vocabulary

Counting word families
a. Lemmas(the most conservative way) A lemma is a set of related words that consists of the stem form and inflected forms that are all the same part of speech.
3.3 How Should Vocabulary be Learned?
• Meaning-focuses input(Listening and reading) • Meaning-focuses output(Speaking and writing)
• Deliberate vocabulary learning
LisБайду номын сангаасening
a. Low unknown vocabulary load b. Quantity of input----repeated listening (listen to the same story or materials several times over several days) c. Some deliberate attention to the unknown vocabulary can be encouraged by the teacher, 1.Defining unknown items 2.Noting them on the board 3. Allowing learners the opportunity to negotiate their meaning by asking for clarification 4. Non-negotiated learning from context
3.3.2Meaning-focuses output(Speaking and writing)
• Predicting what parts of the written input are most likely to be used in the task • Using retelling • Role-play • Problem-solving discussion which draws heavily on the written input • Encouraging creative use of vocabulary through having to reshape the written input to particular purpose
3.3.4Development fluency with vocabulary across the four skills
a. “the well-beaten path approach” (repetition) Activities: repeated reading; the 4/3/2 technique; the best recording; rehearsed talks
Deliberate vocabulary teaching
• It is one way of encouraging deliberate learning.
• Such teaching can have three major goals:
• resulting in well-established vocabulary learning. • raising learners’ consciousness of particular words so that they are noticed when they are met again. • helping learners gain knowledge of strategies and systematic features of the language
• (1) a small number of high-frequency words, which are clearly so important that considerable time should be spent on them by teachers and learners; • (2) a very large number of low-frequency words, which require the mastery of coping strategies; • (3) specialized vocabulary which is of interest for learners who are active in specific professional fields.
Tokens and Types
• A hypothetical learner: • To be or not to be, that is the question. • 10 words = 10 tokens • 8 different words = 8 types • Types are word-forms and tokens are occurrences of word-form.
Chapter.3 Vocabulary
―Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.‖
3.1 What is Vocabulary?
• Q1:What is a word? ▫ In brief, a word may be defined as a fundamental unit of speech and minimum free form; with a unity of sound and meaning (both lexical and grammatical meaning), capable of performing a given syntactic function. ▫ Therefore, from the lexicological point of view, a word is a combination of form (phonological) and meaning (lexical and grammatical). In addition, a word acts as a structural unit of a sentence.
▫ To sum up
A minimal free form of a language A sound unity A unit of meaning A form that can function alone in a sentence
• Q2:What is vocabulary? • Broadly speaking, all the words in a language together constitute what is known as vocabulary. • The term vocabulary usually refers to a complete inventory(库存) of the words in a language.
b. “the richness approach” (making many connections and associations with a known item) Activities: speed-reading practice; easy extensive reading; continuous writing, retelling
Counting word families
prefixes un-, non-, irb. Items made with suffixes –ness, -ful, -ly
3.2 What Vocabulary Should be Learned?
• Two major considerations: • The need of the learners • The usefulness of the vocabulary items
3.3.3Deliberate vocabulary learning
• Advantage: • It is more effective • It is more focused and goal-directed than incidental learning • Disadvantage: • Deliberate learning by itself usually does not provide the knowledge of grammar, collocation, associations, reference and constraints on use that may be best learned through meeting items in context.
deliberate language teaching can take a • variety of forms including: a) pre-teaching of vocabulary • b) exercises • c) self-contained vocabulary activities • d)word detectives • e) collocation activities • f) quickly dealing with new words •
Tokens and Types
• Tokens: concrete • Types: abstract and unique • Tokens are often explained as the ―occurrences‖ of the types, but not all occurrences of types are tokens.