This document discusses strategies for teaching vocabulary in a second language classroom. It outlines two main aspects of knowing a word - receptive and productive knowledge. Receptive involves recognizing words during listening and reading, while productive involves using words when speaking and writing. Vocabulary can be learned through oral skills like listening and speaking, or written skills like reading and writing. Effective strategies include making associations between words, learning words in groups, and practicing pronunciation. Factors like word frequency, contextualization, and emotional response also impact vocabulary acquisition. The document recommends activities focused on meaning, form, and use of words, as well as principles for sequencing vocabulary instruction and ensuring opportunities for repeated exposure and practice.
This document discusses vocabulary as a system of language according to three authors: Nation, Cook, and Read. It summarizes their perspectives on principles for teaching vocabulary and how they can be implemented in the classroom. Nation proposes four strands for vocabulary learning: meaning-focused input through listening and reading; meaning-focused output through speaking and writing; and language-focused learning to develop reading, speaking, listening and writing skills. Conditions for effective implementation and examples of activities are provided for each strand.
The Nature of Language Teaching Methodology Theoriesboim007
The document discusses various aspects of language teaching methodology theories including:
1. The nature of language and how it can be analyzed into units like morphemes, words, sentences, and text.
2. Different approaches to language learning from traditional teacher-centered methods to more modern student-centered constructivist methods.
3. Major language teaching methodologies including grammar translation, direct method, audio-lingual method, and communicative language teaching.
4. The document emphasizes that the needs of learners and the learning context should guide methodology choices.
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
The document discusses several approaches to syllabus design in language teaching, including structural, notional-functional, situational, skill-based, and task-based syllabi. The structural syllabus focuses on grammar structures, while the notional-functional syllabus emphasizes semantic and communicative functions. The situational syllabus organizes language content by real-world situations. Skill-based syllabi target specific language abilities, and task-based syllabi use activities for non-instructional purposes outside the classroom.
The students language_learning_strategies_in_readsuyansah
This document discusses language learning strategies used by English Department students at Bung Hatta University in Indonesia. It finds that the students have a limited range of strategies and medium strategy use, especially in reading and speaking. The document outlines different classifications of learning strategies, including cognitive, metacognitive, social, and communication strategies. It also discusses factors that influence strategy choice, such as motivation, gender, cultural background, and task type. The document concludes that students would benefit from applying a wider variety of strategies and receiving more training from teachers in strategic learning.
This document discusses vocabulary as a system of language according to three authors: Nation, Cook, and Read. It summarizes their perspectives on principles for teaching vocabulary and how they can be implemented in the classroom. Nation proposes four strands for vocabulary learning: meaning-focused input through listening and reading; meaning-focused output through speaking and writing; and language-focused learning to develop reading, speaking, listening and writing skills. Conditions for effective implementation and examples of activities are provided for each strand.
The Nature of Language Teaching Methodology Theoriesboim007
The document discusses various aspects of language teaching methodology theories including:
1. The nature of language and how it can be analyzed into units like morphemes, words, sentences, and text.
2. Different approaches to language learning from traditional teacher-centered methods to more modern student-centered constructivist methods.
3. Major language teaching methodologies including grammar translation, direct method, audio-lingual method, and communicative language teaching.
4. The document emphasizes that the needs of learners and the learning context should guide methodology choices.
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
The document discusses several approaches to syllabus design in language teaching, including structural, notional-functional, situational, skill-based, and task-based syllabi. The structural syllabus focuses on grammar structures, while the notional-functional syllabus emphasizes semantic and communicative functions. The situational syllabus organizes language content by real-world situations. Skill-based syllabi target specific language abilities, and task-based syllabi use activities for non-instructional purposes outside the classroom.
The students language_learning_strategies_in_readsuyansah
This document discusses language learning strategies used by English Department students at Bung Hatta University in Indonesia. It finds that the students have a limited range of strategies and medium strategy use, especially in reading and speaking. The document outlines different classifications of learning strategies, including cognitive, metacognitive, social, and communication strategies. It also discusses factors that influence strategy choice, such as motivation, gender, cultural background, and task type. The document concludes that students would benefit from applying a wider variety of strategies and receiving more training from teachers in strategic learning.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
This document presents a research proposal on using vocabulary trees as a technique for teaching vocabulary to junior high school students. It begins with an introduction that language and vocabulary are important for communication. It then discusses the background of the study, including definitions of vocabulary and vocabulary trees. The study aims to examine the vocabulary achievement scores of students taught with vocabulary trees versus a conventional method. It proposes that vocabulary trees may help students learn and retain more words. The significance is that it could provide teachers an effective new technique and help students improve their English vocabulary mastery.
Affective cognitive and linguistic needs of lep studentshzengin
This document discusses strategies for meeting the affective, cognitive, and linguistic needs of English language learners (ELLs). It recommends using clear content and language objectives, graphic organizers, hands-on materials, cooperative learning, academic language instruction, and visual aids. The document also emphasizes building background knowledge, incorporating technology, and creating a welcoming classroom environment to support ELL affective needs. Effective strategies include focusing on message over grammar and allowing use of native language between students.
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
This document discusses strategies for teaching vocabulary to advanced English language learners. It argues that vocabulary instruction should go beyond incidental learning and include direct teaching. Some key points:
- Advanced learners need to expand their vocabulary to communicate more clearly in a variety of situations.
- Effective vocabulary instruction considers various aspects of word knowledge, such as meanings, pronunciation, grammar, register and collocations.
- Memory and organization are important - students should group words by topic and use encoding strategies like imagery.
- Students should learn to discover word meanings through context clues, word parts, and dictionary use rather than relying on direct translation.
- Production of new vocabulary requires understanding boundaries and uses in context to feel
The document discusses the Grammar-Translation method of teaching foreign languages. Some key points:
- The method focuses on translating between the native and target languages. Students learn grammar rules and vocabulary through translation exercises.
- The teacher leads question-and-answer sessions to check students' understanding. Class is typically taught in the native language with little active use of the target language.
- While the method was criticized for not developing communicative skills, translation can help students understand differences and similarities between languages and better comprehend instructions. An integrated approach combining Grammar-Translation and Communicative Language Teaching may be effective.
The document discusses the structural or grammatical syllabus, which organizes language learning around the mastery of grammatical structures. It presents the structural syllabus as one that teaches language rules in a step-by-step, systematic fashion, moving from simpler to more complex grammar. Adherents view language as a set of rules and believe learning means mastering these rules. The structural syllabus remains common today for its simplicity, frequency, and learnability.
Text 9 teaching_vocabulary_to_advanced_studentsjarosalestorres
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes helping students broaden their productive vocabulary through activities that encourage independent word learning and use. Key recommendations include grouping vocabulary by topic to facilitate memorization, using dictionaries and context clues to discover word meanings, and providing opportunities for students to practice using new vocabulary in meaningful ways. The goal is to enable lifelong independent vocabulary expansion beyond the classroom.
The document presents a teacher's evaluation plan for a unit on places and directions. It includes the unit's general objective, learning goals, and evaluation methods for each goal. The evaluation methods incorporate diverse formal and informal assessment tools, including diagnostic tests, formative worksheets and projects, and summative tests. The plan aims to monitor student progress, determine achievement of learning goals, and provide feedback to support student learning.
The document contains a unit plan for an English lesson for 1st grade high school students in Chile. The lesson plan aims to have students comprehend a tourist leaflet about Calico, a ghost town in California. It includes pre-reading activities to engage students and predict the topic. During reading, students will read the text aloud and complete comprehension activities. Post-lesson comments assess how the lesson aligned with plans and identify aspects for future improvement.
This document is a final reflection on a teaching practice experience. It discusses the author's initial nerves about teaching, and how they learned teaching requires being an educator, psychologist, adviser and developing students holistically. The author found getting to know students and connecting lessons to their interests through media was successful. Large class sizes made group work difficult, but warm-ups engaged students. Advice from a co-teacher helped develop new activities. While large group discussions were challenging, speaking activities targeting students' interests helped oral skills. The experience emphasized organizing time well and developing values like professionalism, empathy and resilience to face challenges as an educator.
This document provides instructions on using "must" and "must not" to describe obligations and prohibitions. It explains that "must" expresses a strong obligation due to personal circumstances, and provides examples of its use. Students are assigned to create a diptych explaining what they must and must not do at their school.
This document provides information about a lesson where students will comprehend a tourist leaflet about Calico, a ghost town in California. The leaflet describes that Calico was a silver mining town and provides details about driving there, parking, and amenities like a campground. As part of the lesson, students will create a poster explaining rules for behavior in their hometown.
The document discusses methods for assessing different language skills: listening, speaking, writing, and reading. It provides details on:
- How listening comprehension is an inferential process and spoken language differs from written language.
- The three parts that make up a speaking test: a task, rating scale, and rater, and types of rating scales.
- The components of a reliable writing test: having students write, a focus topic, audience, rubric, and trained rater.
- Factors to consider when assessing reading like testing multiple abilities, choosing authentic texts, and using multiple items/texts.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Text 8 teaching_vocabulary_to_advanced_studentsRosita González
The document discusses strategies for teaching vocabulary to advanced students, emphasizing the importance of teaching collocations and phrases in addition to individual words. It recommends exposing students to authentic materials and having them use new vocabulary in meaningful tasks to improve retention. The proposed lesson plan models these techniques by having students analyze holiday brochures to identify common collocations, then use the vocabulary in a task writing their own brochure.
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes expanding students' productive vocabulary use through lexical approaches rather than just presenting new words. Key recommendations include guiding students to discover word meanings through context and using dictionaries, organizing vocabulary by topics, and providing opportunities for meaningful practice and recycling to help retain words in long-term memory. The goal is to foster learner independence so students can continue expanding their vocabulary beyond instruction.
Text 9 teaching_vocabulary_to_advanced_studentsdigallardop
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes expanding students' productive vocabulary use through lexical approaches rather than just presenting new words. Key recommendations include grouping vocabulary by topic to facilitate memory; encouraging discovery of word meanings through context and dictionaries; and providing opportunities for students to practice using new vocabulary independently to develop their skills. The goal is to help learners expand their vocabulary and become independent in continuing to learn new words beyond the classroom.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
This document presents a research proposal on using vocabulary trees as a technique for teaching vocabulary to junior high school students. It begins with an introduction that language and vocabulary are important for communication. It then discusses the background of the study, including definitions of vocabulary and vocabulary trees. The study aims to examine the vocabulary achievement scores of students taught with vocabulary trees versus a conventional method. It proposes that vocabulary trees may help students learn and retain more words. The significance is that it could provide teachers an effective new technique and help students improve their English vocabulary mastery.
Affective cognitive and linguistic needs of lep studentshzengin
This document discusses strategies for meeting the affective, cognitive, and linguistic needs of English language learners (ELLs). It recommends using clear content and language objectives, graphic organizers, hands-on materials, cooperative learning, academic language instruction, and visual aids. The document also emphasizes building background knowledge, incorporating technology, and creating a welcoming classroom environment to support ELL affective needs. Effective strategies include focusing on message over grammar and allowing use of native language between students.
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
This document discusses strategies for teaching vocabulary to advanced English language learners. It argues that vocabulary instruction should go beyond incidental learning and include direct teaching. Some key points:
- Advanced learners need to expand their vocabulary to communicate more clearly in a variety of situations.
- Effective vocabulary instruction considers various aspects of word knowledge, such as meanings, pronunciation, grammar, register and collocations.
- Memory and organization are important - students should group words by topic and use encoding strategies like imagery.
- Students should learn to discover word meanings through context clues, word parts, and dictionary use rather than relying on direct translation.
- Production of new vocabulary requires understanding boundaries and uses in context to feel
The document discusses the Grammar-Translation method of teaching foreign languages. Some key points:
- The method focuses on translating between the native and target languages. Students learn grammar rules and vocabulary through translation exercises.
- The teacher leads question-and-answer sessions to check students' understanding. Class is typically taught in the native language with little active use of the target language.
- While the method was criticized for not developing communicative skills, translation can help students understand differences and similarities between languages and better comprehend instructions. An integrated approach combining Grammar-Translation and Communicative Language Teaching may be effective.
The document discusses the structural or grammatical syllabus, which organizes language learning around the mastery of grammatical structures. It presents the structural syllabus as one that teaches language rules in a step-by-step, systematic fashion, moving from simpler to more complex grammar. Adherents view language as a set of rules and believe learning means mastering these rules. The structural syllabus remains common today for its simplicity, frequency, and learnability.
Text 9 teaching_vocabulary_to_advanced_studentsjarosalestorres
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes helping students broaden their productive vocabulary through activities that encourage independent word learning and use. Key recommendations include grouping vocabulary by topic to facilitate memorization, using dictionaries and context clues to discover word meanings, and providing opportunities for students to practice using new vocabulary in meaningful ways. The goal is to enable lifelong independent vocabulary expansion beyond the classroom.
The document presents a teacher's evaluation plan for a unit on places and directions. It includes the unit's general objective, learning goals, and evaluation methods for each goal. The evaluation methods incorporate diverse formal and informal assessment tools, including diagnostic tests, formative worksheets and projects, and summative tests. The plan aims to monitor student progress, determine achievement of learning goals, and provide feedback to support student learning.
The document contains a unit plan for an English lesson for 1st grade high school students in Chile. The lesson plan aims to have students comprehend a tourist leaflet about Calico, a ghost town in California. It includes pre-reading activities to engage students and predict the topic. During reading, students will read the text aloud and complete comprehension activities. Post-lesson comments assess how the lesson aligned with plans and identify aspects for future improvement.
This document is a final reflection on a teaching practice experience. It discusses the author's initial nerves about teaching, and how they learned teaching requires being an educator, psychologist, adviser and developing students holistically. The author found getting to know students and connecting lessons to their interests through media was successful. Large class sizes made group work difficult, but warm-ups engaged students. Advice from a co-teacher helped develop new activities. While large group discussions were challenging, speaking activities targeting students' interests helped oral skills. The experience emphasized organizing time well and developing values like professionalism, empathy and resilience to face challenges as an educator.
This document provides instructions on using "must" and "must not" to describe obligations and prohibitions. It explains that "must" expresses a strong obligation due to personal circumstances, and provides examples of its use. Students are assigned to create a diptych explaining what they must and must not do at their school.
This document provides information about a lesson where students will comprehend a tourist leaflet about Calico, a ghost town in California. The leaflet describes that Calico was a silver mining town and provides details about driving there, parking, and amenities like a campground. As part of the lesson, students will create a poster explaining rules for behavior in their hometown.
The document discusses methods for assessing different language skills: listening, speaking, writing, and reading. It provides details on:
- How listening comprehension is an inferential process and spoken language differs from written language.
- The three parts that make up a speaking test: a task, rating scale, and rater, and types of rating scales.
- The components of a reliable writing test: having students write, a focus topic, audience, rubric, and trained rater.
- Factors to consider when assessing reading like testing multiple abilities, choosing authentic texts, and using multiple items/texts.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Text 8 teaching_vocabulary_to_advanced_studentsRosita González
The document discusses strategies for teaching vocabulary to advanced students, emphasizing the importance of teaching collocations and phrases in addition to individual words. It recommends exposing students to authentic materials and having them use new vocabulary in meaningful tasks to improve retention. The proposed lesson plan models these techniques by having students analyze holiday brochures to identify common collocations, then use the vocabulary in a task writing their own brochure.
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes expanding students' productive vocabulary use through lexical approaches rather than just presenting new words. Key recommendations include guiding students to discover word meanings through context and using dictionaries, organizing vocabulary by topics, and providing opportunities for meaningful practice and recycling to help retain words in long-term memory. The goal is to foster learner independence so students can continue expanding their vocabulary beyond instruction.
Text 9 teaching_vocabulary_to_advanced_studentsdigallardop
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes expanding students' productive vocabulary use through lexical approaches rather than just presenting new words. Key recommendations include grouping vocabulary by topic to facilitate memory; encouraging discovery of word meanings through context and dictionaries; and providing opportunities for students to practice using new vocabulary independently to develop their skills. The goal is to help learners expand their vocabulary and become independent in continuing to learn new words beyond the classroom.
Text 8 teaching_vocabulary_to_advanced_studentsCristian Diaz
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify word patterns within them. Students should also use dictionaries to explore word meanings and examples of usage. Productive activities like writing tasks can help students incorporate new vocabulary into their own language use. The document provides sample lesson plans demonstrating these techniques, such as having students work in groups to analyze text extracts and notice recurring collocations before creating a brochure using the target vocabulary.
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify word collocations within them. Students should also use dictionaries to explore word meanings and examples of usage. Productive activities like writing a brochure are suggested so students can apply the vocabulary. The document argues this lexical approach can help advanced learners improve their fluency and independent vocabulary learning.
Text 9 teaching_vocabulary_to_advanced_studentsescobarpaulina
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of helping students learn to use dictionaries independently to determine word meanings and examples of usage. Additionally, it advocates engaging students in meaningful tasks that require application of target vocabulary, such as having them work in groups to design a promotional leaflet using vocabulary from holiday brochures. The goal is to move students beyond receptive knowledge of words to productive use of vocabulary in a realistic context.
Text 8 teaching_vocabulary_to_advanced_studentsGerardo Zavalla
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify word patterns within them. Students should also use dictionaries to explore word meanings and examples of usage. Productive activities like writing tasks can help students incorporate new vocabulary into their own language use. The proposed lesson exemplifies this approach by having students work with extracts from travel brochures to notice recurring word combinations related to holidays. They will then apply this vocabulary by creating their own travel brochure as a final project.
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of giving learners opportunities to use new vocabulary in meaningful, task-based activities in order to help commit words to long-term memory. The proposed lesson described applies these principles by having students work in groups to analyze extracts from travel brochures and identify common collocations related to holidays. They will then use the vocabulary from this analysis to complete a homework task of creating their own travel brochure leaflet.
Text 8 teaching_vocabulary_to_advanced_studentsmakarenasanchez
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes helping students broaden their productive vocabulary through activities that encourage independent word learning and use. Key recommendations include grouping vocabulary by topic to facilitate memorization, using dictionaries and context clues to discover word meanings, and providing opportunities for students to practice using new vocabulary in meaningful ways. The goal is to enable lifelong independent vocabulary expansion beyond the classroom.
Text 9 teaching_vocabulary_to_advanced_studentsdannaet
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of helping students develop their ability to infer word meanings from context and use dictionaries independently. The proposed lesson outlined in the document models this approach by having students work in groups to analyze extracts from travel brochures and identify common collocations related to holidays. The lesson aims to help students improve their collocational competence and provide opportunities for them to apply the vocabulary through a final task of creating a travel brochure.
Teaching Vocabulary to Advanced Studentstowersgary
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify word patterns within them. Students should also use dictionaries to explore word meanings and examples of usage. Productive activities like writing tasks can help students incorporate new vocabulary into their own language use. The document provides sample lesson plans demonstrating these techniques, such as having students work in groups to analyze text extracts and notice recurring collocations before creating a brochure using their new vocabulary.
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of helping students develop their ability to independently discover word meanings through contextual guessing and dictionary use. Additionally, it advocates organizing vocabulary instruction around semantic fields and having students apply new words productively through meaningful tasks like writing a brochure about holiday destinations. The goal is to help advanced learners expand their vocabulary repertoire and develop greater independence and fluency with lexical items.
Text 8 teaching_vocabulary_to_advanced_studentsnatalypamela
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify word collocations within them. Students should also use dictionaries to explore word meanings and examples of usage. Productive activities like writing a brochure are suggested so students can apply the vocabulary. The document argues this lexical approach can help advanced learners improve their fluency and independent vocabulary learning.
Text 8 teaching_vocabulary_to_advanced_studentsingridbelloa
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify word collocations within them. Students should also use dictionaries to explore word meanings and examples of usage. Productive activities like writing a brochure are suggested so students can apply the vocabulary. The document argues this lexical approach can help advanced learners improve their fluency and independent vocabulary learning.
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of giving learners opportunities to use new vocabulary in meaningful, task-based activities in order to help commit words to long-term memory. The sample lesson described applies these principles by having students work in groups to analyze extracts from travel brochures and identify common collocations related to holidays. Students then apply what they've learned by creating their own travel brochure as a final task.
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
The students language_learning_strategies_in_readWardaDin1
This document discusses language learning strategies used by English Department students at a university in Indonesia. It finds that the students have a medium level of strategy use for speaking and reading in English. The document provides context on language learning strategies and defines them as specific actions, behaviors or techniques used consciously by learners. It also discusses characteristics of good language learners, including finding their own learning methods and using strategies for form, meaning, active involvement, metacognition, flexibility and confidence. The study aims to identify the types of strategies used by these students for speaking and reading in English.
Similar to Extended version, dannae del campo gabriela quezada (1) (20)
Reflection on my role and expectations of the professional practicum experiencedannaet
The student teacher was anxious but prepared to put their university lessons into practice during their practicum at an all-girls school. They found managing 45 students of varying English levels and ages challenging. While nervous at first, getting to know their students helped them feel more confident teaching. Counseling students on personal issues was unfamiliar and proved their biggest challenge to overcome. The student hoped to motivate students and help them become better people through learning English.
The document outlines standards and tasks for developing lesson plans. It describes planning a unit on giving directions. The teacher considered students' interests as visual learners and included PowerPoint presentations with images. Reading was challenging since students lose focus easily, so the class read together with different students reading parts. Accommodations like enlarged text were made for a student with visual problems. Reflecting, connecting activities to objectives and considering students' comprehension were the most difficult parts of planning, but revising the plan helped address these issues.
This document summarizes information about the context of a professional practicum taking place at Colegio Maria Inmaculada school in Concepción, Chile. It describes characteristics of the school including its educational approach, vision, and available resources. It then provides details about the specific classroom, including the layout, students, and teacher routines. Finally, it analyzes which contextual factors and student characteristics will most impact lesson planning, such as the school's values-based approach, available technology, and understanding student interests and needs.
Este documento presenta la autoevaluación reflexiva de un estudiante de pedagogía en inglés sobre su práctica docente. El estudiante identifica sus fortalezas como su dominio del idioma inglés y buena comunicación con los estudiantes, pero debilidades en establecer disciplina. Reconoce que necesita más experiencia para mejorar en el control de grandes grupos y encontrar el equilibrio entre autoridad y cercanía con los estudiantes.
Este documento resume las modificaciones realizadas a la planificación de una unidad didáctica para 45 estudiantes, los resultados de las evaluaciones formativas, y una evaluación general de la efectividad de la enseñanza. La autora realizó cambios a las actividades debido a la falta de participación de las estudiantes y su dificultad para mantener la atención de un grupo tan grande. A pesar de esto, las metas de aprendizaje fueron adecuadas y coherentes con los objetivos de la unidad.
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La profesora reflexiona sobre el proceso de formular y secuenciar las metas de aprendizaje para sus estudiantes. Inicialmente, fue difícil hacer coincidir las metas seleccionadas con las actividades planeadas. Tras revisar la planificación con mayor atención a la metodología, se dio cuenta que algunas actividades no eran necesarias o no abarcaban los elementos centrales. Esto le permitió mejorar la planificación para que las estudiantes comprendieran mejor los objetivos. Como resultado, la estructura y secuencia de la unidad mejoraron
El documento proporciona información sobre el contexto educativo y las características de los estudiantes de un curso de inglés en particular. Describe la institución como un colegio católico con énfasis en la formación integral y académica de sus estudiantes. Explica que el curso está compuesto por 45 estudiantes mujeres de 14 años, 2 de las cuales tienen necesidades educativas especiales. También indica que la mayoría de las estudiantes aprende de manera visual y disfruta de la música, por lo que estas características deb
Teachers should evaluate websites that assess language systems to prepare for using technology in lessons, as students now live in a technological era and will be more engaged learning with available tools. When choosing websites to teach and assess students, teachers must be careful and select ones that provide immediate feedback and a variety of practice items for different language systems to reliably test learning. It is up to teachers to make second language teaching more interesting through technology, increasing student confidence, motivation, and meaningful learning.
This reflection discusses creating a speaking assessment task that allows students to demonstrate their speaking skills based on principles of assessment and rubric design learned in previous units. It was challenging to determine the appropriate difficulty level and encourage full sentences for evaluation. A pilot test proved effective in identifying issues for students. The reflection also notes the importance of considering the assessment context and designing communicative tasks that relate to real world applications.
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
As a future teacher, the author found learning about language assessment principles to be helpful for creating good evaluation instruments to properly assess student learning. Designing tests carefully is important so teachers can provide students with effective feedback and ensure their teaching methods are effective. Learning about assessment will enrich the author's teaching practicum and allow them to create fair tests that meet standards as a good instrument for evaluating students.
This document provides information and specifications for an English speaking test consisting of two parts. The first part involves two students discussing photographs and coming to an agreement about which place is better for a holiday. The second part involves each student individually describing the advantages and disadvantages of one photograph. Rubrics are provided to assess students on various criteria such as content, pronunciation, vocabulary, fluency and organization for each part. Sample student performances and a pilot test summary are also included to demonstrate how the test will be administered and evaluated.
This document contains two rubrics for assessing language tasks:
1) A speaking rubric to evaluate a student's oral presentation of a travel plan in 5 areas: content, pronunciation, vocabulary, fluency, and organization. Each area is scored on a scale of 1 to 4.
2) A listening rubric to evaluate a student's comprehension of the steps to a recipe. Students listen and put the steps in order. They are scored with 1 point for each correctly ordered step, out of a total of 11 steps.
1. The document discusses the history and current state of computerized language testing tools and technologies. It describes how early tools used DOS and authoring programs to provide drills and practice, while newer tools have expanded to use the internet and web technologies like JavaScript, Java, and multimedia plugins.
2. It provides details on several current authoring tools that make it easy to create online language tests and exercises without advanced programming knowledge. These include WebPractest, Hot Potatoes, and templates from various sources.
3. The document concludes that computerized language testing will continue increasing in volume and scope due to growing demands for standardized testing. Controversies may still arise around issues of computerized testing replacing traditional methods
This document outlines the specifications for a speaking test to assess English proficiency. It consists of two sections. Section 1 involves two students discussing photographs and coming to an agreement on which place is better for a holiday. Section 2 involves each student individually describing the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various criteria such as content, pronunciation, vocabulary, fluency, and organization for each section. Sample student performances are also included to demonstrate different proficiency levels.
The document compares the language assessment theoretical frameworks of Bachman and Palmer (2007), Coombe et al. (2007), and Brown (2004). While the authors agree on some principles like validity, reliability, and authenticity, Coombe et al. (2007) provide the most comprehensive theory. They identify nine key qualities for effective assessment, including usefulness, validity, reliability, and transparency. Transparency helps test-takers understand instructions, while considering security allows teachers to recycle valid, reliable test materials. The document concludes Coombe et al. (2007) clearly and understandably present these assessment principles to help future teachers develop good evaluation practices.
This document summarizes information about two online performance-based assessment instruments for language learning: one for grammar and one for vocabulary.
For grammar, it describes the English Test Store website which provides over 100 multiple choice, fill in the blank, and sentence transformation exercises to assess different grammar topics. It provides immediate feedback and a summary of test performance.
For vocabulary, it again describes the English Test Store site, which divides vocabulary into categories and provides multiple choice, definition matching, and fill in the blank exercises. It also provides immediate feedback and a test performance summary. Both sites are well organized and allow learners to choose topic areas and test lengths that are appropriate for their level.
Professional development is important for pre-service teachers to continuously learn and improve. Teachers must commit to lifelong learning through action research in their own classrooms, studying different authors to understand how to be a good language teacher, and recognizing that obtaining a degree is just the start of improving teaching performance through active participation, goal setting, and risk-taking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Extended version, dannae del campo gabriela quezada (1)
1. System of languages: teaching vocabulary
System of languages: teaching vocabulary
Dannae Del Campo Méndez
Gabriela Quezada Cabezas
Universidad Católica de la Santísima Concepción (UCSC)
2. System of languages: teaching vocabulary
In the past teaching and learning a foreign language was primarily concentrate on
controlling grammar while vocabulary was viewed primarily as an auxiliary activity often
taught through the memorization of word lists. Nowadays, the vocabulary system is taken
as an essential matter at the moment of teaching a second language in a classroom which is
present in all the skills of the language (reading, writing, speaking and listening). One of
the reasons is that students need to develop their knowledge in the context of second
language learning. In the following paragraphs it will be discuss, according to Nation
(2001), Hedge (2000) and Sökmen (1997) some strategies, factors affecting vocabulary
acquisition and useful exercises among others.
According to Oxford dictionary (1995) vocabulary is defined as the body of words
used in a particular language and there are several characteristics to measure word
knowledge. Nation (2001) argued that on the process of knowing a word there are two main
aspects to distinct a specific word. The first main aspect is called receptive distinction
which receives language input from others through listening and reading and tries to
comprehend it. From the point of view of receptive, knowing a word involves to being able
to recognize the word when it is heard, being familiar with its written form so that it is
recognised when it is met in reading, knowing what the word means in the particular
context in which it has just occurred, knowing the concept behind the word which will
allow understanding in a variety of contexts, among others. The second main aspect it is
called productive distinction which involves wanting to express a meaning through
speaking or writing and retrieving and producing the appropriate spoken or written word
form. From the point of view of productive knowledge and use, knowing a word involves
to being able to say it with correct pronunciation including stress, to write it with correct
3. System of languages: teaching vocabulary
spelling, to construct it using the right word parts in their appropriate forms, to produce the
word to express the meaning, among others.
Moreover, Nation (2001) mentioned two ways which vocabulary can be learned.
The first way is to learn vocabulary through oral skills which involves listening and
speaking. In listening learners can pick up new vocabulary as teachers read to them and in
speaking learners are suggest to memorise as well as vocabulary knowledge a large number
of clauses and phrases. The second way is to learn vocabulary through written skills which
involves reading and writing. In reading students can learn new vocabulary by guessing
words from context and in writing teachers ask for words to be marked so it can be used to
encourage vocabulary development.
For these two ways of learning new vocabulary, Hedge (2000) mentioned some
strategies which can be apply at the moment of developing a class. These strategies are
divided into cognitive and metacognitive strategies. Cognitive strategies are direct mental
operations which are concerned with working on new words in order to understand,
categorize and store them, some examples are making associations, learning words in
groups and exploring range of meaning. On the other hand, metacognitive strategies are not
mental operations and they facilitate learning by actively involving the learner in conscious
efforts to remember new words, some examples are consciously collecting words from
authentic context, making word cards, categorizing words into lists and reactivating
vocabulary in internal dialogue. Nevertheless, Hedge (2000) not only mentioned strategies
but also factors which can affect vocabulary acquisition, some factors are to do with input,
in other words, the way in which vocabulary presents itself to learners and other factors are
to do with storage which is how learners store vocabulary and they are able to retrieve it
when it is needed. Hedge (2000) mentioned three features of input, the first one is
4. System of languages: teaching vocabulary
frequency which means that the most frequent words in English will be those most useful to
learners. Consequently learners will only know the words which are repeated more than
seven times but they will not know half of the words that appear once or twice in their
course book. The second feature mentioned is pronunciation which means that learners
need to practice the stress and pronunciation of the words in all stages of the process of
learning and not only in the initial one, so the process is continued. The third and last
feature is called contextualization which means that the words presented to learners are
mostly isolated so there is no context for a cognitive hold and words are forgotten quickly.
According to Hedge (2000) the storage factors are two, storing and emotional response. In
storing there is growing evidence that teachers should use techniques for vocabulary
learning to encourage students to work on activities based on the sound and visual image of
a word so they can retain the word permanently. And in the second factor called emotional
response it is true that it affects learners’ retention, as it is demonstrated, for instance, in the
case of taboo words which are seem to stick easier to learners’ memory.
Moreover, Nation (2001) suggested useful activities according to meaning, form
and use. Meaning is the mental image and comprehension which is generated by grammar
or vocabulary. When vocabulary is the focus of the lesson, students connect the form of the
word with the meaning; some examples of activities are classifying words, finding
opposites, making word maps and finding substitutes. In the case of form which refers to
the mechanics of the language, students must understand the pronunciation of a word. If it
is in a written text then students have to know how to spell the word; some examples of
activities are pronounce the words, read aloud, finding spelling rules and filling word parts
tables. In the case of the use which it is how vocabulary is used in the real context; some
examples are matching sentences halves, finding collocates and classifying constraints.
5. System of languages: teaching vocabulary
Other important points mentioned by Nation (2001) are a set of principles at the
moment of teaching vocabulary. These principles should have a major influence on content
and sequencing (what vocabulary is focused on and how it is divided into stages) which is
using frequency and range of occurrence as ways of deciding what vocabulary to learn and
the order in which students are going to learn it, also is giving adequate training in essential
vocabulary learning strategies and attention to each vocabulary item according to the
learning burden of that item and at last providing opportunities to learn the various aspects
of what it is involved in knowing a word. It also should have influence on format and
presentation (how the vocabulary is taught and learned) which is making sure that high-
frequency target vocabulary occurs in all the four strands of meaning (focused input,
language-focused learning, meaning-focused output and fluency development), providing
opportunity for spaced, repeated, generative, retrieval of words to ensure cumulative
growth and using depth-of-processing activities. At last it is also important to focus on
monitoring and assessment (how learning is measured) which is testing learners to see what
vocabulary they need to focus on, using monitoring and assessment to keep learners
motivated and encouraging and help learners to reflect on their learning.
According to Nation (2001) and as it was mentioned before if a well-designed
course is wanted it is necessary to have present the four strands of meaning. The first strand
is called meaning-focused input which means that learners should have the opportunity to
learn new language items though listening and reading activities where the main focus is
the information of what they are listening or reading, this cannot occur if there are lots of
unknown words. It also has as a requirement to have skills at guessing from context, some
examples of activities and techniques of this strand are listening to stories, communication
6. System of languages: teaching vocabulary
activities and reading graded readings. The second strand is called language-focused
learning or sometimes called form-focused instruction which means that a course should
involved a direct teaching of vocabulary and at the same time a direct learning and study of
vocabulary. This strand is focus on language items and some requirements to develop this
strand is to have skills in vocabulary learning strategies, to have appropriate teacher focus
on high-frequency words and strategies for low-frequency words, some examples of
activities and techniques of this strand are the direct teaching of vocabulary, direct learning,
intensive reading and training in vocabulary strategies. The third strand is called meaning-
focused output in which learners should have the opportunity to develop their knowledge of
the language through speaking and writing activities where the main attention is focused on
the message or the information they are trying to convey, as the first strand, this cannot
occur if there are lots of unknown words. Another requirement is the encouragement to use
unfamiliar items and supportive input, some examples of activities and techniques are
communication activities with written input and prepared writing. The last strand is called
fluency development which is where learners do not work with new language; instead, they
develop their fluency with items they already know. The requirements for this strand are to
know the items and to repeat, some examples of activities and techniques are reading easy
graded readers, repeated reading, speed reading, listening to easy input, rehearsed tasks and
10 minute writing. Moreover, Nation (2001) explained that in a language course it is
important to spend the same amount of time in each strand.
In addition to this, Laufer, Meara & Nation (2005) explained ten ideas for teaching
vocabulary. The first is to do not rely too much on uninstructed acquisition which is picking
up words from context, the second is to create your own lexical syllabus which means to
create your own summary on your teaching materials, frequency lists and learner specific
7. System of languages: teaching vocabulary
needs. The third idea is to do not count on guessing strategies to replace vocabulary
knowledge which is to understand the surrounding words of the unknown item that include
the clues. The fourth is to increase learners’ vocabulary, when class is limited a good idea is
to encourage students to create their own notebooks or computer files as a strategy for
increasing their vocabulary. The fifth idea is to recycle words that have been introduced
earlier in the course so students do not forget the words that are not repeatedly used by
destine several minutes per class to review “vocabulary oldies”, the sixth is to give frequent
vocabulary tests so students have an intentional process of memorisation using, for
instance, cards with the meaning in one side and the word on the other side. The seventh is
to draw learners’ attention to “synforms” (word pairs or group of words with similar sound,
script or morphology which learners tend to confuse), a useful advice is to not teach several
new synforms together; instead, teachers have to help students to practice them. The eighth
idea is to pay attention to interlingual semantic differences because an L1 word may have
many alternatives in English and an English word may have many translations in the L1
which can lead to lexical errors. The ninth is to do not ban the L1 translation of words, on
the contrary, use translation with words that have an exact or close equivalent word in L1.
At last the tenth idea is to practice the use of collocations that differ from the learners’ L1
because even advanced learners make mistakes in the use of collocations that differ from
L1.
At last and according to Sökmen (1997), there are three main current trends in teaching
second language vocabulary. The first current trend is inferring from context and Sökmen
(1997) argued that acquiring vocabulary through guessing words in context is likely to be a
very slow process; moreover students that have a low-level of proficiency in the target
language are often frustrated with this approach. The second trend is explicit teaching and
8. System of languages: teaching vocabulary
there are several strategies that can be used in the classroom, one of them is called build a
large sight vocabulary and it consist on teaching the 2000 most frequent words in English.
The other one is called integration of the new words with the old and it occurs when
students are asked to draw on their background knowledge, their schema, they connect the
new word, with already knew words, the link is created and they learn the word. And the
last one is called promote a deep level of processing so better learning will take place when
a deeper level of semantic processing is required because the words are encoded with
elaboration. Finally, the last current trend is an encouraging independent strategy which is
to help students to find a way of learning by themselves how to continue to acquire new
vocabulary.
To sum up, in terms of teaching vocabulary one of the pioneers of the topic is
Nation (2001) which explained distinctions which help students to know a word, how
vocabulary can be learn, strategies for vocabulary learning, factors which affect the
learning of a new vocabulary, among others. Moreover, Hedge (2000) also explained some
strategies to develop vocabulary teaching and also factors which affect the process of
vocabulary acquisition. At last Sökmen (1997) argued that are three current trends that are
used by teachers at the moment of teaching vocabulary. It is important for future teachers to
have the knowledge of how developing a complete vocabulary class which involves all the
topics mentioned in this paper.
9. System of languages: teaching vocabulary
References
Laufer., Meara & Nation (2005) Ten best ideas for teaching vocabulary, The
language teacher, 29, 3-4.
Hedge, T. (2000) Teaching and Learning in the Language Classroom. China:
Oxford University Press.
Nation, P. (2001) Learning Vocabulary in Another Language. United Kingdom:
Cambridge University Press.
Sökmen, A. (1997) Vocabulary Description, Acquisition and Pedagogy. United
Kingdom: Cambridge University Press.
10. System of languages: teaching vocabulary
References
Laufer., Meara & Nation (2005) Ten best ideas for teaching vocabulary, The
language teacher, 29, 3-4.
Hedge, T. (2000) Teaching and Learning in the Language Classroom. China:
Oxford University Press.
Nation, P. (2001) Learning Vocabulary in Another Language. United Kingdom:
Cambridge University Press.
Sökmen, A. (1997) Vocabulary Description, Acquisition and Pedagogy. United
Kingdom: Cambridge University Press.