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By: Dannae Del Campo Méndez



  TEACHING VOCABULARY TO
  ADVANCED STUDENTS: A
  LEXICAL APPROACH
The teaching of vocabulary
   Aspects of lexis that need to be taken into account when
                      teaching vocabulary.

Boundaries between conceptual meaning:
 • Knowing not only what lexis refer to, but also where the
   boundaries are that separate it from words of related meaning.

Polysemy:
 • Distinguishing between the various meaning of a single word
   form with several but closely related meanings.

Pronunciation:
• Ability to recognise and reproduce items in speech.
Homonymy:
• Distinguishing between the various meanings of a single
  word form which has several meanings which are NOT
  closely related.
Homophyny:
• Understanding words that have the same pronunciation
  but different spellings and meanings (e.g. flour,flower).

Synonymy:
• Distinguishing between the different shades of meaning that
  synonymous words have.
Affective meaning:
• Distinguishing between the attitudinal and emotional factors.
Style, register, dialect:
• Being able to distinguish between different levels of formality,
  the effect of different contexts, as well as the differences in
  geographical variation.

Translation:
• Awareness of certain differences and similarities between the
  native and the foreign language.

Chunks of language:
• Multi-word verbs, idioms, strong and weak collocations, lexical
  phrases.

Grammar of vocabulary:
• Learning the rules that enable students to build up diferent forms
  of the word .
Memory and storage systems
          Understanding how our memory works might
           help us create more effective ways to teach
                           vocabulary.
• Grouping                                     • Using imagery,
• Asosiating                                     semantic mapping,
                                                 using keywords.
• Placing new words
  into a context                   Applying    • Representing
                       Creating                  sounds in memory.
                                    images
                        Mental
                                      and
                       Linkages.
                                    sounds

                      Reviewing    Employing
                        well        action
                                               • Physical response
• In a structured                                or sensation,
  way                                            using mechanical
                                                 techniques
Dealing with meaning

                              Guided discovery
 Students should star    involve asking questions
using EFL dictionaries      or offering examples
 as early as possible,    that guide the students
  from Intermediate          to guess meanings
      upwards.              correctly helps them
                           learning and retaining
Using language
              • Is most likely to be learned
                when a learner feels a
  A lexical     personal need to know it, or
   item…        when is a need to express
                something to accomplish
                their own purposes.


              • Will depend on motivation,
                and this is what teachers
                should aim at promoting,
Production…     based on their awareness of
                students need and
                preferences.
The Lexical Approach
                      Principles (Lewis 1993 ,
                               1997)

                                                         Apart from
                         However, he said:
                                                   identifying chunks
     His most            “Language consist
                                                    ;it is important to
    important             not of traditional
                                                      establish clear
                            grammar and
contribution was                                   ways of organising
                           vocabulary, but
 to highlight the                                      and recording
                           often of multi-
  importance of                                      vocabulary (with
                                words
   vocabulary.                                     collocation tables,
                            prefabricated
                                                    mind-maps, word
                               chunks”
                                                        trees, etc…)

 Lewis also defends the use of “real” or “authentic” material from the
   early stages of learning, because “acquisition” is facilitated bu
               material which is only partly understood.
Rationale of    Plan a lesson that is based on its
the lesson :     main concepts, specially
                 exploring the use of collocations.

Choice of       We wanted to use autenthic
material:        material to expose the students
                 to rich, contextualise, naturally-
                 ocurring language.

                For the few words we predict
Noticing         students will not fully understand
collocations     the meaning, we will ask them to
and dealing      look these up in monolingual
                 dictionaries and notice examples
with the         to observ and record other
meaning:         possible collocation of the word.
Group work:    Working in group help fostering
                learning independence and specially
                in vocabulary work, learners can
                exchange knowledge and asking
                others to explain unknown items.

               We find it vital that students are
Choice of       given the oportunities to use the
task:           language in real context .

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Teaching vocabulary to advanced students

  • 1. By: Dannae Del Campo Méndez TEACHING VOCABULARY TO ADVANCED STUDENTS: A LEXICAL APPROACH
  • 2. The teaching of vocabulary Aspects of lexis that need to be taken into account when teaching vocabulary. Boundaries between conceptual meaning: • Knowing not only what lexis refer to, but also where the boundaries are that separate it from words of related meaning. Polysemy: • Distinguishing between the various meaning of a single word form with several but closely related meanings. Pronunciation: • Ability to recognise and reproduce items in speech.
  • 3. Homonymy: • Distinguishing between the various meanings of a single word form which has several meanings which are NOT closely related. Homophyny: • Understanding words that have the same pronunciation but different spellings and meanings (e.g. flour,flower). Synonymy: • Distinguishing between the different shades of meaning that synonymous words have. Affective meaning: • Distinguishing between the attitudinal and emotional factors.
  • 4. Style, register, dialect: • Being able to distinguish between different levels of formality, the effect of different contexts, as well as the differences in geographical variation. Translation: • Awareness of certain differences and similarities between the native and the foreign language. Chunks of language: • Multi-word verbs, idioms, strong and weak collocations, lexical phrases. Grammar of vocabulary: • Learning the rules that enable students to build up diferent forms of the word .
  • 5. Memory and storage systems Understanding how our memory works might help us create more effective ways to teach vocabulary. • Grouping • Using imagery, • Asosiating semantic mapping, using keywords. • Placing new words into a context Applying • Representing Creating sounds in memory. images Mental and Linkages. sounds Reviewing Employing well action • Physical response • In a structured or sensation, way using mechanical techniques
  • 6. Dealing with meaning Guided discovery Students should star involve asking questions using EFL dictionaries or offering examples as early as possible, that guide the students from Intermediate to guess meanings upwards. correctly helps them learning and retaining
  • 7. Using language • Is most likely to be learned when a learner feels a A lexical personal need to know it, or item… when is a need to express something to accomplish their own purposes. • Will depend on motivation, and this is what teachers should aim at promoting, Production… based on their awareness of students need and preferences.
  • 8. The Lexical Approach Principles (Lewis 1993 , 1997) Apart from However, he said: identifying chunks His most “Language consist ;it is important to important not of traditional establish clear grammar and contribution was ways of organising vocabulary, but to highlight the and recording often of multi- importance of vocabulary (with words vocabulary. collocation tables, prefabricated mind-maps, word chunks” trees, etc…) Lewis also defends the use of “real” or “authentic” material from the early stages of learning, because “acquisition” is facilitated bu material which is only partly understood.
  • 9. Rationale of  Plan a lesson that is based on its the lesson : main concepts, specially exploring the use of collocations. Choice of  We wanted to use autenthic material: material to expose the students to rich, contextualise, naturally- ocurring language.  For the few words we predict Noticing students will not fully understand collocations the meaning, we will ask them to and dealing look these up in monolingual dictionaries and notice examples with the to observ and record other meaning: possible collocation of the word.
  • 10. Group work:  Working in group help fostering learning independence and specially in vocabulary work, learners can exchange knowledge and asking others to explain unknown items.  We find it vital that students are Choice of given the oportunities to use the task: language in real context .