lecture teaching the four main english language skills

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1702751064.docx lecture teaching the four main english language skills p lan: 1. the role of vocabulary in flt. 2. what is vocabulary and what should be taught? 3. different approaches to recognition of lexical (vocabulary) complexity. 4. selection of vocabulary minimu m. 5. stages and ways of teaching vocabulary. /docprops/thumbnail.emf lecture teaching the four main english language skills plan: 1. the role of vocabulary in flt. 2. what is vocabulary and what should be taught? 3. different approaches to recognition of lexical (vocabulary) complexity. 4. selection of vocabulary minimum. 5. stages and ways of teaching vocabulary. lecture teaching the four main english language skills plan: 1. the role of vocabulary in flt. 2. what is vocabulary and what should be taught? 3. different approaches to recognition of lexical (vocabulary) complexity. 4. selection of vocabulary minimum. 5. stages and ways of teaching vocabulary. 1. the role of vocabulary in flt the …

barrier that prevents students from learning a foreign language. if learners do not know how to expand their vocabulary, they gradually lose interest in learning. the necessity of vocabulary enrichment is pointed out in curriculum. fortunately, for students and teachers, the most vocabulary growth takes place through incidental learning, that is, through exposure to comprehensible language in reading, listening, speaking, audios and videos and so on. it is necessary to study both theoretical and practical approaches to teaching vocabulary. thus, knowing the vocabulary selecting criteria is significant for an effective learning. the main practical aim of teaching vocabulary in the primary and secondary schools is to develop the learners’ vocabulary subskills as a basic component of all language and communicative activities. one should realize that the terms “vocabulary” and “words” are not the same. learning a new language is basically a matter of learning the vocabulary of that language. not …

e target language takes much greater efforts from the learner. of course, in productive vocabulary, the learner has an advantage to choose the word he wishes to use: whereas in receptive vocabulary (as in listening or reading) he has to handle with the language level of the speaker or writer. 2. what is vocabulary and what should be taught? vocabulary can be defined, roughly, as the words we have to teach in a foreign language class. however, a new item of the vocabulary may occur not in the form of a single word: for example, pen-holder and merry-go-round, which are made up of two or three words but express a single idea. there are also multi-word idioms such as take the bull by the horns, where the meaning of the phrase cannot be deduced from the analysis of the component words. a useful convention would be to cover all such …

hing. practice and theory. -cambridge: cup, 2003. -pp. 82-90. ] language is created and developed by the society with the aims to interact and transmit material elements of a culture. the language as a means of communication was and always remains the constant participant of the society and people’s activity. that’s why the study of the vocabulary is intertwined with all the other aspects of the language: a) with pronunciation: the lexical meaning is expressed with the help of phonic means of the language: · short and long vowels (fill-feel, knit-neat) · open and close vowels (beg-bag) · voiceless and voiced consonants (lad-let); b) with morphology: book- books; c) with syntax: structural forms; d) with spelling: fair tale – fare tail; e) with stylistics: father, pa, daddy, pop, old man. under the vocabulary subskills we mean the ability: · to transfer a word from the distant memory to immediate memory. …

umstances. it is necessary to consider the «word pragmatics», i.e. to see that a word does not elicit an unwanted reaction from other participants in the communication. using a word means recognizing certain grammar norms and rules. finally, the word is accessed in memory and is produced either in graphical or oral form. · to choose the proper paradigmatic form of the word quickly suitable for a particular structure. this case is related to the use of words in both the speech production and comprehension cognitive processes. the perception of the situation presupposes looking for an appropriate word in the «master-file» (the main storage of words)). what should be taught? the learner has to know how does a word sound like (its pronunciation) and how does it look like (its spelling form). these are fairly obvious characteristics, and one or the other will be perceived by the learner when encountering …

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1702751064.docx lecture teaching the four main english language skills p lan: 1. the role of vocabulary in flt. 2. what is vocabulary and what should be taught? 3. different approaches to recognition of lexical (vocabulary) complexity. 4. selection of vocabulary minimu m. 5. stages and ways of teaching vocabulary. /docprops/thumbnail.emf lecture teaching the four main english language skills plan: 1. the role of vocabulary in flt. 2. what is vocabulary and what should be taught? 3. different approaches to recognition of lexical (vocabulary) complexity. 4. selection of vocabulary minimum. 5. stages and ways of teaching vocabulary. lecture teaching the four main english language skills plan: 1. the role of vocabulary in flt. 2. what is vocabulary and what should be …

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