Teaching/learning Vocabulary

Teaching/learning vocabulary includes the following main problems:

selection of the vocabularymethodological arrangement strategies for teaching learning types of exercises.

Principles of vocabulary selection

Principle of frequency Principle of combinability Principle of word-building

value Principle of stylistic neutrality

Methodological Arrangement of Selected Vocabulary

Every word has its form, meaning and usage, and each of these aspects have its difficulties.

So arranging the vocabulary according to each difficulties is a matter of great importance in teaching.

The vocabulary selected for assimilation in schools is divided into receptive and

productive minima.

the aim of teaching/learning,the peculiarities of the words, such

as concrete or abstract, difficulties in form, meaning and usage,

the age of the learners.

The selected vocabulary should be divided into school forms through the instruction taking into consideration:

Strategies for Teaching/Learning Vocabulary

presentation or exclamation of linguistic items (new words or grammar items)

consolidation or retention of themusage in communication.

Conveying the Meaning of Unfamiliar Words

non-verbal (áã É»½í³Ï³Ý)verbal (É»½í³Ï³Ý)

Verbal ways of conveying the meaning of unfamiliar words

In the target language a definition: all the words used in the definition should be

known to the learners to be able to guess the meaning putting the word in a defining context or a sentence. using the word in a clear and comprehensible situation, giving a word in the opposite meaning(antonym) giving a word in the same meaning(synonym) analyzing word-building elements guessing from the context guessing from the similarity of the word in-the mother

tongue or in Armenian.

Verbal ways of conveying the meaning of unfamiliar words

Through translation into the mother tongue:

common translation translation-interpretation.

The choice of ways and techniques of conveying the meaning of unfamiliar words depends on the following factors:

Psychological learner's age, learner's intelligence.

Pedagogical the stage of teaching, the size of the class, the time to conveying the meaning of new words, the qualification of the teacher.

Linguistic abstract or concrete notions range of meaning in both languages

Two groups of exercises recommended for vocabulary assimilation

Exercises designed for developing comprehension(receptive) skills(recognizing and understanding)

Exercises designed for developing production skills(using in speaking and writing)