Aprender y enseñar vocabulario

• The text is the cover and some introductory pages of a book titled, "Aprender y enseñar vocabulario" (Learning and teaching vocabulary).
• The book is part of an "Autoformación y Perfeccionamiento del Profesorado" (Teacher Self-Training and Improvement) programme.
• The authors are M. Jesús Cervero and Francisca Pichardo Castro.
• It is an Edelsa Grupo Didascalia, S.A. publication.

Presentation of the Collection

• The formation of the EU has increased the need to learn languages, meaning there is a correspondingly greater need for qualified teachers.
• Teacher training in this area takes place as something supplementary, requiring in-person attendance and participation by a small number of people.
• This paradox gave rise to a project on Distance Training and Improvement of Teachers of Spanish, German and Italian as Foreign Languages, within the framework of the European Union's LINGUA/SÓCRATES Programme.
• The project aims to bridge the gap between the supply and demand for training and improvement, involving entities from Spain, Germany and Italy.
• The collection aims to be a training system consisting of titles conceived for distance learning, with in-person phases and based on a concept of open learning.
• The course plan is focused on methods to train for intercultural and communicative teaching of foreign languages.
• Materials are based on inductive learning, being concocted from tasks that teachers must resolve.
• The materials are oriented toward practical work in the classroom: participants are invited to pose questions, compare, opine, and relate what they read to what they already know.
• Each title offers a solution manual at the end, resolving tasks that appeared throughout the text.
• The collection consists of 15 titles, covering different fields of teaching Spanish as a Foreign Language.
• Contributors are people who teach Spanish in different sectors like universities, Cervantes institutes and private centers.
• The goal is to ensure breadth reflecting the scope of teachers from whom feedback was sought.
• The target audience is both current teachers and those who want to start working (or are interested) in teacher and learning.

Prologue

• This book is intended as a starting point for reflection and discussion on the aspects that determine or influence vocabulary teaching and learning.
• Also discussed is vocabulary treatment in textbooks of Spanish as a Foreign Language.
• Many tasks are designed as phases of awareness about specific topics, accommodating personal experience as a language student or a teacher.
• Some tasks are open-ended, allowing subjective responses, with their solution being one of many possibilities.
• Other tasks aim to summarize and visualize content, and are therefore closed-ended.
• The book attempts to provide answers on the nature of vocabulary and its impact on the learning process, as well as how to approach teaching according to different didactic conceptions.
• Chapter 1 focuses on answering the question of how its nature impacts the learning/teaching process.
• Following defines what is meant by the meaning of a word and the relationships established between them.
• This is followed by considering possible criteria for creating a lexical selection.
• Another large section focuses on the distinction between "word" and "lexical unit", suitable usage in communication, factors influencing vocabulary learning, and organization in the brain.
• Next presented are strategies and techniques to favor vocabulary acquisition and overcoming deficiencies.
• Another topic is the role of teacher autonomy when approached from the perspective of the teacher, manual and student.
• A series of vocabulary presentation techniques are presented, reflecting some of the most-used textbooks.
• This is followed by a typology of activities, which are not intended to be closed or uniquely valid.
• Two practical indications are additionally provided.
• Terms marked with an asterisk (*) are defined in the Glossary, sometimes treated with greater extension and precision at a later point.
• Titles in the bibliography marked with two asterisks (**) are considered most relevant for those who want to deepen their knowledge.
• Conclusions presented in this book are based on our teaching practice and from R. Bohn's "Probleme der Wortschatzarbeit" (Problems of Vocabulary Work).

Chapter 1: To Begin

• "When have you seen a finished painting? Neither a painting nor anything. Woe to you the day it is said to be finished. Finish a work? What nonsense! Finishing something means finishing killing it, taking its soul away, giving it the stitch." - Pablo Picasso
• "When do we stop learning words?" The process begins by articulating sounds which turn into words, marking what becomes a long, slow and complex process that never reaches conclusion.
• In this sense, few differences are noted in acquiring vocabulary for the native speaker and the foreign language student; our lexical baggage is gradually expanded throughout our lives and, as with it, our ability to express feelings, thoughts, desires, etc.

The Nature of Lexicon

• Learning and teaching vocabulary, while enriching, poses difficulties for students/teachers of second languages.
• One difficulty is the large amount of words.
• Lexicon of a language comprised of tens of thousands of units; constant adding of terms: scientific language (fax/internet/scanner), student language (vacilar/guay).
• Native speaker has access to all, dominates small part; OK because meets communicative needs.
• Different levels of lexical mastery, higher receiving compared to production known.
• Result of selection process determined by familiar, sociocultural, educational reasons.
• Focus on finite number of vocab words so students meet communicative needs.

Systematization

• Limited number of phonology, grammar vs. lexicon. Not covering full range of language lexicon, systematizing relevant sections.

Mobility

• Compared to slow phonetic changes, word meaning can change fast. Words born, die, acquire alternate and/or expand meanings in a few years. Meaning most variable.
• Reflect what terms will be taught and what type of language. Vocab should reflect language use of speakers.

Meaning

• Hard to transmit, lots of words has many meaning. If only 1 meaning for each word & conversely --> transmission would be less difficult. Used words of a language w/ greatest number of meanings. Has a huge number of meanings/acceptations.
• Meaning does not only reflect denotation. Words evoke different non-denotative, evocative associations (connotations) among language of the speakers. This is a cultural significance which can't be overlooked.

Students and Vocabulary

• Poor vocab hinders successful communication more than lack of knowledge plus inadequate grammar usage.
• The process is determined by: where is it learned (country of L2 is used?), how is it learned (methodology), who learns (person/learning habits), and why (necessities, interests and motivation).

Deficits, Reasons For

• Lack of studies and practice outside of classes or of proper memorization.
• Lack of motivation, grammar being a higher priority. Too many unfamiliar words seen as overwhelming.

Errors

• Beginners often have trouble with correct pronunciation and spelling plus grammatical aspects of words whereas as advanced tend to have semantical difficulties with more abstract ideas, connotation etc.

Didactic Implications

• Take note to know all differences/levels, vocabulary plus learn sections (can do). Vocab being taught should be relevant during learning and also be analytical to account in order to analyze learning styles.

Textbooks and Vocab

• Differences are noticeable when checking E/LE manuals. Trajectory goes to quasi communicative level by rules to integrated. Rehab constit essential in communication.

Section Examples

• Morphs and syntax focus verbs etc. And word structure etc.
• Area: term title 5: How goes things? See how word is in certain context and situation.