Classroom Presentation - Dini, Tosheska, Angjelkovska & Ristovski

7/27/2019 Classroom Presentation - Dini, Tosheska, Angjelkovska & Ristovski

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Emina Dini 111589

Hristina Tosheska 113664

Daniela Angjelkovska 116625

Nikola Ristovski 116670



How important is vocabulary?

What does it mean to “know a word”?

How is our word knowledge organised?

How is vocabulary learned?

How many words does a learner need to know?

How are words remembered?

Why do we forget words?

What makes a word difficult?

What kind of mistakes do learners make?

What are the implications for teaching?



Teaching approaches as the Direct Method andAudio-lingual Method gave priority to teaching

grammar.

The communicative approach in 1970 set the stage

for re-thinking of the role of vocabulary.

Swan and Walter wrote that “vocabulary acquisition

is the largest and most important task facing the

language learner”

Lexical syllabus−Lexical chunks→ Corpus

linguistics



Knowing a word involves knowing : its form and its

meaning.

Knowing a word does not mean knowing its

dictionary meaning or meanings-it also means

knowing the words commonly associated with it (its

collocations) as well its connotations including its

register and its cultural accretions.

Receptive knowledge - what you take in; and

productive knowledge - what you can actually

produce.



The meaning.

The spoken form /tæŋɪ/

The written form.

The grammatical behavior. The words derivation.

The collocations of the word.

The register of the word (spoken and written).

The connotation of the word (association with

culture).

The word’s frequency.



In our brain, words are stored in highly organised

and interconnected way - it is called the mental

lexicon.

Malapropism – confusing two words that are

similar in form but quite different meaning.

Semantic and also a form based or morphological

organization and they both work in tandem.



Through: Labelling ,Categorising and the Network

Building Process.

Learning a second language involves learning a new

conceptual system and constructing a new vocabulary

network.

False friends - Words that may appear to be

equivalent ,but whose meanings do not correspond.

- Ex: history (historia in Polish means story)

Strangers - words that have no equivalent in L1 at all.



Short-term store;

Working memory;

Long-term memory.



In order to ensure that material moves into

permanent long-term memory, a number of

principles need to be observed:

Repetition;

Retrieval;

Spacing;

Pacing;

Cognitive depth;



Personal organizing;

Imaging;

Mnemonics;

Motivation;

Attention/arousal;

Affective depth.



If we don’t use language – rapid

forgetting occurred in the first three of

four years after instruction;

Forgetting may be caused both by interference from subsequent learning

and by insufficient recycling.



Pronunciation;

Spelling;

Length and complexity;

Grammar;

Meaning;

Range, connotation and idiomaticity.



I hope after biggening English studing I

shell not have a free time at all.

I’d like to spend a couple of week

somewhere on a peopleless island.

I like watching flowers and inhaling their

lovely smell.



1. Form-related errors

- Mis-selections: My girlfriend was very hungry

with me (for angry ).

- Misformations: peopleless island; Most of time

I just watchshops’ window (for go window shopping ).

- Spelling: shell for shall ; studing for studying ;

littel for little

- Pronunciation: leave for live ; eschool for school ;

poduk for product ; comFORTable for comfortable



2. Meaning-related errors

Examples:

I hope I shell not have a free time (instead of I expect ).

I like watching flowers and inhaling their lovely smell.

I went to a party for see my friends. It was very funny

(Instead of It was a lot of fun ).

I have friends who speak English as their nature

language (for native language ).



L2 learners should possess avocabulary of 2000 to 3000 words

Where are learners going to findthese words – and in sufficient

quantity and with sufficient

frequency?



Lists

Coursebooks

Vocabulary books

The teacher

Other students



Students like learning words from lists

because it:

is economical

allows them to test themselves

and one another

* word cards: a precaution against the

‘serial effect’ which occurs

when one word on a list

triggers recall of the next word



What factors determine the choice of words

to be included in a coursebook?

usefulness

frequency

learnability

teachability



Words are useful if they can be put to immediate use.

*CORE VOCABULARY:

words used when defining other words (laugh VS

giggle & guffaw)

words that collocate widely (bright VS radiant)

superordinate words (flower VS rose and daffodil)

words used in a wider register (doctor VS medical

practitioner)



The most frequent words should be

taught for they express the most

frequent meanings.



TL words are more easily TL words are more easily

learnable if they are similar teachable if they can be

to their L1 equivalents demonstrated or illustrated

(telephone = telefon/ телефон) (pen VS though)



Vocabulary input is incorporated in three ways in

coursebooks:

in segregated vocabulary activities

• words are presented in the form of lexical sets

boat bus car train plane bicycle

• words are grouped according to the rules of word formation

tired interested disappointed amused annoyed

integrated into text-based activities

• pre-teaching of vocabulary

• discussion on the general theme of a text

incidentally, as in grammar explanations and exercises,

task instructions, etc.

* metalanguage – language used to talk about language



Typically, supplementary vocabulary books are organized thematically.

Ex: business , technical, medicine, economy, or books designed

for preparation for public examination

Such supplementary books are so popular just because they allow

learners to work independently on vocabulary areas.

Many of these books are also deigned to test vocabulary knowledge

rather then to teach it.

One of the problems of many supplementary books is the lack of space:

users aren’t given more than one or two opportunities to make a

decision about words.

Teachers need to think of creative ways of developing an activity toensure memorability .



The teacher is highly productive.

Learners pick up a lot of incidental language from their

teachers, especially words associated with classroom

processes like:

- Let’s see……

- Now then...

- Whose turn is it?

- Is it clear?

Teachers are also the source of lot of useful interpersonal

language like:

- Did you have a nice weekend ?

- That is amazing!

- Could you close the window ….



Other students in class are a fertileor very effective source of

vocabulary input.

Classroom Presentation - Dini, Tosheska, Angjelkovska & Ristovski

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