I. Vocabulary and vocabulary building
Read the following assumptions about
vocabulary in English learning and
decide if you agree with them or not.
1. A vocabulary item can be
more than one word.
√
2.Languages consist of “ words ”
with equivalents from one language
to another.
×
3.Vocabulary cannot be taught.
It must be learned by the individuals.
√
4.Both teachers and students need
to know that there is a difference
between active and passive
vocabulary.
√
5.The best way to explain
vocabulary is to translate. ×
6.English- English explanations
are the best for vocabulary
teaching. ×
7.An English-English dictionary is
an important aid for students. √
8. Words can be taught and learned
most effectively in groups of
words which are related to each
other in meaning. √
8. Words must be learned in
language contexts. √
9. If we do not use words, we
will forget them. √
passive and active
vocabulary
The passive vocabulary is the set of words
which the students recognize and understand
when they occur in a context, but which the
students can not produce correctly.
The active vocabulary is the set of words
which the students understand, can pronounce
correctly and use constructively in speaking and
writing.
What does knowing a word involve?
Pronunciation
Spelling
Meaning
Usage
Meaning
Word use
Word information
Word grammar
meaning in context
sense relation
metaphor and idiom
collocation
style and register
parts of speech
prefixes and suffixes
spelling and pronunciation
nouns: countable and
uncountable, etc
verb complementation, phrasal
verbs
adjectives and adverbs
The content of vocabulary instruction
meaning:
word use:
word information
word grammar:
vocabulary learning strategies
By learning strategies, it means
vocabulary memory strategies, learning
strategies and application strategies. It
should constitute an important part of
classroom instruction.
从传统的词汇学角度来讲，词义包括概念意义和内涵意义。
所谓概念意义，也叫外延意义（denotative Meaning）或
认知意义（cognitive Meaning），就是词汇的最基本意
义，是语言符号所代表的事物的基本特征的抽象概括，
常视为词语在字典中的定义或释义。
Woman:
[+HUMAN], [-MALE], [+ADULT]
所谓内涵意义(connotative meaning)，是隐含于或附加在概
念意义上的意义。社会、群体或个人都可以使一个词具有内
涵意义，有时还是很不相同的内涵意义。这种差异既可以存
在于两种语言、两种文化之间，也可以存在于一种语言和一
种文化的亚文化之间。
Woman:
Dog:
英语中的goose有"愚蠢"的内涵意义，但汉语
中的"鹅"却没有这种不好的内涵意义。
denotative and connotative
meaning
If a word has a reference to an object,
action, or event in the physical world,
this can be described as its referential
or denotative ( 外延的)meaning.
Connotative meaning(内涵意义)（suggestions
in addition to the fundamental meaning)
refers to the attitudes and emotions of a language
users in choosing a word and the influence of
these on the listener or readers’ interpretation of
the word.
Presentation
Practice
production
Presentation
1) What to present
meaning, use, grammar, and other kinds of
information
2) techniques to apply
(1) techniques to present meaning: realia,
mime, action, gesture, picture, contrast,
enumeration, explanation, translation
(2) techniques to present pronunciation:
modeling, visual representation, phonetic
symbols
(3) use: examples, explanation, context
II. Presenting new words
I. Some suggestions for teachers
1) prepare examples to show
meanings.
2) Ask students to tell the
meaning first
3) Think about how to show the
meaning of a word with related
words such as synonyms ,
antonyms etc.
4) Think about how to check
students’ understanding.
5) Think about the context in real
life where their words might be
used.
6) Think about possible
misunderstanding and
confusion that may have.
II. Words are best taught in groups.
a. Synonyms.
b. Antonyms.
c. Complements.
d. Converse.
e. Hyponyms.
III. Here are more ways to present
and explain vocabulary :
a. Draw pictures, diagrams
and maps to show meanings
or connection of meanings.
b. Use real objects to show meanings.
c. Mime or act to show meanings,
e.g. brushing teeth, running ,
swimming etc.
d. Use synonyms or antonyms to
explain meanings.
e. Use lexical sets , e.g. cook:
fry, boil, brake,grill ;
f. Translate and exemplify ,
especially with technical words
or words with abstract meaning.
g. Use word formation rules and
common affixes.
III. Homework setting
1. Look at task 2 on page 73. Discuss in groups which
way is more effective.
2. Please look at the task 3 on page 74. Discuss what
techniques or combination of techniques you would
use to present the following vocabulary items. Next
period, we would ask some students to give a miniteaching.
III. Consolidating Vocabulary
Below are some activities that can be done in class to
consolidate vocabulary.
1. Labeling.
2. Spotting the differences.
3. Describing and drawing.
4. Playing a game.
5. Using word thermometers.
6. Using word series.
7. Word bingo.
8. Word association.
9. Odd man out.
10. Using word categories.
11. Synonyms and antonyms
12. Using word net-work.
Developing Vocabulary building strategies
Teacher needs to help students develop their own
vocabulary building strategies so that they can effectively
acquire more vocabulary on their own.
1. Review regularly. Evidence shows that regular review helps
students to maintain largest amount of recall.
2. Guess meaning from the context, especially using sentence
hints for word meaning.
a) Some sentences tell the definition for a difficult word by
means of punctuation or certain help words. For example,
dashes(------), parentheses ( ),Brackets [ ], commas ,
words like that is, meaning, such as, or is called.
Origima------Japanese paper folding---is family fun.
Mary felt perturbed, that is, greatly disturbed, by her
sister’s action.
b) Some sentence tells the opposite of what a new word
means. From its opposite we can figure out the meaning of
the word.
A frugal person would never spend money so freely.
If you are frugal you do not spend freely, Frugal must
mean “ to be careful about spending money”.
c) Using your own experience to figure out the definition
of a word.
Feeling depressed, Carl frowned.
You know from your experience that a frown usually means
“unhappiness”. So “unhappy” should be a good guess for
the meaning of depressed.
d). Sentence before or after a sentence containing a difficult
word sometimes explain the meaning of the word.
Mary had a bubbling personality. Her enthusiasm, her lively
actions, her excitement at new ideas always attracted people.
I never knew such an ebullient woman.
These sentence helps you put together a definition of
ebullient----overflowing with excitement.
e) Some sentences are just written to give definition of
difficult words– words readers need to know in order to
understand what they are reading.
Impediments are objects that stand in the way of some goal.
f) Because some sentences give examples for a new word,
you can build a definition.
Select any one of those periodicals: playboy, Readers’
Digest, Time Magazine.
This sentence doesn’t say that a periodical is a
magazine, but you can figure that out easily from the
examples.
g) Some sentences use a word you do know to help
explain a word you don’t know.
A formidable enemy is one to be feared.
Formidable--- through the clue in this sentence– means
“fearful”, or “ dreadful”.
3. Organize vocabulary effectively
If information is organized and stored in a special way,
e.g. related information is stored together or new
information is related to previously stored information, it is
more likely to be retained and easier to retrieve.
4. Use learned vocabulary
Students should be encouraged to used active vocabulary
items in real language use. By trying to use the words or
expressions correctly and appropriately, students can get a
deeper and better understanding of the meaning and the use
of the vocabulary. Successful attempts at word use
definitely help vocabulary consolidation.