Teaching Vocabulary To Advanced Students: A Lexical Approach

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  • 1. Teaching Vocabulary ToAdvanced Students: A Lexical Approach
  • 2. 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.
  • 3. 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’
  • 4. 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
  • 5. 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.
  • 6. Oxford (1990) memory strategies:• Creating mental linkages• Applying images and sounds •Reviewing well (structured) •Employing action
  • 7. 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.
  • 8. 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.
  • 9. • Lexical approach Task based Learning Have common principles Successful communication is more important than the production of accurate sentences.