8TeachingVocabulary

1、8 teaching vocabularyenglish language teaching methodologyunit 8 teaching vocabulary8 teaching vocabularyoutlineopresentation(g6): grammar-translation methodoa brief revision of unit 7ounit 8 teaching vocabulary8 teaching vocabularypresentation: grammar-translation methodotell us what you know about

2、 the method, its theoretical foundation, its development, classroom practice, etc. ocomment on the method.o(is this method useful for teaching grammar? why or why not?)ofor group 6. 8 teaching vocabularya revision of unit 7 teaching grammarowhat is the role of grammar in language learning?owhat are

3、the major types of grammar presentation methods?owhat are the major types of grammar practice activities?8 teaching vocabulary1. the role of grammar in language learningogenerally speaking, chinese efl learners need a certain degree of mastery of english grammar (grammatical competence is essential

4、for communication). however, it should be noted that learning grammar itself is not the ultimate goal of learning english.8 teaching vocabulary2. three ways of presenting/ teaching grammarothe deductive methodothe inductive methodothe guided discovery methodoeach has merits and drawbacks. the best w

5、ay is to vary methods in different situations.8 teaching vocabulary3. two types of grammar practice activitiesomechanical practice and meaningful/communicative practice of grammar have both advantages and disadvantages. otwo types of practice can be combined.ousing prompts (pictures, mimes, tables,

6、charts, key words, created situations) has proved to be an effective way of grammar practice.8 teaching vocabularyunit 8 teaching vocabularyowhat are some of the assumptions about vocabulary learning?owhat does knowing a word involve?ohow can we present new vocabulary items?owhat are some effective

7、ways to consolidate vocabulary?ohow do we help students develop vocabulary learning strategies?8 teaching vocabularyimportance of vocabularyo“without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (d.a. wilkins)o“词汇之于语法，有如砖之如混凝土，它们共同构筑意义的大厦”。（丁建新，2004：前言）owords are

8、 bricks to a language.owords build meaning and convey thoughts.8 teaching vocabulary8.1 understanding vocabulary and vocabulary learningoactivity: task 2 (p.117)ovocabulary items can be words, compounds, phrases, sentences.onot every single word has an equivalent in another language, e.g. “the”. ovo

9、cabulary can be taught.1.both teachers and students should be aware of the difference between active and passive vocabulary, and then treat them differently.8 teaching vocabularyotranslation is not the best way to explain new words.oenglish-english explanations are not the best. there are many other

10、 more effective ways.oan english-english dictionary is very helpful.oit is more effective when words of related meaning are taught and learned together.ostudying vocabulary in language contexts are more effective.oforgetting is inevitable. but if words are frequently used, they are less easy to forg

11、et.8 teaching vocabulary8.2 what does knowing a word involve?owhat does knowing a word involve?nknowing a word means knowing its pronunciation and stress;nknowing a word means knowing its spelling and grammatical properties;nknowing a word means knowing its meaning;nknowing a word means knowing how

12、and when to use it to express the intended meaning.8 teaching vocabularywhat is a word?oa word is a minimal free form.omccarthy (1990:1): “a word must consist of at least one potentially freestanding morpheme”.ofree morpheme and bound morpheme, e.g. doing, table, renew, teacher, textbook, textbooks,

13、 underdeveloped, gentlemanlike, greenhouse, babysitteroprefix, suffix, root/stem; complex words, compound words8 teaching vocabularylearning a word involves learning more than just the word itself.more examples:“upside down” in “please do not put it upside down”. as soon as; in the same boat; square

14、 pegs in round holes; under the weather kill two birds with one stonelong time no see. god bless you. 8 teaching vocabularyhedge (2000)ovocabulary learning “involves at least two aspects of meaning. the first aspect involves the understanding of its denotative and connotative meaning. the second asp

15、ect involves understanding the sense relations among words.”8 teaching vocabulary8.2.1 denotative meaningothe primary, literal or explicit meaning of a word, which refers to “those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. 字面意义；外

16、延oe.g. “rose”oe.g. 12 chinese equivalents of “cousin”8 teaching vocabularyconnotative meaningothe meaning of a word or phrase that is suggested or implied, as opposed to a denotation, or literal meaning 隐含意义；内涵o“the attitudes or emotions of a language user in choosing a word and the influence of the

17、se on the listener or readers interpretation of the world” (hedge, 2000:112)o“connotative meaning derives from a mix of cultural, political, social, and historical sources and learners will be aware of this phenomenon in their own language” but may not be so aware of it in tl.oe.g. the connotation o

18、f “rose” is that it is a symbol of passion and love - this is what the rose represents.oe.g. “dog”8 teaching vocabulary8.2.2 sense relationsocollocationsosynonymsoantonymsohyponyms8 teaching vocabularycollocations o-words that co-occur with high frequency and have been accepted as ways for the use o

19、f wordsoe.g. “see a movie”, “watch a play”, “look at a picture”o“heavy traffic”, “heavy smoker”, “heavy rain/snow/fog”ocollocations help achieve fluency and appropriateness in language learning.8 teaching vocabularysynonyms o-items that mean the same, or nearly the sameoe.g. big huge; enormousimmens

20、e; malemasculine (formality); sadunhappy; stare (in surprise) glare (in anger)8 teaching vocabularyantonymso-items that mean the opposite of a wordoe.g. cheapexpensive; hotcoldn形容词反义词： long short; wide narrow; new old; rough smooth; light dark, deep shallown动词反义词：bring take; laugh weep;n名词反义词：death

21、life; love hatred;n副词反义词：merrily -sadly; noisily quietlyn介词/连词反义词：after before; above belownna matter of life and death; from start to finish, neither friend or foe, wanted dead or alive, to sink or swim (成功或失败), to have an old head on young shoulders (少年老成), easy come, easy go.8 teaching vocabulary

22、hyponyms 下义词o-words which can be grouped together under the same superordinate (上义词) conceptoe.g. superordinate: body part; hyponyms: head, eyes, ears, mouth, arms, legs8 teaching vocabulary8.2.3 receptive and productive vocabularyobe aware of the distinction between receptive/passive and productive

23、/active vocabulary.oreceptive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing.oproductive vocabulary: words that one is not only able to recognize but also able to use in speech and writing. 8 teac

24、hing vocabularysee vocabulary knowledge as a scaleohedge (2000:116) suggests seeing our vocabulary knowledge as “a scale running from recognition of a word at one end to automatic production at the other, through intermediate stages of making greater sense of the word and how it might be used in dif

25、ferent contexts.”8 teaching vocabularynations (2001) explanationoreceptive knowledge involves nbeing able to recognize the word when it is heard;nbeing familiar with its written form so that it is recognized when it is met in reading;nrecognizing that it is made up of some parts and being able to re

26、late these parts to its meaning; (form; word formation)1.knowing that the word signals a particular meaning; 8 teaching vocabularynknowing what the word means in the particular context in which it has just occurred;nknowing the concept behind the word which will allow understanding in a variety of c

27、ontexts;nknowing that there are some related words;nbeing able to recognize that the word has been used correctly in the sentence in which it occurs;nbeing able to recognize the typical collocations;nknowing that the word is not an uncommon one and is not a pejorative (贬义的) word.8 teaching vocabular

28、yproductive knowledge of a wordobeing able to say it with correct pronunciation including stress;obeing able to write it with correct spelling;obeing able to construct it using the right word parts in their appropriate forms;obeing able to produce the word to express the meaning;8 teaching vocabular

29、yobeing able to produce the word in different contexts to express the range of meanings of it;obeing able to produce synonyms and opposites for it;obeing able to use the word correctly in an original sentence;obeing able to produce words that commonly occur with it;obeing able to decide to use or no

30、t use the word to suit the degree of formality of the situation.8 teaching vocabulary8.2.4 implications for teaching vocabulary (p.319)oboth denotative and connotative meaning need to be learned;owords are better understood in context;oa group of related words is likely to be more memorable than a l

31、ist of unrelated items, i.e. words learned with synonyms, antonyms or hyponyms;oknowledge of word formation is a useful source for developing vocabulary.oexploring sense relations among/between words help with learning and remembering words.oteachers and learners need to be aware of the difference b

32、etween receptive and productive vocabulary.8 teaching vocabulary8.3 ways of presenting vocabulary p.124oprovide a visual or physical demonstration;oprovide a verbal context to demonstrate meaning;ouse synonyms or antonyms;ouse lexical sets or hyponyms to show relations of words and their meanings;ot

33、ranslate and exemplify, if words with abstract meaning;ouse word formation rules;oteach vocabulary in chunks;orelate words to contexts in real life;oprovide different contexts;oprepare for possible misunderstanding or confusion.8 teaching vocabulary8.4 ways of consolidating vocabulary (pp.126-129)os

34、ome vocabulary consolidation activities suggested:olabellingospot the differenceodescribe and drawoplay a gameouse word seriesoword bingooword associationofind synonyms and antonymsocategories ousing word net-work1.using the internet resources for more ideas8 teaching vocabulary8.5 developing vocabu

35、lary learning strategiesoreview regularlyoguess meaning from contextocontextual clue: the topic, the grammatical structure, meaning connect between the given word and other words, linguistic patternoorganize vocabulary effectively (p.131)ouse a dictionary (what dictionary, how to use, what to look f

36、or, when to use) okeep a vocabulary notebook (in different formats)omanage strategy use: self-evaluate; share experiences8 teaching vocabularyvocabulary learning strategies (wang & wang, 2008: 323-329)odiscovery strategiesndetermination strategies: discover the word meaning by guessing from 1) its structural knowledge; 2)an l1 cognate 同源词; 3)context; 4) consulting others.nsocial strategies: asking sb who knowsoconsolidation strategiesnsocial strategies: 1) cooperative group learning; 2)teachers chec