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Teaching vocabulary to advanced students

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2. 1.ADVANCED STUDENTS Students Communication: Students need to beStudents are able toaware of use themexpress themselves APPROPRIATELY.clearly and (oral, written, style appropriately. and degree offormality). However, their productive use of a wide range ofvocabulary isnormally LIMITED. 3. 2. THE TEACHING OF VOCABULARY. The vocabulary teaching should be part of thesyllabus, according the regular basis.Some authors argue that vocabulary should be thecentre of language teaching. LexicalisedGrammatical lexis.grammar 4. ASPECT OF LEXIS, WHEN TEACHINGVOCABULARY1.Boundaries between conceptual meaning2.Polysemy.3.Homonymy4.Homophyny5.Synonymy6.Affective meaning7.Style, register, dialect (different contexts or geographicalfeatures)8.Translation9.Chunks of language(collocations, idioms, multi.word verbs)10. Grammar of vocabulary.11. Pronunciation 5. 2.1 MEMORY AND STORAGE SYSTEMS. How our memory works, it might help us.To create moreeffectives waysto teachvocabulary. 6. TECHNIQUES TO TEACH VOCABULARY. 1. Retention in short-term memory:It will not be effective if the number of chunks ofinformation exceeds seven. 7. 2. Mental lexicon: Is highly organized and efficient. 3. Word frequency: It is another factor, as the mostfrequently used item are easier to retrieve, bygrouping items of vocabulary in semantic fields 4. Oxfords advice: Memory strategies- Mental linkages.- Applying images and sounds.- Employing action. 8. 5. Meaningful tasks: Allow students to analyze andprocess language more deeply,. It would help themretain information in long-term memory.*Teachers can encourage learners:- topics and categories to organize a notebookbinder or index cards.- Diagrams or word trees. 9. 2.2 DEALING WITH MEANING. Foster Learner independence: This means that thestudents should keep going learning and expandtheir vocabulary beyond the end of the course.Guided discovery: Asking questions or giveexamples. 10. 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. 11. 2.3 USING LANGUAGE Other strategy for advanced learner is to turn theirreceptive vocabulary items into productive ones. Conceptual meaning PolysemyLEXICAL ITEM:Synonymy Style Register Possible Collocations.Productiondepends MOTIVATIONStudents needs 12. 2.4 LEXICAL APPROACH. The importance of vocabulary as being basic tocommunication (Lewis 1993). Teaching and Vocabulary should be present inteaching a foreign language. 13. LEWIS: Language consists not of traditional grammar andvocabulary, but often of multi-word prefabricatedchunks.This process make Is the key to students aware offluency.chunks, so theycan identify, organize and record these. Even for learners with good vocabulary haveproblems with fluency-. 14. The idea of use chunks in a class is more productivethan isolated words, because language should berecorded together. The use of real material is more effective,because acquisition is facilitated by materialwhich is only partly understood. 15. 3. RATIONALE OF THE LESSON. 3.1 Choice of material. TASK BASED LEXICAL APPROACH :Is necessary to use authenticmaterial to expose our students, contextualized,natural-occurring language. 16. 3.2 Noticing collocations and dealing with meaning. 1. They aregoing to work as 2. This will enablea whole class to them students to make Studentsfind otheraware of thecollocations.collocations theyFor the new will be focusing words they areon. going to : dictionarycontextual guesswork examples 17. 3.3 Group of work : Learning Vocabulary work.independence.Learners can exchange knowledge, ask questions orexplain other items.Motivating Factor 18. 3.4 Choice of task:Writing a leaflet.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.