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Teaching Vocabulary To Advanced Students: A Lexical Approach

Lexical Analysis

alejandra villarroel

on 24 November 2012

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Transcript of Teaching Vocabulary To Advanced Students: A Lexical Approach

Alejandra Villarroel
Lexical Analysis Teaching Vocabulary To Advanced Students: A Lexical Approach Advanced students and their needs The teaching of vocabulary Important aspects of lexis
Gairns and Redman (1986) TRADITIONALLY Boundaries between conceptual meanings Polysemy Homonymy understanding words that have the same pronunciation but different spellings and meanings Synonymy Advanced students Generally communicate well In vocab, they recognize items and meaning NOWADAYS Most incidental, limited Taught in well plans and regular basis Vocab expansion happens through the practice of other skills "Language consist in grammaticalized lexis, not lexicalized grammar"
Lewis (1993) Knowing what lexis refers to where the boundaries are that separate it from words of related meaning Distinguish the different meanings of a single word form with closely related meanings Distinguish the different meanings of a single word form with no related meanings Head: of a person,
of an organization File: used to put papers in; a tool Homophyny Flour; Flower distinguishing between the different shades of meaning that synonymous words have Extend, increase, expand Affective Meaning distinguishing between the attitudinal and emotional factors (denotation and connotation) Style, Register, Dialect distinguish between different levels of formality, contexts and topics, as well as differences in geographical variation. Translation awareness of certain differences and similarities between the native and the foreign language False cognates Chunks of Language : multi-word verbs, idioms, strong and weak collocations, lexical phrases. Grammar of Vocabulary learning the rules that enable students to build up different forms of the word or even different words from that word Sleep, Slept, Sleeping Pronunciation ability to recognize and reproduce items in speech. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. And also, give learner opportunities to use the items learned, helping them to use effective written storage systems. MEMORY AND STORAGE SYSTEMS Oxford (1990) advices:

- Creating mental linkage (group, associate, place new words into context)

- Applying images and sounds

- Reviewing well

- Enjoying action: physical response or sensation. We should diagnose learning styles in order to use those techniques.

* Meaningful tasks offer answers to vocabulary learning DEALING WITH MEANING Guided discovery Involves asking questions
or giving examples.

Contextual guesswork use context in which the word appears to derive an idea of its meaning.

Use EFL dictionaries as early as possible USING LANGUAGE Production
Motivation Teachers should promote it based on students preferences THE LEXICAL APPROACH Lewis (1993) highlights the importance of vocabulary as being basic to communication ‘language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks’(Lewis, 1997) RATIONALE OF THE LESSON The Lexical Approach has much to offer in the area of vocabulary teaching

plan a lesson that is based on its main concepts, specially exploring the use of collocations. CHOICE OF MATERIAL Use authentic material to expose students to rich, contextualized, naturally-occurring language. NOTICING COLLOCATIONS AND DEALING WITH MEANING Students know individual words but lack collocational competence.

- Helps fostering learning independence, and specially in vocabulary work, learners can
exchange knowledge, asking others to explain unknown items GROUP WORK CHOICE OF TASK The final task meets the principle of giving opportunities to students to contextualize their learning
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