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TEACHING VOCABULARY, image, image - Coggle Diagram
TEACHING VOCABULARY
How words are learned? Chapter 2
It is preferable to know and teach more words, more vocabulary than grammar
The vocabulary is a collection of basic, crucial and productive elements
Grammar is a system of rules necessary but not fundamental to communicate with other beings
Know a word
Know the meaning, the way it is written, the way it is used in each context, since a single word can have up to more than 5 meanings due to its culture, its use
Normally more words are known, the way they are written but to pronounce them and put them into practice is a bit difficult, this is where the importance of really knowing the word is understood
WORD
The meaning
The spoken
The written
The grammatical Behavior
The word's derivations
The collocations
The register
The connotations
The word's frequency
It is important to clarify that all these aspects are not known by all native speakers, then for learners it becomes more difficult generating confusion. This is called
initial fuzziness
Word knowledge organiser
Mental lexicon
The mind, as it sees a new word, organizes it, at the same time that it is relating them to others, to situations or to previous knowledge.
Taking into account those aspects and strategies:
Vocabulary learned
: Categorizing, network building, labeling,definition, false friends, cognates (real friends), strangers.
Number of words the learner needs to know:
Thousands of words a year, core vocabulary, defining vocabulary, vocabulary depth,learn one every day. This can be Productive or receptive.
Words remembered:
Short term, working memory, long-term memory, articulatory loop, visual memories, repetition, practice, spacing
, pacing,use, cognitive depth, personal organizing, Imaging, keywords technique, motivation, attention, affective depth.
Why do we forget words?
Because they are not used frequently for this reason you should try to stimulate 80 percent of the vocabulary so that you do not forget
Difficult words:
Loan words, cognate, false friends, pronunciation, spelling, length- complexity, grammar,, meaning, range, connotation, idiomatically.
Mistakes that learner make:
Form related, mis-selections, misformations, spelling, "peopleS" , pronunciation errors, meaning related, collocate, connotations.
Implication for teaching:
Tasks and strategies to help them, organize mental lexicon, new words, translations, syntactic environment, Pronunciation.
What's in a word? Chapter 1
Words are always changing to give new meaning to old words, and they are very necessary in all languages, every day a new one is learned and created.
Be careful when using words, since different factors must be taken into account, such as connections, meaning according to the context, the way they are written, and then apply them in daily speech.
WORD CLASSES
Words play different roles in a text taking into account the context
know how words are described and categorized to be closer to teaching vocabulary
- Grammatical or functional words
PRONOUN
: I, them
PREPOSITIONS
For, Like
CONJUGATION
: and
DETERMINER
:
- Content words*
* VERBS:
Like, Looking, Doing, To, Look
* ADJECTIVES:
Old, Second, Hand, New
NOUN:
Bits, Pieces, Record, Player
ADVERBS:
Up
Words Families
Taking only root, changes can be made to the word on some occasions, changing the meaning, this is achieved with the help of:
Affixes
Suffixes
Prefixes
Inflection
Derivative
EXAMPLE:
Understand, Understands, Understanding, Understood, Misunderstood, Misunderstand
Other categories are:
Multi-word units
-Collocations
Synonyms and Antonyms
Homonyms
Polysemes
Style and connotation
Lexical fields
Teaching words parts and word chunks
Chapter 7
Teaching word formation and word combination
Conversion, compounding, chunks, phrasal verbs, real berring, negative prefixes, item learning, regularities, consciousness-raising.
Lexical approach:
chunks, semantic syllabus, notions, corpus.
-
Teaching lexical chunks:
Fixedness, idiomaticity,collocations, binomial pairs.
-
Teaching word Grammar:
make known in which group the word is located and how it is used according to the context, time, etc.
Teaching phrasal verbs:
Type 1 Intransitive , Type 2 Transitive inseparable , Type 3 Transitive separable, Type 4 Three part.
Teaching Idioms:
Allow us to interpreted the sentences, know the meaning that is generally deduced from the idea that it conveys and not from the literal sense of the expression, e sayings and idioms used in the language.
How to test vocabulary Chapter 8
what to test:
Word knowledge= in listening and reading or speaking and writing, multi-dimensional character of word, spelling, meaning, and collocation, respectively, contextualized, validity, practicality, reliability.
Types of test:
Multiple choice, gap-fill, selective-open, qualitatively.
Measuring word knowledge:
Quantitatively, lexical density, content words, lexical variety,accuracy.
Doing action research:
Pres-test, treatment, post-test, investigate different learning styles, keywords techniques, way of selecting and presenting words, effect of vocabulary acquisition, guessing from context.
Leidy Pérez
