英语教学法教程教案

? Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one

? ?

Teach your students the grammatical names for the parts of speech and the phonemic script Always keep a good dictionary by your side in case a student asks about a word you don't know

? If you don't and have never heard of the word, tell the student you will check and get back to them. Do get back to them

? Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework)

A. The importance of vocabulary

\nothing can be conveyed.\

\dictionaries.\

\suppose that lexis is where we need to start from, the syntax needs to be put to the service of words and not the other way round.\(Widdowsen in Lewis 1993:115)

B. How many words are needed for effective communication in L2?

Level High-frequency words Academic vocabulary Technical vocabulary Total to be learned Low-frequency words Total Number of Words 2,000 800 2,000 4,800 123,200 128,000 Text Coverage, % 87 8 3 98 2 100 from Nation and Newton, 1997, p.239 C. What words to teach?

1. Some criteria for selecting vocabularies

Criteria range coverage frequency learnability language needs

Definition

the extent to which a word occurs in the different types of texts the capacity of a word to replace other words

the number of occurrences of a word in the target language the extent to which a word can be learned without difficulty

the extent to which a word is regarded as \by the learner in order to communicate

D. What to Teach While Teaching Vocabulary

pronunciation

Form

spelling inflections derivations

Meaning

basic and literal meanings derived and figurative

meanings semantic relation connotation

Usage subcategorization collocation sociolinguistic and stylistic restrictions slangs and idioms

E. What is involved in Teaching Vocabulary

1. Presentation (outcome: establish an entry in the episodic memory with correct form and basic meaning)

Ways of Presenting theMeaning of New Items—

concise definition (as in a dictionary; often a superordinate with qualifications: for example, a cat is an animal which...)

-- detailed description (of appearance, qualities...) -- examples (hyponyms) -- illustration (picture, object) -- demonstration (acting, mime)

-- context (story or sentence in which the item occurs) -- synonyms

-- opposites(s) (antonyms) -- translation

-- associated ideas, collocations.

2. Practice and Consolidation (outcome: store the item in the long-term memory; turn passive vocabulary into active vocabulary)

for practice and consolidation

songs and games

-- semantic field and semantic mapping -- key word method -- vocabulary exercises -- regular review

3. Lexical/Semantic Development (outcome: integrate lexical/semantic information into entries; move words from episodic memory to lexicon) semantic development, extensive reading,

communicative activities

F. Incidental Vocabulary Acquisition (IVA)

1. Limitations of explicit vocabulary teaching

-- Much of the lexical and semantic information cannot be or is not described and taught as explicit knowledge;

-- There is too much information involved in vocabulary that it is just impossible to teach it all.

-- What is taught does not necessarily lead to lexical competence on the learner's part. Conclusion: much lexical competence has to be developed through natural communication. 2. What is IVA?

Definition: IVA is the learning of new words as a by-product of a meaning-focused communicative activity, such as reading, listening, and interaction. It occurs through \185)

2.1. Learners are able to pick up vocabulary -- through extensive reading

-- through communicative interactions

-- through exposure to natural input such as movies, TV.

3. Conditions of successful IVA?

a. The leaners should have a sight vocabulary of 2,000 to 3,000

b. The input should be comprehensible and interesting to the learners. (unknown words no more than 2%)

c. Input enhancement may be beneficial (an example from Batia Laufer and Monica Hill \does it affect word retention? Language Learning & Technology Vol. 3, No. 2, January 2000, pp. 58-76)

d. Guessing should be encouraged and guessing strategies should be trained. 4. Advantages of IVA:

1) advantages

a. It is contextualized, giving the learner a richer sense of a word's use and meaning than can be provided in traditional paired-associate exercises,

b. it is pedagogically efficient in that it enables two

activities--vocabulary acquisition and reading--to occur at the same time, and

c. it is more individualized and learner-based because the vocabulary being acquired is dependent on the learner's own selection of reading materials. (p. 182)

d. presentation, consolidation and lexical/semantic development occur at the same time (parallel vs. serial process of lexical development); 2) disadvantages

-- IVA does not work for learning the basic core vocabulary. -- there is no control over what is to be learned; IVL may not always occur;

-- Incorrect guessing may lead to incorrect understanding of vocabulary;

5. Some Conclusions about incidental vocabulary acquisition

The following conclusions about incidental vocabulary learning are drawn by Thomas Huckin and James Coady (1999, SSLA, 21, 190-191) based on their review of the literature:

1. Incidental learning is not entirely \attention to individual words. However, the amount of attention and the amount of learning varies according to a number of factors, including context, type of attention, and task demands.