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Teaching Vocabulary To AdvancedStudents: A Lexical Approach

by Solange Moras, Sao Carlos, Brazil, July 2001

Power Point by:

David Marpaung

0805120894

Extensive Reading I


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introduction

ADVANCED STUDENTS

THEIR NEEDS

Advanced student need to broaden their vocabulary to express themselvesmore clearly and appropriately in a wide range of situations.


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body

THE TEACHING OF VOCABULARY

Lewis (1993) argue that vocabulary should be at the centre of

language teaching, because language consists of

grammaticalised lexis, not lexicalised grammar.

Gairns and Redman (1986) have categorized several

aspects of lexis that need to be taken into account

when teaching vocabulary.


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Boundaries between conceptual meaning:

not only what lexis refers to, but also wherethe boundaries are that separate it from

words of related meaning (e.g. cup, mug,

bowl).


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Polysemy:

distinguishing between the various meaning of asingle word form with several but closely

related meanings (head: of a person, of a pin,

of an organisation).


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Homonymy:

distinguishing between the various meaning of asingle word form which has several meanings

which are NOT closely related ( e.g. a file: used

to put papers in or a tool).


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Homophyny:

understanding words that have the samepronunciation but different spellings and

meanings (e.g. flour, flower).


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Synonymy:

distinguishing between the different shades ofmeaning that synonymous words have (e.g.

extend, increase, expand).


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Affective meaning:

distinguishing between the attitudinal andemotional factors (denotation and

connotation), which depend on the speakers

attitude or the situation. Socio-cultural

associations of lexical items is another

important factor.


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Style, register, dialect:

Being able to distinguish between different

levels of formality, the effect of different

contexts and topics, as well as differences ingeographical variation.


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Translation:

awareness of certain differences and similaritiesbetween the native and the foreign language

(e.g. false cognates).


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Chunks oflanguage:

multi-word verbs, idioms, strong and weakcollocations, lexical phrases.


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Grammar ofvocabulary

learning the rules that enable students to buildup different forms of the word or even

different words from that word (e.g. sleep,

slept, sleeping; able, unable; disability).


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Pronunciation:

ability to recognise and reproduce items inspeech.


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We must use teaching techniquesthat can help realise this global concept of

what it means to know a lexical item


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MEMORY AND STORAGE SYSTEMS

It seems that learning new items involve storing

them first in our short-term memory, and

afterwards in long-term memory. We do not

control this process consciously but there

seems to be some important clues to

consider.


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Oxford (1990) suggests memory strategies to aid

learning, and these can be divided into:

1. creating mental linkages: grouping, associating,

placing new words into a context;

2. applying images and sounds: using imagery,semantic mapping, using keywords and

representing sounds in memory;

3. reviewing well, in a structured way;

4. employing action: physical response or

sensation, using mechanical techniques.


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DEALINGWITH MEANING

Therefore guided discovery, contextualguesswork and using dictionaries should be

the main ways to deal with discovering

meaning.


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USING LANGUAGE

we need to refine their understanding of theitem, exploring boundaries between

conceptual meaning, polysemy, synonymy,

style, register, possible collocations, etc., so

that students are able to use the item

accurately.


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THE LEXICAL APPROACH

it is essential to make students aware of chunks,giving them opportunities to identify, organise

and record these.

Identifying chunks is not always easy, and atleast in the beginning, students need a lot of

guidance.


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RATIONALE OF THE LESSON

Lexical Approach has much to offer in the areaof vocabulary teaching, and therefore we have

tried to plan a lesson that is based on its main

concepts, specially exploring the use of

collocations.


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CHOICE OF MATERIAL

use authentic material to expose our students to

rich, contextualised, naturally-occurringlanguage.


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NOTICING COLLOCATIONS AND DEALINGWITH

MEANING

dictionaries are a vital tool for Advancedlearners, and so is contextual guesswork,

which we are going to encourage before they

look the words up.

We are also going to ask students to notice

examples given in the dictionary, observing

and recording other possible collocations of

the words, as suggested by Lewis.


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GROUPWORK

Working in groups help fostering learningindependence, and specially in vocabulary

work, learners can exchange knowledge,

asking others to explain unknown items.


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CHOICE OF TASK

students are given opportunities to use thelanguage they are learning in a realistic

context.

The completion of the final task for homeworkwill also help to reinforce and revise the

vocabulary learnt, giving students a better

chance to store the items in their long-term

memory


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CONCLUSION

Vocabulary, as the way of the students to

know English completely should be coupledand followed with the skills of teachers in

teaching it.

Because the vocabulary is not just guess the

word but also how students can apply it to all

fields.


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Teaching vocabulary to the advanced learners

is not really quiet hard to do if we practice it

by all kinds of steps and strategies that have

been explained at the previous page.

They will help the teacher how to teach

vocabulary systematically and efficiently. And

the other hand, they will make the studentsdo the lesson easily.


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References Allen, V. (1983) Techniques in teaching vocabulary. OUP.

Gairns, R. Redman, S.(1986) Working with words. CUP.

Hill, J. (1999) Collocational competence English Teaching

Professional, 11, pp. 3-6.

Lewis, M. (1993) The lexical approach. LTP.

Lewis, M. (1997)Implementing the lexical approach. LTP

Oxford, R.(1990) Language learning strategies. Newbury

House.

Richards, J. (1985) The context oflanguage teaching. CUP.

Scrivener, J. (1994) Learning teaching. Heinemann. Thornbury, S. (1998) The lexical approach: a journey

without maps. MET, 7 (4), pp. 7-13

Willis, J. (1996)Aframeworkfor task-based learning.

Longman.

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