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Questions and Answers
Knowing a word involves knowing its ______ meaning and additional meanings.
Knowing a word involves knowing its ______ meaning and additional meanings.
core
Semantic ______ occurs because of phonological similarities.
Semantic ______ occurs because of phonological similarities.
interference
Knowing a word's ______ includes its spelling, pronunciation, and morphology.
Knowing a word's ______ includes its spelling, pronunciation, and morphology.
form
One criterion for knowing a word is being able to use it ______.
One criterion for knowing a word is being able to use it ______.
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A word's ______ includes its collocations and register.
A word's ______ includes its collocations and register.
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To know a word, you should be able to recognise it when it is ______ and written, including derivations.
To know a word, you should be able to recognise it when it is ______ and written, including derivations.
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One of the criteria for knowing a word is knowing its ______ characteristics.
One of the criteria for knowing a word is knowing its ______ characteristics.
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Knowing a word's grammatical features includes knowing its ______ forms, such as occur, occurring, occurred, etc.
Knowing a word's grammatical features includes knowing its ______ forms, such as occur, occurring, occurred, etc.
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Am I able to pronounce the word so that my partner understands it, including the differences to words with a similar meaning like ______ aid vs. first help?
Am I able to pronounce the word so that my partner understands it, including the differences to words with a similar meaning like ______ aid vs. first help?
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There are two main types of knowledge: ______ knowledge and procedural knowledge.
There are two main types of knowledge: ______ knowledge and procedural knowledge.
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Lexical gaps can be filled by ______, consulting a dictionary or expert, or ignoring the word.
Lexical gaps can be filled by ______, consulting a dictionary or expert, or ignoring the word.
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The ______ of a word refers to the different words that can be associated with it, such as synonyms and antonyms.
The ______ of a word refers to the different words that can be associated with it, such as synonyms and antonyms.
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One strategy for explaining unknown words is to use ______ knowledge, socio-cultural knowledge, or topic knowledge.
One strategy for explaining unknown words is to use ______ knowledge, socio-cultural knowledge, or topic knowledge.
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Words are stored in our minds ______, semantically, and conceptually by association.
Words are stored in our minds ______, semantically, and conceptually by association.
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The mental lexicon is part of the long-term ______.
The mental lexicon is part of the long-term ______.
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One type of association between words is ______ associations, where words are stored closely together because of their phonological similarity.
One type of association between words is ______ associations, where words are stored closely together because of their phonological similarity.
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Lexical chunks are examples of ______ associations.
Lexical chunks are examples of ______ associations.
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The opposite of winter is an example of an ______ encoding of a word.
The opposite of winter is an example of an ______ encoding of a word.
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Teaching words in a meaningful sentence is an example of teaching words in ______ context.
Teaching words in a meaningful sentence is an example of teaching words in ______ context.
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Using movement, pictures, and sounds to explain a word is an example of ______ representation.
Using movement, pictures, and sounds to explain a word is an example of ______ representation.
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Establishing connections between words can be done by creating ______.
Establishing connections between words can be done by creating ______.
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When teaching a new word, the ______ includes the core meaning and additional meanings.
When teaching a new word, the ______ includes the core meaning and additional meanings.
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The ______ of a word includes its pronunciation, spelling, and grammar.
The ______ of a word includes its pronunciation, spelling, and grammar.
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Teaching words in chunks supports learners in developing ______.
Teaching words in chunks supports learners in developing ______.
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New words should be presented by pointing out and using different language ______ (sounds, orthography, grammar) in a way that different learners are able to take in the new lexis.
New words should be presented by pointing out and using different language ______ (sounds, orthography, grammar) in a way that different learners are able to take in the new lexis.
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Methods for presenting new words include different ______ and non-verbal explanation techniques.
Methods for presenting new words include different ______ and non-verbal explanation techniques.
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Examples of methods for presenting new words include definition/explanation, ______, antonym/synonym, and derivation.
Examples of methods for presenting new words include definition/explanation, ______, antonym/synonym, and derivation.
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Helping students structure and store language material is known as ______/Consolidation.
Helping students structure and store language material is known as ______/Consolidation.
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Strategies for learning vocabulary include ______ (visualisation, rhymes, storytelling) and different kinds of vocabulary work.
Strategies for learning vocabulary include ______ (visualisation, rhymes, storytelling) and different kinds of vocabulary work.
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Learning vocabulary in chunks involves learning discrete items, such as 'dog' and 'rabbit', as well as larger ______ and phrases.
Learning vocabulary in chunks involves learning discrete items, such as 'dog' and 'rabbit', as well as larger ______ and phrases.
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Examples of realia used to teach new lexis include ______ items that are used to teach the new lexis, such as everyday objects.
Examples of realia used to teach new lexis include ______ items that are used to teach the new lexis, such as everyday objects.
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Graphic/______ methods can be used to present new words to learners.
Graphic/______ methods can be used to present new words to learners.
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Lexical items need to be embedded and used in meaningful ______ (CLT)
Lexical items need to be embedded and used in meaningful ______ (CLT)
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Teaching lexis and grammar must not always be ______ (learners must become familiar with specific grammatical patterning of individual words)
Teaching lexis and grammar must not always be ______ (learners must become familiar with specific grammatical patterning of individual words)
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Each word has its own grammatical ______ and is embedded in a network of grammatical patterns and relations
Each word has its own grammatical ______ and is embedded in a network of grammatical patterns and relations
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The ______ of a word refers to the different words that can be associated with it, such as synonyms and antonyms
The ______ of a word refers to the different words that can be associated with it, such as synonyms and antonyms
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To train lexical inferencing, you can use methods such as ______, tell or write stories, dialogues, poems, or role plays
To train lexical inferencing, you can use methods such as ______, tell or write stories, dialogues, poems, or role plays
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Words in discourse are held together by ______, which in turn largely depends on sets or words or phrases that are frequently used with them
Words in discourse are held together by ______, which in turn largely depends on sets or words or phrases that are frequently used with them
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Assessment can include gap texts, practicing ______ connections
Assessment can include gap texts, practicing ______ connections
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Grammar can be conceptualised as patterns of language through which meaning is created and shared, these are called ______ relationships of grammar
Grammar can be conceptualised as patterns of language through which meaning is created and shared, these are called ______ relationships of grammar
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Study Notes
Building Lexical Knowledge: Knowing a Word
- There are various dimensions of knowledge involved in knowing a word:
- Meaning: knowing the core meaning and additional meanings of a word
- Form: knowing about spelling, pronunciation, word stress, morphology, and colligations
- Use: knowing about collocations, register, semantic range, and context of a word
Criteria for Knowing a Word
- To know a word, one should:
- Recognize the word when spoken and written, including its derivations
- Know the grammatical features of the word
- Know the syntactic characteristics of the word
- Be able to use the word spontaneously
- Be able to pronounce the word correctly
- Know the differences to words with similar meanings
- Be aware of the connotation or emotional meaning of the word
- Know the semantic field of a word or at least highly frequent meanings
- Be able to spell the word
- Know the register of the word
Types of Knowledge
- There are two types of knowledge:
- Declarative Knowledge: knowing how words are used and how they relate to other words
- Syntagmatic relations: collocations, etc.
- Paradigmatic relations: synonyms, antonyms, super-/subordinate terms, etc.
- Procedural Knowledge: knowing how to apply language rules and processes
- Memorization
- Lexical gap: inferencing, consulting a dictionary or expert, ignoring, etc.
- Retrieval
- Declarative Knowledge: knowing how words are used and how they relate to other words
What Lexis Is Worth Learning?
- Factors to consider when deciding what lexis to teach:
- Frequency of use
- Coverage
- Range
- Availability
- Learnability
- Opportunism or usefulness
- Learners' interests
Strategies of Explaining Unknown Words
- Strategies to explain unknown words:
- Background knowledge/socio-cultural knowledge/topic knowledge (contextualization)
- Functions, situations (description of usage)
- Characteristics of a word/linguistic knowledge (grammar, word class, how to use the word)
- From general knowledge to specific knowledge
- Importance of waiting time (process)
Word Storage
- Words are stored:
- Phonologically
- Semantically
- Conceptually by association
- The mental lexicon is part of the long-term memory (linguistic knowledge and culturally influenced world knowledge)
- Different kinds of association between words are established:
- Clang/sound associations: words with similar sounds
- Paradigmatic associations: words grouped by word class, synonyms, antonyms, derivatives, compounds, etc.
- Syntagmatic associations: words linked syntactically in collocations or lexical chunks, e.g. adjective-noun pairs, verb-noun pairs, idioms
Teaching and Learning Vocabulary
- Phases of teaching and learning vocabulary:
- Input: presenting new words using different language properties and explanation techniques
- Storage/Consolidation: helping students structure and store language material, using strategies like mnemonics, vocabulary work, and lexical inferencing
- Retrieval: repeating vocabulary and designing tasks that allow intensive language use and the restructuring of words
- Effective techniques for teaching vocabulary:
- Teaching words in semantic context
- Teaching chunks to support fluency
- Employing different explanation techniques and learning techniques
- Helping students establish connections between words
- Focusing on meaning, form, and use when teaching a new word
Assessment: Testing Correct Use
- Types of assessment:
- Gap texts (practicing syntagmatic connections)
- Asking for definitions, paraphrases, drawings, etc.
- Having students write a free short story with the new lexis
A New Approach: Lexico-Grammar
- Breaking down the split between vocabulary teaching and grammar teaching
- Recognizing that each word has its own grammatical profile and is embedded in a network of grammatical patterns and relations
- Conclusion: lexis and grammar must not always be separated, and learners must become familiar with specific grammatical patterning of individual words and how they combine with other words (lexical chunks)
Teaching Grammar
- Definitions and roles of grammar:
- Grammar holds words in discourse together
- Grammar largely depends on sets or words or phrases that are frequently used with them
- Grammar and vocabulary are intrinsically linked
- Grammar can be conceptualized as patterns of language through which meaning is created and shared → form-function relationships of grammar
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Assess your understanding of teaching vocabulary, including building lexical knowledge, knowing a word, and dimension types of knowledge involved.
