A LEX ICAL APPROACH.

TEACHING VOCABULARY TO ADVANCED

STUDENTS

1.ADVANCED STUDENTS

• Student’s Communication:

Students are able to express themselves clearly and

appropriately.

However, their productive use of a wide range of

vocabulary is normally LIMITED.

Students need to be aware of use

them APPROPRIATELY.

(oral, written, style and degree

of formality).

2. THE TEACHING OF VOCABULARY.

• The vocabulary teaching should be part of the syllabus, according the regular basis.

Some authors argue that vocabulary should be the centre of language teaching.

Lexicalised grammar

Grammatical lexis.

ASPECT OF LEXIS, WHEN TEACHING VOCABULARY

1. Boundaries between conceptual meaning2. Polysemy.3. Homonymy4. Homophyny5. Synonymy6. Affective meaning7. Style, register, dialect (different contexts or

geographical features)8. Translation9. Chunks of language(collocations, idioms, multi.word

verbs)10.Grammar of vocabulary.11.Pronunciation

2.1 MEMORY AND STORAGE SYSTEMS.

How our memory works, it might help

us.

To create more

effectives ways to

teach vocabulary.

TECHNIQUES TO TEACH VOCABULARY.

• 1. Retention in short-term memory:

It will not be effective if the number of chunks of information exceeds seven.

• 2. Mental lexicon: Is highly organized and efficient.• 3. Word frequency: It is another factor, as the

most frequently used item are easier to retrieve, by grouping items of vocabulary in semantic fields• 4. Oxford’s advice: Memory strategies - Mental linkages. - Applying images and sounds. - Employing action.

5. Meaningful tasks: Allow students to analyze and process language more deeply,. It would help them retain information in long-term memory.

*Teachers can encourage learners: - topics and categories to organize a notebook binder or index cards. - Diagrams or word trees.

2.2 DEALING WITH MEANING.

• Foster Learner independence: This means that the students should keep going learning and expand their vocabulary beyond the end of the course.

Guided discovery: Asking questions or give examples.

Contextual guesswork: They can make use of the context in which the word appears to derive an idea of its meaning.

Dictionaries: Students are able to check pronunciation, the grammar of the word, spelling.

2.3 USING LANGUAGE

• Other strategy for advanced learner is to turn their receptive vocabulary items into productive ones.

Conceptual meaning

Polysemy Synonymy Style Register Possible Collocations.

Production depends MOTIVATION Student’s needs

LEXICAL ITEM:

2.4 LEXICAL APPROACH.

• Teaching and Vocabulary should be present in teaching a foreign language.

The importance of vocabulary as being basic to communication (Lewis

1993).

LEWIS:

• “Language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks”.

• Even for learners with “good vocabulary” have problems with fluency-.

Is the key to fluency.

This process make students

aware of chunks, so they

can identify, organize and record these.

• The idea of use chunks in a class is more productive than isolated words, because “language should be recorded together”.

• The use of “real” material is more effective, because “acquisition is facilitated by material which is only partly understood”.

3. RATIONALE OF THE LESSON.

• 3.1 Choice of material.

• TASK BASED – LEXICAL APPROACH :

Is necessary to use authentic material to expose our students,

contextualized, natural-occurring language.

• 3.2 Noticing collocations and dealing with meaning.

• dictionary contextual guesswork examples

1. They are going to work

as a whole class to make

Students aware of the collocations they will be focusing on.

2. This will enable them students to find other

collocations. For the new

words they are going to :

• 3.3 Group of work :

Learners can exchange knowledge, ask questions or explain other items.

Learning independenc

e.

Vocabulary work.

Motivating

Factor

• 3.4 Choice of task:

This will allow :

To reinforce and revise the vocabulary learntTo use the vocabulary they have studied.Motivate Students and show them the need of

vocabulary.

Writing a leaflet.