8 Teaching Vocabulary

1、8 Teaching Vocabulary English Language Teaching Methodology Unit 8 Teaching Vocabulary 8 Teaching Vocabulary Outline oPresentation(G6): Grammar- Translation method oA brief revision of Unit 7 oUnit 8 Teaching Vocabulary 8 Teaching Vocabulary Presentation: Grammar-Translation method oTell us what you

2、 know about 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 Vocabulary A revision of Unit 7 Teaching Grammar oWhat is the role of grammar in language lear

3、ning? oWhat are the major types of grammar presentation methods? oWhat are the major types of grammar practice activities? 8 Teaching Vocabulary 1. The role of grammar in language learning oGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical comp

4、etence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English. 8 Teaching Vocabulary 2. Three ways of presenting/ teaching grammar othe deductive method othe inductive method othe guided discovery method oEach has merits

5、 and drawbacks. The best way is to vary methods in different situations. 8 Teaching Vocabulary 3. Two types of grammar practice activities oMechanical practice and meaningful/communicative practice of grammar have both advantages and disadvantages. oTwo types of practice can be combined. oUsing prom

6、pts (pictures, mimes, tables, charts, key words, created situations) has proved to be an effective way of grammar practice. 8 Teaching Vocabulary Unit 8 Teaching Vocabulary oWhat are some of the assumptions about vocabulary learning? oWhat does knowing a word involve? oHow can we present new vocabul

7、ary items? oWhat are some effective ways to consolidate vocabulary? oHow do we help students develop vocabulary learning strategies? 8 Teaching Vocabulary Importance of vocabulary o“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (D.A. Wilkins) o“詞匯之于語(yǔ)法，有如磚之

8、如混凝土，它們共同構(gòu) 筑意義的大廈”。（丁建新，2004：前言） oWords are bricks to a language. oWords build meaning and convey thoughts. 8 Teaching Vocabulary 8.1 Understanding vocabulary and vocabulary learning oActivity: Task 2 (p.117) oVocabulary items can be words, compounds, phrases, sentences. oNot every single word has a

9、n equivalent in another language, e.g. “the”. oVocabulary 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 Vocabulary oTranslation is not the best way to explain new words. oEnglish-Englis

10、h explanations are not the best. There are many other 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

11、 if words are frequently used, they are less easy to forget. 8 Teaching Vocabulary 8.2 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 wo

12、rd means knowing its meaning; nKnowing a word means knowing how and when to use it to express the intended meaning. 8 Teaching Vocabulary What 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 bo

13、und morpheme, e.g. doing, table, renew, teacher, textbook, textbooks, underdeveloped, gentlemanlike, greenhouse, babysitter oPrefix, suffix, root/stem; complex words, compound words 8 Teaching Vocabulary Learning a word involves learning more than just the word itself. More Examples: “upside down” i

14、n “Please do not put it upside down”. as soon as; in the same boat; square pegs in round holes; under the weather kill two birds with one stone Long time no see. God bless you. 8 Teaching Vocabulary Hedge (2000) oVocabulary learning “involves at least two aspects of meaning. The first aspect involve

15、s the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.” 8 Teaching Vocabulary 8.2.1 Denotative meaning othe primary, literal or explicit meaning of a word, which refers to “those words that we use to label things as re

16、gards real objects, such as a name or a sign, etc. in the physical world. 字面意義；外延 oE.g. “rose” oE.g. 12 Chinese equivalents of “cousin” 8 Teaching Vocabulary Connotative meaning othe meaning of a word or phrase that is suggested or implied, as opposed to a denotation, or literal meaning 隱含意義；內(nèi)涵 o“th

17、e attitudes or emotions of a language user in choosing a word and the influence of these 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 phenom

18、enon in their own language” but may not be so aware of it in TL. oE.g. The connotation of “rose” is that it is a symbol of passion and love - this is what the rose represents. oE.g. “dog” 8 Teaching Vocabulary 8.2.2 sense relations ocollocations osynonyms oantonyms ohyponyms 8 Teaching Vocabulary Co

19、llocations o-words that co-occur with high frequency and have been accepted as ways for the use of words oE.g. “see a movie”, “watch a play”, “l(fā)ook at a picture” o“heavy traffic”, “heavy smoker”, “heavy rain/snow/fog” oCollocations help achieve fluency and appropriateness in language learning. 8 Tea

20、ching Vocabulary Synonyms o-items that mean the same, or nearly the same oE.g. big huge; enormousimmense; malemasculine (formality); sad unhappy; stare (in surprise) glare (in anger) 8 Teaching Vocabulary Antonyms o-items that mean the opposite of a word oE.g. cheapexpensive; hotcold n形容詞反義詞： long s

21、hort; wide narrow; new old; rough smooth; light dark, deep shallow n動(dòng)詞反義詞：bring take; laugh weep; n名詞反義詞：death life; love hatred; n副詞反義詞：merrily -sadly; noisily quietly n介詞/連詞反義詞：after before; above below n na matter of life and death; from start to finish, neither friend or foe, wanted dead or aliv

22、e, to sink or swim (成功或失敗), to have an old head on young shoulders (少年老成), Easy come, easy go. 8 Teaching Vocabulary Hyponyms 下義詞 o-words which can be grouped together under the same superordinate (上義詞) concept oE.g. superordinate: body part; hyponyms: head, eyes, ears, mouth, arms, legs 8 Teaching

23、Vocabulary 8.2.3 Receptive and productive vocabulary oBe aware of the distinction between receptive/passive and productive/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 writ

24、ing. oProductive vocabulary: words that one is not only able to recognize but also able to use in speech and writing. 8 Teaching Vocabulary See vocabulary knowledge as a scale oHedge (2000:116) suggests seeing our vocabulary knowledge as “a scale running from recognition of a word at one end to auto

25、matic production at the other, through intermediate stages of making greater sense of the word and how it might be used in different contexts.” 8 Teaching Vocabulary Nations (2001) explanation oReceptive knowledge involves nbeing able to recognize the word when it is heard; nBeing familiar with its

26、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 relate these parts to its meaning; (form; word formation) 1.Knowing that the word signals a particular meaning; 8 Teaching Vocabulary nKnowing what the word means in the p

27、articular context in which it has just occurred; nKnowing the concept behind the word which will allow understanding in a variety of contexts; 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

28、 recognize the typical collocations; nKnowing that the word is not an uncommon one and is not a pejorative (貶義的) word. 8 Teaching Vocabulary Productive knowledge of a word oBeing able to say it with correct pronunciation including stress; oBeing able to write it with correct spelling; oBeing able to

29、 construct it using the right word parts in their appropriate forms; oBeing able to produce the word to express the meaning; 8 Teaching Vocabulary oBeing 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; oBein

30、g 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 not use the word to suit the degree of formality of the situation. 8 Teaching Vocabulary 8.2.4 Implications for teaching vocabulary (p.319) oBoth denota

31、tive 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 list of unrelated items, i.e. words learned with synonyms, antonyms or hyponyms; oKnowledge of word formation is a useful source for developing vo

32、cabulary. oExploring sense relations among/between words help with learning and remembering words. oTeachers and learners need to be aware of the difference between receptive and productive vocabulary. 8 Teaching Vocabulary 8.3 Ways of presenting vocabulary p.124 oProvide a visual or physical demons

33、tration; oProvide a verbal context to demonstrate meaning; oUse synonyms or antonyms; oUse lexical sets or hyponyms to show relations of words and their meanings; oTranslate and exemplify, if words with abstract meaning; oUse word formation rules; oTeach vocabulary in chunks; oRelate words to contex

34、ts in real life; oProvide different contexts; oPrepare for possible misunderstanding or confusion. 8 Teaching Vocabulary 8.4 Ways of consolidating vocabulary (pp.126-129) oSome vocabulary consolidation activities suggested: oLabelling oSpot the difference oDescribe and draw oPlay a game oUse word se

35、ries oWord bingo oWord association oFind synonyms and antonyms oCategories oUsing word net-work 1.Using the Internet resources for more ideas 8 Teaching Vocabulary 8.5 Developing vocabulary learning strategies oReview regularly oGuess meaning from context ocontextual clue: the topic, the grammatical

36、 structure, meaning connect between the given word and other words, linguistic pattern oOrganize vocabulary effectively (p.131) oUse a dictionary (what dictionary, how to use, what to look for, when to use) okeep a vocabulary notebook (in different formats) oManage strategy use: self-evaluate; share experiences 8 Teaching Vocabulary Vocabulary learning strategies (Wang 2)an L1 cognate 同源詞; 3)context; 4) consulting others. nSocial strategies: asking sb who knows oConsolidation strategies nSocial strategies: 1) cooperative group learning; 2)teachers check for a