Emina Dini 111589 Hristina Tosheska 113664 Daniela Angjelkovska 116625 Nikola Ristovski 116670

How important is vocabulary?

What does it mean to know a word? How is our word knowledge organised?

How is vocabulary learned?

How many words does a learner need to know? How are words remembered?

Why do we forget words?

What makes a word difficult? What kind of mistakes do learners make?

What are the implications for teaching?

Teaching approaches as the Direct Method and Audio-lingual Method gave priority to teaching grammar.

The communicative approach in 1970 set the stage for re-thinking of the role of vocabulary.

Swan and Walter wrote that vocabulary acquisition is the largest and most important task facing the language learner

Lexical syllabusLexical chunks Corpus

linguistics

Knowing a word involves knowing : its form and its meaning.

Knowing a word does not mean knowing its dictionary meaning or meanings-it also means knowing the words commonly associated with it (its collocations) as well its connotations including its register and its cultural accretions.

Receptive knowledge - what you take in; and productive knowledge - what you can actually produce.

The meaning. The spoken form /t/ The written form. The grammatical behavior. The words derivation. The collocations of the word.

The register of the word (spoken and written).

The connotation of the word (association with culture).

The words frequency.

In our brain, words are stored in highly organised and interconnected way - it is called the mental lexicon.

Malapropism confusing two words that are similar in form but quite different meaning.

Semantic and also a form based or morphological organization and they both work in tandem.

Through: Labelling ,Categorising and the Network Building Process.

Learning a second language involves learning a new conceptual system and constructing a new vocabulary network.

False friends - Words that may appear to be equivalent ,but whose meanings do not correspond. - Ex: history (historia in Polish means story)

Strangers - words that have no equivalent in L1 at all.

 Short-term Working

store;

memory;

Long-term

memory.

In order to ensure that material moves into

permanent long-term memory, a number of

principles need to be observed:

Repetition;

Retrieval;
Spacing; Pacing;

Cognitive depth;

 Personal organizing; Imaging; Mnemonics; Motivation; Attention/arousal; Affective depth.

 If

we dont use language rapid

forgetting occurred in the first three of four years after instruction;

Forgetting

may be caused both by

interference from subsequent learning and by insufficient recycling.

 Pronunciation; Spelling; Length

and complexity;

Grammar; Meaning; Range,

connotation and idiomaticity.

hope after biggening English studing I

shell not have a free time at all.

Id

like to spend a couple of week

somewhere on a peopleless island.

I

like watching flowers and inhaling their

lovely smell.

1. Form-related errors
- Mis-selections: My girlfriend was very hungry with me (for angry). - Misformations: peopleless island; Most of time

I just watchshops window (for go window shopping).

- Spelling: shell for shall; studing for studying; littel for little

- Pronunciation: leave for live; eschool for school;

poduk for product; comFORTable for comfortable

2. Meaning-related errors
Examples: I hope I shell not have a free time (instead of I expect).

I like watching flowers and inhaling their lovely smell.

I went to a party for see my friends. It was very funny

(Instead of It was a lot of fun).

I have friends who speak English as their nature

language (for native language).

L2 learners should possess a vocabulary of 2000 to 3000 words

Where are learners going to find these words and in sufficient quantity and with sufficient frequency?

 Lists Coursebooks Vocabulary The

books

teacher students

Other

Students like learning words from lists

because it:

is economical allows them to test themselves

and one another * word cards: a precaution against the serial effect which occurs when one word on a list

triggers recall of the next word

What factors determine the choice of words to be included in a coursebook?

usefulness frequency learnability teachability

Words are useful if they can be put to immediate use.

*CORE VOCABULARY:

words used when defining other words (laugh VS

giggle & guffaw)

words that collocate widely

(bright VS radiant)

superordinate words

(flower VS rose and daffodil)

(doctor VS medical

words used in a wider register

practitioner)

The most frequent words should be taught for they express the most frequent meanings.

TL words are more easily

learnable if they are similar to their L1 equivalents

TL words are more easily

teachable if they can be demonstrated or illustrated

(telephone = telefon/ )

(pen VS though)

Vocabulary input is incorporated in three ways in

coursebooks:
in segregated vocabulary activities
words are presented in the form of lexical sets
boat bus car train plane bicycle

words are grouped according to the rules of word formation

tired interested disappointed amused annoyed

integrated into text-based activities

pre-teaching of vocabulary

discussion on the general theme of a text

incidentally, as in grammar explanations and exercises, task instructions, etc.

* metalanguage language used to talk about language

Typically, supplementary vocabulary books are organized thematically. Ex: business , technical, medicine, economy, or books designed for preparation for public examination

Such supplementary books are so popular just because they allow

learners to work independently on vocabulary areas.

Many of these books are also deigned to test vocabulary knowledge rather then to teach it.

One of the problems of many supplementary books is the lack of space: users arent given more than one or two opportunities to make a decision about words.

Teachers need to think of creative ways of developing an activity to ensure memorability .

The teacher is highly productive. Learners pick up a lot of incidental language from their teachers, especially words associated with classroom

processes like:
- Lets see - Now then... - Whose turn is it? - Is it clear?

Teachers are also the source of lot of useful interpersonal language like: - Did you have a nice weekend ? - That is amazing! - Could you close the window .

Other students in class are a fertile or very effective source of vocabulary input.