List productive vocabulary skillsvocabulary skills

Key 3: Skills to be built: ProductiveKey 3: Skills to be built: ProductiveTo choose words and phrases in accord To choose words and phrases in accord with the communicative intentionwith the communicative intention

To follow the rules of words combinabilityTo follow the rules of words combinability

To choose the appropriate word in the To choose the appropriate word in the synonymic/antonymic linesynonymic/antonymic line

To change the words with appropriate To change the words with appropriate equivalentsequivalents

To adjust to the individual style of the To adjust to the individual style of the speakerspeaker


List receptive vocabulary List receptive vocabulary skillsskills

Key 4:Skills to be built: ReceptiveKey 4:Skills to be built: Receptive

To relate the sound/visual image of the To relate the sound/visual image of the word to its meaningword to its meaningTo recognize and understand the words in To recognize and understand the words in speech or written textspeech or written textTo disclose the meaning of the word To disclose the meaning of the word through the contextthrough the contextTo differentiate homonyms To differentiate homonyms To use the mechanism of receptive To use the mechanism of receptive combinabilitycombinability


List sociocultural List sociocultural vocabulary skillsvocabulary skills

Key 5: Skills to be built: Key 5: Skills to be built: SocioculturalSociocultural

To know and understand idioms and To know and understand idioms and phraseological unitsphraseological units

To know the words denoting everyday To know the words denoting everyday objects and notions of the target culture objects and notions of the target culture (currency units, time etc.)(currency units, time etc.)

To know and be able to use speech To know and be able to use speech etiquette formula appropriately to the etiquette formula appropriately to the communicative situationcommunicative situation


List linguistic vocabulary List linguistic vocabulary skillsskills

Key 6: Skills to be built: LinguisticKey 6: Skills to be built: Linguistic

To know the rules of word-building and To know the rules of word-building and combinabilitycombinability

To know the auxiliary and functional wordsTo know the auxiliary and functional words

To know the etymology of separate wordsTo know the etymology of separate words

To be aware of the notions that are To be aware of the notions that are expressed differently in different expressed differently in different languageslanguages

Statistic principles of Statistic principles of vocabulary choicevocabulary choice

Linguistic principlesLinguistic principles

Methodic principlesMethodic principles

3. Receptive and productive 3. Receptive and productive vocabularyvocabulary


Define the statistic principles Define the statistic principles of vocabulary choice. of vocabulary choice.

What are they? What are they?

What are they used for? What are they used for?

Why are they important?Why are they important?

Key 7: Statistic principlesKey 7: Statistic principles

Define the quantitative Define the quantitative characteristics of the vocabulary characteristics of the vocabulary and distinguish the most and distinguish the most frequently used itemsfrequently used itemsFrequency principleFrequency principle

Principle of the range of use (number of Principle of the range of use (number of sources using each word)sources using each word)


List the linguistic principles List the linguistic principles of vocabulary choice. Why of vocabulary choice. Why are they important?are they important?

Key 8: Linguistic principlesKey 8: Linguistic principles

CombinabilityCombinability

Stylistic freedom of useStylistic freedom of use

Semantic valueSemantic value

Word-building valueWord-building value

Polysemantic usagePolysemantic usage

Functional valueFunctional value

Frequency of usageFrequency of usage


List the methodic List the methodic principles for vocabulary principles for vocabulary choice.choice.

Key 9: Methodic principlesKey 9: Methodic principles

Orientation to the type of Orientation to the type of school and aims of teachingschool and aims of teaching

Thematic groupingThematic grouping

Semantic and notional valueSemantic and notional value


What do you think is the system of What do you think is the system of exercises to teach vocabulary?exercises to teach vocabulary?

What are the components of the system?What are the components of the system?

What is the principle the system is built What is the principle the system is built on?on?

Why is it necessary to work with Why is it necessary to work with vocabulary systematically?vocabulary systematically?

System of exercises System of exercises

Semantization of vocabulary: Semantization of vocabulary: demonstration, definition, translationdemonstration, definition, translation

Primary consolidation: recognition, drillPrimary consolidation: recognition, drill

Speech preparatory exercises: Speech preparatory exercises: differentiation, identification, imitation, differentiation, identification, imitation, contextualizationcontextualization

Communicative usage: dialogues, games, Communicative usage: dialogues, games, role playsrole plays

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Communicative Language Teaching Vocabulary Lecture 6.2