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HOW TO TEACH VOCABULARY
 

HOW TO TEACH VOCABULARY

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FOR ELT EDUCATORS

FOR ELT EDUCATORS

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    HOW TO TEACH VOCABULARY HOW TO TEACH VOCABULARY Presentation Transcript

    • Classroom resources of words and texts,dictionary corpora İNÖ 530 TEACHING SKILLS IN ELT 2 FERHAT KARANFİL
    •  Classroom sources of words ‘Knowing a word is more than knowing its meaning’Nation(1990)TEN FACETS OF KNOWING A WORD1-Collacations and partners 2-pronounciation 3-register4-Appropriateness 5-Spelling 6-Meaning(s) 7-part of speech8-Connotation 9-Frequency 10-»Associations « with other wordsARE THE WORDS LEARNED INTENTIONALLY ORINCIDENTALLY??
    • VOCABULARY LISTS:economical way of gathering vocabulary inrandom or alphabetic order with L1 or L2 explanationsSerial effect:words in a list triggers another word.EX. quite or quite
    • COURSEBOOKWhat factors effect the choice of vocabulary in a coursebook? 1-Usefelness:core words rather than non-core words Lisiantus –fresia-flower superordinates have priority 2-Frequency:Most frequent words express the most frequent meanings 3-Learnibility:conganates (telephone,music,camera)Visit ENGLISH PROFILE website to check ıf your lexis learnable for your CEFR level
    • Words match with different meanings with CEFR levels
    • Segrated vocabulary activities under a hyponymy in lexical sets tendto be stored in mind longer.Using affixation ,compounds and wordformation are ways of presenting vocabulary in coursebooks.
    • Integrated text based vocabulary activities provides betterretention.Pre-teaching some vocabulary or text-baseddiscussion trigger recall of known words and create need forlearning new,theme-related words
    •  Coursebooks also provides input for learning ‘metalanguage’ which is the language used to talk about language such as adjectives;nouns,prepositions Coursebooks also teach functional (process) language such as, inviting,refusing,apologising,complaninig etc.. VOCABULARY BOOKS They are designed for specific needs such as business or technical English. Semantically organized vocabulary books can be a good learning aid.They don’t teach English but they test knowledge. Teacher should be careful about cognitive and affective depth of the books.
    • 4-TEACHER:The instructions of the teacher;Isthat clear? Whose turn is it? Any volunteer?B-Interpersonal use of teacher’slanguage:whoops,awesome,nice shoes,how are things?C-The stories and anectodes teacher tells5-OTHER PEERS:students remember many more wordsraised by others about related topics than coursebookor teacher.Teachers can have a wordbox or bag aboutprevious topic,use some parts of the board for pop upwords,designate group secretaries to record salientwords during groupwork or presentations.
    •  Superman is a direct result of writer and co-creator Jerry Siegel=s inability to get girls when he was a young man. AAs a high school student,@ he once explained, AI had crushes on several attractive girls who either didn=t know I existed or didn=t care I existed. It occurred to me: What if I was real terrific? What if I had something special going for me, like jumping over buildings or throwing cars around? Then maybe they would notice me.@ Siegel and Joe Shuster, the other creator, named their character after movie actors Clark Gable and Kent Taylor, and named his hometown after the Fritz Lang science fiction movie Metropolis. Lois Lane was inspired by a woman named Lois Amster, whom Shuster had a crash on when he was in school. Superman never married Lois Lane -but Shuster, who modelled Clark Kent after himself, eventually married Joanne Carter, the woman he had hired to model for Lois Lane. SHORT TEXTS:intensive grammatical and lexical study chance,good preperation for independent reading and listening,Production models for speaking and writing. .authentic lexical chains on the same topic. Awaraness of different genres.Spoken discourse:Well,anyway,I mean to show the direction ofa talk.TAGS:to qualify what has been said or elicit learners’ involvementprosadic features:stress and intonation.
    •  READERS:extensive reading provides the oppurtunity to encounter many words.6+.Student should choose their book and read at their own pace I-1 NARROW READING:reading around the same topic over the course a number texts. DICTIONARIES:bilingual:easy to undertand,minimally interrupts reading,useful for production. Monolingual:explaning new words with new words A sweet fruit has small seeds inside eaten dried. THESAURUS:not alphabetically but according to a shared or similar meanings. PICTURE DICTİONARY:thematically organised,same lexical field,limited things can be illustrated.young learners.Dictionaries teach about collacations,word formation,odd oneout,dictionary corners,negative and positive connatations andspidergrams.
    • CORPUS(plural corpora):a collection of textshas been assembled for the purpose of language study
    • Builds students’ confidence in written production.
    • Students can learn about different genres,use target wordwith NODES to find about collacations,key word incontext,frequency.
    • For your patience!
    • Spidergram for kpds students.
    •  http://esl.fis.edu/vocab/index.htm http://www.er.uqam.ca/nobel/r21270/levels/ http://www.victoria.ac.nz/lals/ http://dictionary.reference.com/ http://www.englishpage.com/vocabulary/vocabulary.html http://www.eslpoint.com/ http://www.vocabulary.co.il/ http://www.linguarama.com/ps/392-7.htm http://www.robwaring.org/vocab/ http://www.insightin.com/test/test.phtml http://www.wordfocus.com/vocabulary-resources.html http://www.wordsurfing.co.uk/REFERANCES