Teaching vocabulary reflection
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Teaching vocabulary through context is most effective, as it allows students to internalize word meanings by associating them with specific situations. Future teachers should present vocabulary as chunks and idioms within contexts, rather than in isolation, and strategies were learned to do so. Building students' vocabulary will improve their language skills and confidence by expanding their ability to communicate, so teachers should encourage vocabulary learning alongside other areas like grammar.
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Methods of Language Teaching
This document discusses techniques and methods for teaching speaking accuracy and fluency. It defines accuracy as using correct grammar, vocabulary and pronunciation. Fluency is the ability to speak easily and smoothly. The document recommends encouraging student participation through activities like role plays, discussions, answering and asking questions. These techniques provide opportunities for students to practice their speaking skills and give feedback to improve their accuracy and fluency.
Teaching vocabulary to advanced students a lexical approach
This document discusses techniques for teaching vocabulary to advanced students. It emphasizes that vocabulary is an important part of the curriculum and should not be overlooked, as students can have strong grammar skills but lack vocabulary. It outlines several effective techniques, such as teaching vocabulary through listening and reading, grouping words into categories, considering students' interests to motivate learning, and using authentic materials and group work with dictionaries when planning lessons. The document also introduces concepts like polysemy and homonymy and stresses the importance of teaching vocabulary chunks like idioms and collocations to help students sound more natural.
Collocations and idioms
This document discusses several important aspects of teaching vocabulary, including conceptual meanings, polysemy, homonymy, synonymy, affective meaning, style/register/dialect, translation, chunks of language, grammar of vocabulary, and pronunciation. It emphasizes the importance of teaching collocations and having students identify, organize, and record chunks of language. Students should be encouraged to use new vocabulary in realistic contexts like writing a leaflet. The completion of tasks is meant to reinforce learning and help store vocabulary in long-term memory.
Teaching vocabulary to advanced students
This document discusses teaching vocabulary to advanced English language students. It notes that while students can learn many words, they must also be able to use them appropriately in terms of style, register, dialect and other factors. When teaching new vocabulary, teachers should consider items that are meaningful to students and limit the number of chunks to around seven items, as larger amounts can be difficult to learn. Teachers should also foster student independence by having them use dictionaries and context clues as well as work together to understand unknown words. Preparing lessons that consider students' skills and environment is important for future teachers to meet their students' needs.
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The document discusses processes involved in second language learning, including the importance of an interactive environment. It explains that interactive environments allow students to acquire language through noticing and restructuring based on Vigotsky's theories. An example is students learning vocabulary through peer interactions where they can correct mistakes. The document also discusses the concept of "scaffolding" where teachers act as supports to help students learn by building on existing knowledge. An example of scaffolding is a teacher providing background information to complement lessons. It has changed over time from a focus on teacher control to developing intrinsic motivation and individualizing instruction to different learning styles.
Teaching vocabulary to advanced students
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
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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.
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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_students
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.
Methods of Teaching English
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
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The English department was formed in 2006 with the goal of developing students' English abilities. The department works as a team, setting aside individual interests to accomplish shared goals like making students enthusiastic about English. Good communication and a positive working environment are important for student success. Key concepts in language teaching are also defined, like the communicative approach, fluency vs accuracy, and structural vs functional syllabuses.
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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 8 teaching_vocabulary_to_advanced_students
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.
teaching_vocabulary_to_advanced_students
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_students
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_students
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.
Similar to Teaching vocabulary reflection (20)
Teaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students Reflection
Teaching vocabulary to advanced students a lexical approach
Teaching vocabulary to advanced students a lexical approach
Teaching vocabulary reflection
- 1. Teaching Vocabulary Reflection Gabriela Quezada Cabezas Teaching vocabulary nowadays is seen as an important factor at the moment of teaching a second or foreign language. One of the best ways to teach vocabulary is through context because in this way is easier for students to internalize the words meaning, they are going to associate them with something specific and we as futures teachers need to be able to teach them vocabulary as chunks, idioms among others in context, isolated words cannot be part of our teaching strategy. In this unit I also could learn some factors that affect the vocabulary learning and some strategies that can help to teach it in specific contexts. It is important that our futures students get to know more vocabulary, because this is going to help them in their future understanding of the second or foreign language. If they know a considerable number of words and how to use them, they will improve their skills and also they will be more self-confident because they are going to know what they are talking about. We as futures teachers need to encourage them to learn new vocabulary and not only be focused on the grammar structures or phonology because, as it was explained before, they need to know what they are talking about.