TEACHING VOCABULARYTO ADVANCED STUDENTS A LEXICAL APPROACH.
1.ADVANCED STUDENTS• Student’s Communication: Students need to beStudents are able to aware of use themexpress themselves APPROPRIATELY. clearly and (oral, written, style appropriately. and degree of formality). However, their productive use of a wide range of vocabulary is normally LIMITED.
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 thecentre of language teaching. Lexicalised Grammatical lexis. grammar
ASPECT OF LEXIS, WHEN TEACHING VOCABULARY1. 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 ofinformation 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 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.
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 LEXICAL ITEM: Synonymy Style Register Possible Collocations.Production depends MOTIVATION Student’s needs
2.4 LEXICAL APPROACH. The importance of vocabulary as being basic to communication (Lewis 1993).• Teaching and Vocabulary should be present in teaching a foreign language.
LEWIS:• “Language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks”. This process make Is the key to students aware of fluency. chunks, so they can identify, organize and record these.• Even for learners with “good vocabulary” have problems with fluency-.
• 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. 1. They are going to work as 2. This will enable a whole class to them students to make Students find other aware of the collocations. collocations they For the new will be focusing words they are on. going to :• dictionary contextual guesswork examples
• 3.3 Group of work : Learning Vocabulary work. independence.Learners can exchange knowledge, ask questions orexplain other items. Motivating Factor
• 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.