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Communicative Communicative Language TeachingLanguage Teaching
VocabularyVocabulary
Lecture 6.2Lecture 6.2
PlanPlan
1.1. PPrinciples of rinciples of teaching teaching vocabularyvocabulary
2.2. Skills to be builtSkills to be built
3.3. Receptive and productive vocabularyReceptive and productive vocabulary
4.4. System of exercises to teach vocabularySystem of exercises to teach vocabulary
Problem solving task 1:Problem solving task 1:
Work out the principles Work out the principles for teaching vocabulary for teaching vocabulary next to those for teaching next to those for teaching pronunciationpronunciation
Teaching Pronunciation:Teaching Pronunciation:1.1. An integral part of An integral part of
communication.communication.2.2. An expanded focus of An expanded focus of
pronunciation.pronunciation. 3.3. Speech awareness and self-Speech awareness and self-
monitoring. monitoring. 4.4. Meaningful practiceMeaningful practice 5.5. Link between listening and Link between listening and
pronouncing /speakingpronouncing /speaking 6.6. A focus on sound /spelling A focus on sound /spelling
relationships.relationships.7.7. A focus on the uniqueness A focus on the uniqueness
of each ESL learnerof each ESL learner
Teaching Vocabulary:Teaching Vocabulary:
1.1. ……
2.2. ……
3.3. ……
4.4. ……
5.5. ……
6.6. ……
7.7. ……
Teaching Pronunciation:Teaching Pronunciation:1.1. As an integral part of As an integral part of
communication.communication.2.2. An expanded focus of An expanded focus of
pronunciation.pronunciation. 3.3. Speech awareness and self-Speech awareness and self-
monitoring. monitoring. 4.4. Meaningful practiceMeaningful practice 5.5. Link between listening and Link between listening and
pronouncing /speakingpronouncing /speaking 6.6. A focus on sound /spelling A focus on sound /spelling
relationships.relationships.7.7. A focus on the uniqueness A focus on the uniqueness
of each ESL learnerof each ESL learner
Teaching Vocabulary:Teaching Vocabulary:1.1. Integration of teaching Integration of teaching
vocabulary and pronunciationvocabulary and pronunciation 2.2. Teach both form and functionTeach both form and function3.3. An emphasis on speech An emphasis on speech
awareness and self-awareness and self-monitoring. monitoring.
4.4. A focus on meaningful A focus on meaningful practicepractice
5.5. A focus on the development A focus on the development of the whole range of of the whole range of vocabulary skillsvocabulary skills
6.6. A focus on a systematic A focus on a systematic vocabulary teaching vocabulary teaching
7.7. A focus on the uniqueness of A focus on the uniqueness of each ESL learner.each ESL learner.
PPrinciples of rinciples of teaching teaching vocabularyvocabulary
1.1. Integration of teaching vocabulary and Integration of teaching vocabulary and pronunciation pronunciation From the very beginning From the very beginning the significance of the expressions that the significance of the expressions that are practised should be made use of. are practised should be made use of. The very first phonetic examples should The very first phonetic examples should be characteristic words and phrases.be characteristic words and phrases.
Bloomfield,1945Bloomfield,1945
PPrinciples of rinciples of teaching teaching vocabularyvocabulary2. Teach both form and function2. Teach both form and function
The beginning should be made with expressions The beginning should be made with expressions concretely intelligible: formulas of greeting, short concretely intelligible: formulas of greeting, short sentences about objects in the classroom, and sentences about objects in the classroom, and actions that can be performed while naming actions that can be performed while naming them. As the work goes on to connected them. As the work goes on to connected narrative and descriptive texts, this method must narrative and descriptive texts, this method must be continued. The texts, must at first be confined be continued. The texts, must at first be confined to very simple discourse about concretely to very simple discourse about concretely illustrable matters. Pictures are here of great illustrable matters. Pictures are here of great use.use.
PPrinciples of rinciples of teaching teaching vocabularyvocabulary
3. An emphasis on speech awareness and self-3. An emphasis on speech awareness and self-monitoring. monitoring.
Teacher is the facilitator-coach and organizer Teacher is the facilitator-coach and organizer of instructional activities. Here there is the of instructional activities. Here there is the need for need for patience and supportpatience and support of learners who, of learners who, as they are engaged in developing their L2 as they are engaged in developing their L2 pronunciation skills, may go through a period pronunciation skills, may go through a period of deteriorating performance as they give up of deteriorating performance as they give up old ways and have not yet become fluent with old ways and have not yet become fluent with new ways. new ways.
PPrinciples of rinciples of teaching teaching vocabularyvocabulary
4. A focus on meaningful practice 4. A focus on meaningful practice
Special speech-activity experiences Special speech-activity experiences suited to the communication styles and suited to the communication styles and needs of the learners’ real-life situations.needs of the learners’ real-life situations.
PPrinciples of rinciples of teaching teaching vocabularyvocabulary
5. A focus on the development of the whole 5. A focus on the development of the whole range of vocabulary skillsrange of vocabulary skills
The teacher should find ways to help The teacher should find ways to help students work on all four kinds of students work on all four kinds of vocabulary skills: productive, receptive, vocabulary skills: productive, receptive, sociocultural and linguisticsociocultural and linguistic
PPrinciples of rinciples of teaching teaching vocabularyvocabulary
6. A focus on a systematic vocabulary 6. A focus on a systematic vocabulary teachingteaching
A system of activities should be applied to A system of activities should be applied to teaching vocabulary: from simple to teaching vocabulary: from simple to complexcomplex
PPrinciples of rinciples of teaching teaching vocabularyvocabulary
7. A focus on the uniqueness of each ESL learner. 7. A focus on the uniqueness of each ESL learner.
Each has created his or her own personal Each has created his or her own personal pattern of spoken English, which is unlike that pattern of spoken English, which is unlike that of anyone else and the product of influences of anyone else and the product of influences from both the LI and the L2, the student's from both the LI and the L2, the student's personal learning and communicability personal learning and communicability strategies, as well as the impact of input and strategies, as well as the impact of input and instruction. instruction.
Problem solving task 2:Problem solving task 2:
Complete the diagram Complete the diagram showing the four showing the four vocabulary skillsvocabulary skills
Vocabularyskills
Receptive
Linguistic
Sociocultural
Productive
Vocabularyskills
Problem solving task 3:Problem solving task 3:
List productive List productive vocabulary skillsvocabulary skills
Key 3: Skills to be built: ProductiveKey 3: Skills to be built: ProductiveTo choose words and phrases in accord To choose words and phrases in accord with the communicative intentionwith the communicative intention
To follow the rules of words combinabilityTo follow the rules of words combinability
To choose the appropriate word in the To choose the appropriate word in the synonymic/antonymic linesynonymic/antonymic line
To change the words with appropriate To change the words with appropriate equivalentsequivalents
To adjust to the individual style of the To adjust to the individual style of the speakerspeaker
Problem solving task 4:Problem solving task 4:
List receptive vocabulary List receptive vocabulary skillsskills
Key 4:Skills to be built: ReceptiveKey 4:Skills to be built: Receptive
To relate the sound/visual image of the To relate the sound/visual image of the word to its meaningword to its meaningTo recognize and understand the words in To recognize and understand the words in speech or written textspeech or written textTo disclose the meaning of the word To disclose the meaning of the word through the contextthrough the contextTo differentiate homonyms To differentiate homonyms To use the mechanism of receptive To use the mechanism of receptive combinabilitycombinability
Problem solving task 5:Problem solving task 5:
List sociocultural List sociocultural vocabulary skillsvocabulary skills
Key 5: Skills to be built: Key 5: Skills to be built: SocioculturalSociocultural
To know and understand idioms and To know and understand idioms and phraseological unitsphraseological units
To know the words denoting everyday To know the words denoting everyday objects and notions of the target culture objects and notions of the target culture (currency units, time etc.)(currency units, time etc.)
To know and be able to use speech To know and be able to use speech etiquette formula appropriately to the etiquette formula appropriately to the communicative situationcommunicative situation
Problem solving task 6:Problem solving task 6:
List linguistic vocabulary List linguistic vocabulary skillsskills
Key 6: Skills to be built: LinguisticKey 6: Skills to be built: Linguistic
To know the rules of word-building and To know the rules of word-building and combinabilitycombinability
To know the auxiliary and functional wordsTo know the auxiliary and functional words
To know the etymology of separate wordsTo know the etymology of separate words
To be aware of the notions that are To be aware of the notions that are expressed differently in different expressed differently in different languageslanguages
Statistic principles of Statistic principles of vocabulary choicevocabulary choice
Linguistic principlesLinguistic principles
Methodic principlesMethodic principles
3. Receptive and productive 3. Receptive and productive vocabularyvocabulary
Problem solving task 7:Problem solving task 7:
Define the statistic principles Define the statistic principles of vocabulary choice. of vocabulary choice.
What are they? What are they?
What are they used for? What are they used for?
Why are they important?Why are they important?
Key 7: Statistic principlesKey 7: Statistic principles
Define the quantitative Define the quantitative characteristics of the vocabulary characteristics of the vocabulary and distinguish the most and distinguish the most frequently used itemsfrequently used itemsFrequency principleFrequency principle
Principle of the range of use (number of Principle of the range of use (number of sources using each word)sources using each word)
Problem solving task 8:Problem solving task 8:
List the linguistic principles List the linguistic principles of vocabulary choice. Why of vocabulary choice. Why are they important?are they important?
Key 8: Linguistic principlesKey 8: Linguistic principles
CombinabilityCombinability
Stylistic freedom of useStylistic freedom of use
Semantic valueSemantic value
Word-building valueWord-building value
Polysemantic usagePolysemantic usage
Functional valueFunctional value
Frequency of usageFrequency of usage
Problem solving task 9:Problem solving task 9:
List the methodic List the methodic principles for vocabulary principles for vocabulary choice.choice.
Key 9: Methodic principlesKey 9: Methodic principles
Orientation to the type of Orientation to the type of school and aims of teachingschool and aims of teaching
Thematic groupingThematic grouping
Semantic and notional valueSemantic and notional value
Problem solving task 10:Problem solving task 10:
What do you think is the system of What do you think is the system of exercises to teach vocabulary?exercises to teach vocabulary?
What are the components of the system?What are the components of the system?
What is the principle the system is built What is the principle the system is built on?on?
Why is it necessary to work with Why is it necessary to work with vocabulary systematically?vocabulary systematically?
System of exercises System of exercises
Semantization of vocabulary: Semantization of vocabulary: demonstration, definition, translationdemonstration, definition, translation
Primary consolidation: recognition, drillPrimary consolidation: recognition, drill
Speech preparatory exercises: Speech preparatory exercises: differentiation, identification, imitation, differentiation, identification, imitation, contextualizationcontextualization
Communicative usage: dialogues, games, Communicative usage: dialogues, games, role playsrole plays