Transcript Teaching Vocabulary module (5) - E-Learning/An

Teaching Vocabulary
module (5)
Dr. Suzan Arafat
Presented by : Ramz Zayed
Which is more important vocabulary or
grammar ?
What need to be taught ?
Form
grammar
Meaning
Collocation
Word formation
form
• The learner has to know what a word
sounds like (its pronunciation) and what its
looks like (its spelling).
We need to make sure that both these
aspects are accurately presented and
learned .
Grammar
• We might give the past form if it is irregular
(think… thought) .
• We might note if it is transitive or intransitive .
• When teaching noun we might present the plural
form if it is irregular ( mouse ... mice).
• Draw learners’ attention to the fact that it has no
plural at all (advice , information ).
• We may present verbs with the verb form that
follows them ( want to .. enjoy_ ing ) .
Collocation
• Collocations are factors that make a
particular combination sound ‘right’ or
‘wrong’ in a given context .
For example :
Throw a ball … And toss a coin .
meaning
denotation
connotation
Appropriateness
Meaning
relationship
Denotation
This is often the sort of definition that is
given in a dictionary .
For example :
Island : piece of land surrounded by
water .
connotation
A less obvious component of the meaning of an
item is its connotation, the associations , positive
or negative feelings it evokes , which may or
may not be indicated in a dictionary definition .
For example :
The word dog as understood by most British
people has a positive connotations of loyalty
and friendship but it has a negative
associations of dirt and inferiority in the Arab
country .
Appropriateness
We need to be taught whether a particular item is
the appropriate one to use in a certain context or
not . It is useful for a learner to know that a
certain word is very common or relatively rare or
taboo in polite conversation , or tend to be used
in writing but not in speech, or is more suitable
for formal than informal discourse.
For example :
(Weep , cry ) weep is formal and more suitable
in writing than speech .
Meaning relationship .
How the meaning of one item relates to the meaning of
others can also be useful in teaching, there are various
such relationships :
•
synonyms (clever, smart, intelligent )
•
Antonyms (poor, rich)
•
Hyponyms (dog, lion, mouse are hyponyms of animal).
•
Co-hyponyms (red, blue, green are co-hyponyms ).
•
Superordinates (animal is the superordinate of dog,
lion, mouse ).
•
Translation
Word formation
vocabulary items, whether one word or
multi-word, can often be broken down into
their component ‘bits’. Exactly how these
bits are puts together is a useful
information for more advanced learners.
Ways of presenting the meaning of
new items:
1. Concise definition.
2. Detailed description .
3. examples .
4. illustration( pictures, object ).
5. demonstration (acting , mime).
6. Context ( story or sentence in which the item occurs ).
7. Synonyms .
8. opposites .
9. Translation.
10. Associated ideas .
What are the most popular techniques
,and what you prefer to use in the
classroom?
Remembering vocabulary
Why we remember words better than
others?
• The nature of the words themselves .
• The method of teaching the word .
• Under what circumstances they are learnt.
Ideas for vocabulary activities
• Brainstorming round an idea.
• identifying words we know .