lecture on teaching english vocabulary

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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 term «curriculum» includes the totality of the knowledge that is expected to be imparted to the learner in a school, lyceum or college. it provides a comprehensive plan on which the entire system of learning and teaching can be based. hence, the curriculum should plan the use of receptive and productive skills, mastery of vocabulary, and acquaintance with the culture and literature of the people who use english as their first language[footnoteref:1]. [1: milrud r.p., maksimova i.r. sovremennie kontseptualnie printsipi kommunikativnogo obucheniya inostrannim yazikam // inostrannie yaziki v shkole. – m., 2000. - №4. – s. …

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g. 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 being able to find the words you need to express is the most frustrating experience in speaking another language. without doubt vocabulary is not the only thing you have to know about the language. other levels of language (grammar, phonetic, phonological, and stylistic) are also important. anyone who learns a new language is likely to recognize more words than he/she can produce. it is difficult to produce a word correctly. it is necessary to pronounce or spell it in the right way, to use it in the correct grammatical form, …

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ere 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 cases as vocabulary «items» rather than «words». it is also called mental lexicon that is «vocabulary in mind»[footnoteref:2]. it consists of the smallest independent meaningful units of speech. these units of speech are called words. the words have the word forms and meanings assigned to them. words in the mental lexicon create lexical networks. once activated, a lexical item stimulates the spreading of other associated lexical items, which in its turn causes the activation of a bigger network. mental lexicon is stored in our memory and it is the process of mapping the meanings in the mind and putting these memory traces into some word groups. mental lexicon performs the functions of …

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et); 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. the retrieval of the words from distant memory may be implemented through the activation of the mental lexicon. the activation is an attempt to map the idea onto words. sometimes the meaning cannot be mapped onto the words and it becomes the cause of the «tip-ofthe-tongue phenomenon» when the meaning needs to be expressed but the form cannot be retrieved from the memory. · to check the correct selection of a particular word in the given situation. here we may see the approximate word usage which can be hampered by the absence of the corresponding word in processing memory or in the …

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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 the item for the first time. in teaching, we need to make sure that both these aspects are accurately presented and learned. another point is grammar. the grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules. an item may have an unpredictable change of form in certain grammatical contexts or may have some idiosyncratic ways of connecting with other words in sentences; it is important to provide learners with this information at the same time as we teach the basic form. when teaching a new verb, for example, we might give …

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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 term «curriculum» includes the totality of the knowledge that is expected to be imparted to the learner in a school, lyceum or college. it provides a comprehensive plan on which the entire system of learning and teaching can be based. hence, the curriculum should plan the use of receptive and productive skills, mastery of vocabulary, and acquaintance with the culture and literature of the people who …

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