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Teaching Vocabulary To AdvancedStudents: A Lexical Approach
by Solange Moras, Sao Carlos, Brazil, July 2001
Power Point by:
David Marpaung
0805120894
Extensive Reading I
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introduction
ADVANCED STUDENTS
THEIR NEEDS
Advanced student need to broaden their vocabulary to express themselvesmore clearly and appropriately in a wide range of situations.
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body
THE TEACHING OF VOCABULARY
Lewis (1993) argue that vocabulary should be at the centre of
language teaching, because language consists of
grammaticalised lexis, not lexicalised grammar.
Gairns and Redman (1986) have categorized several
aspects of lexis that need to be taken into account
when teaching vocabulary.
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Boundaries between conceptual meaning:
not only what lexis refers to, but also wherethe boundaries are that separate it from
words of related meaning (e.g. cup, mug,
bowl).
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Polysemy:
distinguishing between the various meaning of asingle word form with several but closely
related meanings (head: of a person, of a pin,
of an organisation).
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Homonymy:
distinguishing between the various meaning of asingle word form which has several meanings
which are NOT closely related ( e.g. a file: used
to put papers in or a tool).
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Homophyny:
understanding words that have the samepronunciation but different spellings and
meanings (e.g. flour, flower).
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Synonymy:
distinguishing between the different shades ofmeaning that synonymous words have (e.g.
extend, increase, expand).
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Affective meaning:
distinguishing between the attitudinal andemotional factors (denotation and
connotation), which depend on the speakers
attitude or the situation. Socio-cultural
associations of lexical items is another
important factor.
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Style, register, dialect:
Being able to distinguish between different
levels of formality, the effect of different
contexts and topics, as well as differences ingeographical variation.
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Translation:
awareness of certain differences and similaritiesbetween the native and the foreign language
(e.g. false cognates).
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Chunks oflanguage:
multi-word verbs, idioms, strong and weakcollocations, lexical phrases.
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Grammar ofvocabulary
learning the rules that enable students to buildup different forms of the word or even
different words from that word (e.g. sleep,
slept, sleeping; able, unable; disability).
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Pronunciation:
ability to recognise and reproduce items inspeech.
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We must use teaching techniquesthat can help realise this global concept of
what it means to know a lexical item
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MEMORY AND STORAGE SYSTEMS
It seems that learning new items involve storing
them first in our short-term memory, and
afterwards in long-term memory. We do not
control this process consciously but there
seems to be some important clues to
consider.
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Oxford (1990) suggests memory strategies to aid
learning, and these can be divided into:
1. creating mental linkages: grouping, associating,
placing new words into a context;
2. applying images and sounds: using imagery,semantic mapping, using keywords and
representing sounds in memory;
3. reviewing well, in a structured way;
4. employing action: physical response or
sensation, using mechanical techniques.
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DEALINGWITH MEANING
Therefore guided discovery, contextualguesswork and using dictionaries should be
the main ways to deal with discovering
meaning.
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USING LANGUAGE
we need to refine their understanding of theitem, exploring boundaries between
conceptual meaning, polysemy, synonymy,
style, register, possible collocations, etc., so
that students are able to use the item
accurately.
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THE LEXICAL APPROACH
it is essential to make students aware of chunks,giving them opportunities to identify, organise
and record these.
Identifying chunks is not always easy, and atleast in the beginning, students need a lot of
guidance.
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RATIONALE OF THE LESSON
Lexical Approach has much to offer in the areaof vocabulary teaching, and therefore we have
tried to plan a lesson that is based on its main
concepts, specially exploring the use of
collocations.
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CHOICE OF MATERIAL
use authentic material to expose our students to
rich, contextualised, naturally-occurringlanguage.
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NOTICING COLLOCATIONS AND DEALINGWITH
MEANING
dictionaries are a vital tool for Advancedlearners, and so is contextual guesswork,
which we are going to encourage before they
look the words up.
We are also going to ask students to notice
examples given in the dictionary, observing
and recording other possible collocations of
the words, as suggested by Lewis.
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GROUPWORK
Working in groups help fostering learningindependence, and specially in vocabulary
work, learners can exchange knowledge,
asking others to explain unknown items.
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CHOICE OF TASK
students are given opportunities to use thelanguage they are learning in a realistic
context.
The completion of the final task for homeworkwill also help to reinforce and revise the
vocabulary learnt, giving students a better
chance to store the items in their long-term
memory
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CONCLUSION
Vocabulary, as the way of the students to
know English completely should be coupledand followed with the skills of teachers in
teaching it.
Because the vocabulary is not just guess the
word but also how students can apply it to all
fields.
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Teaching vocabulary to the advanced learners
is not really quiet hard to do if we practice it
by all kinds of steps and strategies that have
been explained at the previous page.
They will help the teacher how to teach
vocabulary systematically and efficiently. And
the other hand, they will make the studentsdo the lesson easily.
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References Allen, V. (1983) Techniques in teaching vocabulary. OUP.
Gairns, R. Redman, S.(1986) Working with words. CUP.
Hill, J. (1999) Collocational competence English Teaching
Professional, 11, pp. 3-6.
Lewis, M. (1993) The lexical approach. LTP.
Lewis, M. (1997)Implementing the lexical approach. LTP
Oxford, R.(1990) Language learning strategies. Newbury
House.
Richards, J. (1985) The context oflanguage teaching. CUP.
Scrivener, J. (1994) Learning teaching. Heinemann. Thornbury, S. (1998) The lexical approach: a journey
without maps. MET, 7 (4), pp. 7-13
Willis, J. (1996)Aframeworkfor task-based learning.
Longman.