Unit8TeachingVocabulary 1 1.docx
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Unit8TeachingVocabulary 1 1.docx
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Unit8TeachingVocabulary11
Unit8TeachingVocabulary
Aimsoftheunit:
1.Whataresomeoftheassumptionsaboutvocabulary?
2.Whatdoesknowingawordinvolve?
3.Howcanwepresentnewvocabularyitems?
4.Whataresomeeffectivewaystoconsolidatevocabulary?
5.Howdowehelpstudentsdevelopvocabularylearning?
I.Understandingvocabularyandvocabularylearning.
Theteachingofvocabularyhasbeenstudiedformanydecades,therearestillmanyuncertaintiesregarding:
a)Whatconstitutesavocabularyitem;
b)Whichvocabularyitemsshouldbetaughtandlearned;
c)Howvocabularycanbetaughtandlearnedmosteffectively.
Task1:
Discussandanswerthefollowingquestions:
1.WhatarethemostcommonwaysforChinesestudentstolearnvocabularyregardingEnglish?
2.Similarly,whatarethemostcommonwaysforChineseteacherstoteachEnglishvocabulary,inprimaryschool,secondaryschoolanduniversity?
3.Whataresomeofthevocabularylearningstrategiesyouhaveusedandfoundusefuloreffective?
Whataresomeofthewaysthatyouhaveusedbutfoundnotveryusefuloreffective?
Task2:
ReadthefollowingassumptionsaboutvocabularyinEnglishlearninganddecideifyouagreewiththemornot.
II.Whatdoesknowingawordinvolve?
1.Whatdoesitmeantoknowaword?
knowingawordmeansknowing:
(1)itspronunciationandstress;
(2)itsspellingandgrammaticalproperties;
(3)itsmeaning;
(4)howandwhentouseittoexpresstheintendedmeaning.
AccordingtoHedge(2000),vocabularylearninginvolvesateleasttwoaspectsofmeaning:
theunderstandingofitsdenotativeandconnotativemeaning;andunderstandingthesenserelationsamongwords.
2.Denotativemeaning
Denotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsrealobjects,suchasnameorasign,etc.inthephysicalworld.
3.connotativemeaning
Aconnotativemeaningofawordrefersto‘theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheword.Thiswordsthatmayexpressapositiveornegativeattitudeorsubtlefeelingstowardssomething.
4.collocations
Collocationsreferstowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.Itisbelievedthatteachingwordcollocationsisamoreeffectivewaythanjustteachingonesinglewordatatime.
5.synonyms,antonyms,hyponyms
Synonymsrefertoitemsthatmeanthesame,ornearlythesame.Antonymsrefertoitemsthatmeantheoppositeofaword.Hyponymsrefertowordswhichcanbegroupedtogetherunderthesamesuperordinate(concept).
6.receptiveandproductivevocabulary
Passivevocabulary:
thewordstheyknow.
Activevocabulary:
thewordstheyuse.
Nativespeakerofalanguagecanunderstandmanymorewordsthantheyactivelyuse.Somepeoplehaveapassivevocabularyupto100,000words,butanactivevocabularybetween10,000and20,000.Inforeignlanguagelearning,anactivevocabularyofabout3000to5000words,andapassivevocabularyofabout5000to10,000wordsisregardedastheintermediatetoupperintermediatelevelofproficiency.
Sothejobfortheteacheristoguidethestudentstothosewordswhichwillhelpthemtoaddtotheiractivevocabularies,andtodistinguishthosewordsfromthemuchlargernumberofpassiveitems.Atthebeginningoflanguagelearning,allthewordswhicharetaughtmustbeacquiredforactiveuse,later,atintermediateandadvancedlevels,mostofthewordsstudentsmeetwillonlybeneededforpassiveuse.
Nation(2001)givesamoredetailedexplanationaboutwhatwemeanbyreceptiveandproductivevocabulary.(P.120),Pleasereadthispartafterclass.
III.Presentingnewwords
1.Somesuggestionsfortheteachers
Differentteachershavedifferentwaystopresentnewwords.Whatevermethodsareused,thefollowingsuggestionsmayhelpteachers:
1)Prepareexamplestoshowmeaning.Examplesarebestiftheyarecreatedbytheteachersthemselvesratherthantakenfromthedictionaries.Studentslookupwordsindictionaries.iftheystudentsfindthatmostoftheteacher’sexamplesarefromthedictionaries,theytuneoutwhentheteachertalks.
2)Askstudentstotellthemeaningfirst.Teachersshouldalwayselicitmeaningfromstudentsbeforetheyofferthemeaning.
3)Thinkabouthowtoshowthemeaningofawordwithrelatedwordssuchassynonyms,antonymsetc.
4)Thinkabouthowtocheckstudents’understanding.
5)Thinkaboutthecontextinreallifewheretheywordsmightbeused.Relatingnewlylearnedlanguagetoreallifepromoteshighmotivation.
6)Thinkaboutpossiblemisunderstandingandconfusionthatstudentmayhave.
2.Wordsarebesttaughtingroups
Languageisasystemandeachwordhasitsmeaningdefinedinrelationtootherwords.Thisinsightleadstoaneasier,moreeffectiveandsounderwayofexplaining.Itishelpfultoexplaindifferenceofmeaningratherthanmeaningitself.
Anindividualwordinalanguageacquiresameaningbecauseoftherelationshipbetweenitandotherwords.Awarenessofcertainkindsofrelationshipmakesexplainingvocabularyeasierfortheteachers,andlearningitsimplerforthestudents.Herearesomerelationships.
(1)synonyms.Thesearebynomeansasfrequentaspeoplethink.Thoughwordsmayhavesimilardenotativemeaning(theyrepresentthesameconcept)theirconvocationalmeaningsmaydiffer.Sometimes,itispossiblefortheteachertosay‘enormousmeansthesameaslarge.’
(2)Antonyms.Theseareoftenthoughtas“opposites”suchashot/cold.Itisimportantfortheteachertorememberthatnothot,doesnotalwaysmeancold,sometimesitisquestionofdegree.Inthesecasesstudentsusuallystartbylearningtheextremesandlaterlearnintermediatewords:
Hot—warm—cool—cold
(3)Complements.Heretwowordsexistandoneexcludestheother---single/married.Inthiscaseitispossibletoexplainbysaying:
singlemeansnotmarried.Thisideamaybeextendedtogroupsofincompatiblewords---eachisdefinedbybeingnottheother,forexample,morning—afternoon—evening—night.Itisbesttoteachthesewordsingroups,asthemeaningofonedependsdirectlyonthemeaningoftheothers.
(4)Converse.Eachofapairofwordsimpliestheother;parent/child,employer/employee.Suchwordsarebestexplainedtogether.
(5)Hyponyms.Car,van,bus,lorryarehyponymsofvehicle.Oftensuchwordsaredifficulttohandlewithouttranslation.
3.Someotherwaystopresentandexplainvocabulary
(1)Drawpictures,diagramsandmapstoshowmeaningsorconnectionofmeanings.
(2)Usingrealobjecttoshowmeanings.
(3)Mimeoracttoshowmeanings,e.g.brushingteeth,running,swimmingetc.
(4)Usesynonymsorantonymstoexplainmeanings.
(5)Uselexicalsets,e.g.cook:
fry,boil,brake,grill;
(6)Translateandexemplify,especiallywithtechnicalwordsorwordswithabstractmeaning.
(7)Usewordformationrulesandcommonaffixes.
III.Waysofconsolidatingvocabulary
Itistoooftenthatwehearstudentscomplaintthattheykeeplearningvocabularyandforgettingthem.Whenstudentsstudyvocabularyindividually,itisrotelearningwhoseeffectivenessisseldomguaranteed,particularlywhentheydonotfullyunderstandthemeaningofthevocabulary.Butwhenthestudentsstudyvocabularytogether,sayingroups,throughvariousactivitiesandundertheteacher’ssupervision,vocabularylearningbecomesmorefunandeffective.Learningisalsomoreeffectivewhenstudentsunderstandthemeaningofthenewvocabulary.
Belowaresomevocabularyconsolidationactivitiesthatcanbedoneinclass.
1.Labelling.Studentsaregivenapicture.Theyaretowritethenamesoftheobjectsindicatedinthepicture.Acompetitiveelementcanbeintroducedbymakingthefirststudenttofinishthewinner.
2.Spottingthedifferences.Studentsareputintopairs.Eachmemberofthepairreceivesapicturewhichisslightlydifferentfromhispartner’s.Studentshidethepicturesfromoneanotherandthen,byaprocessofdescribing,questioningandanswering,discoverwhatthedifferencesare.
3.Describinganddrawing.Studentsareputinpairs.Onestudenthasapicture,theotherablankpieceofpaperandapencil.Thestudenthavingthepicturemusttellhispartnerwhattodrawsothatthedrawingendsupthesameastheoriginalpicture.Thestudentmustnotshowthepictureuntilthedrawingiscompleted.
4.Playingagame.Studentsareshownapictureoratraywithmanyobjectsonit,oraseriesofdifferentflashcardsormagazinepictures.Theyhaveoneortwominutestomemoriseasmanyoftheobjectsastheycan.Thecards,pictures,ortrayarethentakenawayandthestudentshavetotellwhattheysaw,orwriteeverythingtheycanrememberseeing,thencomparetheiranswerswiththerestoftheclass.
5.Usingwordthermometers.Theseareusefulforindicatingdifferentdegreesinsize,speed,age,distance,emotionetc.Studentsaregivenalistofwordsinjumblesorder.Theyhavetoplacethesewordsinthecorrectplaceonthethermometer.
6.Usingwordseries.Studentsconstructtheseriesfollowingtheexample.
Cutlery:
knife,fork,spoon
7.Wordbingo.Theteacherthinksofanareaoflanguage(e.g.shopping)thatthestudentshaverecentlylearnt.Studentsdrawninesquaresonapieceofpaperandputninewordsconnectedwithshoppinginthesquares.Theteacherthencallsout,oneatatime,wordsconnectedwithshopping.Ifthestudentshavethewordinthesquare,theycrossitout.Thefirststudentstocrossoutallthewordsinthesquareisthewinner.
Adifferentversionofwordbingoisthatthefirststudentwhocrossoutalineofthreewordseither
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