Teaching Vocabulary ToAdvanced Students: A Lexical Approach
1. ADVANCED STUDENTS AND THEIR NEEDS A wider rangeTo understand the Students need: of vocabularymeaning of words To be able to -use them -appropriately Some factors are: - oral / written use of the language; degree of formality, style and others.
2.THE TEACHING OF VOCABULARY• vocabulary teaching part of the syllabus• Lewis (1993) vocabulary should be at the centre of language teaching, because ‘language consists of grammaticalised lexis, not lexicalised grammar’
Aspects of lexis that need to be taken into account when teaching vocabulary according to Gairns and Redman (1986): Boundaries between Homophyny Translation conceptual meaning Style, register, dialectAffective meaning aspects of lexis Synonymy Homonymy Polysemy Pronunciation Grammar of vocabulary Chunks of language
2.1.MEMORY AND STORAGE SYSTEMS • It is necessary to understand how the memory works in order to create effective ways to teach vocabulary. • Gairns (1986): Short-term memory Learning new items Long term memory Not effective if thenumber of chunks of Could hold any Word frequency: info. Exceeds 7 amount of information More frequently used items are easier to retrieve.
Oxford (1990) memory strategies:• Creating mental linkages• Applying images and sounds •Reviewing well (structured) •Employing action
2.3. USING LANGUAGEReceptive Vocabulary items Lexical item is most likely to be learned when the learner needs to use it. Production depends on MOTIVATION.
2.4.THE LEXICAL APPROACH• Lewin (1993) Vocabulary basic to communication and grammar is equally important, both should be present in TFL.• Lewin (1997) “‘language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks”-Collocations-Fixed and semi-fixed expressions and idioms.
• Lexical approach Task based Learning Have common principles Successful communication is more important than the production of accurate sentences.