Teaching Vocabulary Teaching Vocabulary Presented by: Mr.SIMOHAMED Presented by: Mr.SIMOHAMED

ElmoussaouiElmoussaoui English TeacherEnglish Teacher

MarrakeshMarrakeshMoroccoMorocco

Marrakech Academy, April/May, 2010

I. ELT Methodology: Effective Vocabulary I. ELT Methodology: Effective Vocabulary TeachingTeaching

Introduction:Introduction:

““Perhaps of all the creations of man language is Perhaps of all the creations of man language is the most astonishingthe most astonishing” (Giles Lytton Strachey)” (Giles Lytton Strachey)

““Words, words, and words … so many words to Words, words, and words … so many words to learn and it’s so hard to remember them all, let learn and it’s so hard to remember them all, let alone use them!”alone use them!”

Although it is believed that actions are Although it is believed that actions are louder than words, it is often that words are louder than words, it is often that words are what call us to action in the first place.what call us to action in the first place.

A.A. Lexis:Lexis: More general " umbrella More general " umbrella word" word"

1. 1. Lexicon:Lexicon: the vocabulary of a language the vocabulary of a language (technically, its lexical items or (technically, its lexical items or lexemeslexemes), especially when these are ), especially when these are listed in a dictionary as a set of lexical listed in a dictionary as a set of lexical entries. It is also called entries. It is also called lexislexis..

2. 2. Lexeme:Lexeme: The smallest distinctive unit The smallest distinctive unit in the lexicon of a language. It is also in the lexicon of a language. It is also called a called a lexical itemlexical item..

3. Lexicography3. Lexicography:: The art and science of The art and science of dictionary making. A dictionary is a reference dictionary making. A dictionary is a reference book which lists the words of one or more book which lists the words of one or more language(s), usually in alphabetical order, language(s), usually in alphabetical order, along with information about their spelling, along with information about their spelling, pronunciation, stress, grammatical status, pronunciation, stress, grammatical status, meaning, history, and use.meaning, history, and use.

4. Lexicology4. Lexicology:: The study of a language’s The study of a language’s

lexicon.lexicon.

B:B: Vocabulary:Vocabulary: More specific: lexical items. More specific: lexical items.

In the educational context, studies in In the educational context, studies in communication strategy have shown that a major communication strategy have shown that a major problem facing the foreign learner of English is to problem facing the foreign learner of English is to acquire a sufficiently large vocabulary to be able to acquire a sufficiently large vocabulary to be able to communicate effectively. Level (1989 in Harley, 1995:1) communicate effectively. Level (1989 in Harley, 1995:1) has identified vocabulary as “ driving speech has identified vocabulary as “ driving speech production.” This is certainly true, given that the production.” This is certainly true, given that the greatest obstacle to meaningful communication is greatest obstacle to meaningful communication is having an insufficient number of words. In order to having an insufficient number of words. In order to express ourselves in a foreign language, we need express ourselves in a foreign language, we need words. Therefore, “focus on communication necessarily words. Therefore, “focus on communication necessarily implies emphasis on lexis” ( Lewis, 1993:33).implies emphasis on lexis” ( Lewis, 1993:33).

Vocabulary is also important because ideas Vocabulary is also important because ideas and shades of meaning are very often formulated in and shades of meaning are very often formulated in words , and words are a prerequisite tool for words , and words are a prerequisite tool for independence.independence.

Furthermore, words are labels for what we know Furthermore, words are labels for what we know or feel, and as our store of words grows our or feel, and as our store of words grows our knowledge of the world grows as well.knowledge of the world grows as well.

However, if a person’s word power is limited, However, if a person’s word power is limited, she is necessarily a limited thinker, since she can she is necessarily a limited thinker, since she can neither receive ideas nor communicate with others neither receive ideas nor communicate with others except within confines of her inadequate vocabulary.except within confines of her inadequate vocabulary.

Speakers can better understand grammatically incorrect Speakers can better understand grammatically incorrect utterances with accurate vocabulary than those with accurate utterances with accurate vocabulary than those with accurate grammar and inaccurate vocabulary. In other words, without grammar and inaccurate vocabulary. In other words, without accurate syntax, meaning might be hindered for foreign accurate syntax, meaning might be hindered for foreign language speakers, but without vocabulary, meaning is language speakers, but without vocabulary, meaning is possible.possible.

Yet, as S. Krashen states “learners must have Yet, as S. Krashen states “learners must have comprehensible input in order for communication to be useful comprehensible input in order for communication to be useful and meaningful. If the speakers do not understand the message and meaningful. If the speakers do not understand the message because the input is incomprehensible , e.g. unknown because the input is incomprehensible , e.g. unknown vocabulary, the acquisition will not take place.”vocabulary, the acquisition will not take place.”

Additionally, within the framework of the competency-based Additionally, within the framework of the competency-based approach, principles and textbooks in the Moroccan educational approach, principles and textbooks in the Moroccan educational context, the teaching of language vocabulary is an inherent context, the teaching of language vocabulary is an inherent component of every unit or lesson in the day-to- day classroom component of every unit or lesson in the day-to- day classroom practice. Hence, a pressing need is felt to give vocabulary practice. Hence, a pressing need is felt to give vocabulary teaching greater attention and consideration.teaching greater attention and consideration.

The intent of this training is to The intent of this training is to highlight the importance of teaching highlight the importance of teaching vocabulary in developing students’ vocabulary in developing students’ competence by helping them to competence by helping them to acquire vocabulary effectively and to acquire vocabulary effectively and to increase their vocabulary usage for increase their vocabulary usage for communicative purposes.communicative purposes.

SSince there is a connection between the way ince there is a connection between the way we learn things and the way we remember them, we learn things and the way we remember them, we could assume that the reason for this we could assume that the reason for this connection is the way in which things are stored. If connection is the way in which things are stored. If a word is learned effectively, it is assumed that it is a word is learned effectively, it is assumed that it is stored firmly in one’s memory and can be retrieved stored firmly in one’s memory and can be retrieved quickly and easily for use purposes. In this respect, quickly and easily for use purposes. In this respect, relevant literature suggests a set of practical ways relevant literature suggests a set of practical ways as to how to teach words as effectively as possible.as to how to teach words as effectively as possible.

Teachers, however, need to account for the Teachers, however, need to account for the

various issues related to vocabulary and various issues related to vocabulary and vocabulary knowledge. They also need to be aware vocabulary knowledge. They also need to be aware that knowing a lexical item is a long and complex that knowing a lexical item is a long and complex process which involves at least the following:process which involves at least the following:

1. knowledge of the frequency of the word in 1. knowledge of the frequency of the word in speech and writing.speech and writing.

2. knowledge of its morphology (i.e. knowing how 2. knowledge of its morphology (i.e. knowing how the word is formed. e.g. affixation and word the word is formed. e.g. affixation and word families).families).

3. knowledge of semantics (i.e. knowing its 3. knowledge of semantics (i.e. knowing its various ranges of meaning: denotations, various ranges of meaning: denotations, connotations, obsolete and avant-garde words, connotations, obsolete and avant-garde words, etc).etc).

4. knowledge of its boundaries which separate it 4. knowledge of its boundaries which separate it from other words of related meaning (e.g. house, from other words of related meaning (e.g. house, address, dwelling, mansion, bungalow, etc.).address, dwelling, mansion, bungalow, etc.).

5. knowledge of its polysemy (e.g. words that can 5. knowledge of its polysemy (e.g. words that can have more than one meaning).have more than one meaning).

6. Knowledge of its semantic and syntactic 6. Knowledge of its semantic and syntactic collocations (i.e. knowing that some words fit collocations (i.e. knowing that some words fit into only some lexical or grammatical sets: e.g. into only some lexical or grammatical sets: e.g. “exam” collocates with “take”, “pass”; “sit for”, “exam” collocates with “take”, “pass”; “sit for”, “mock”, etc).“mock”, etc).

7. Knowledge of the register of the word (i.e. class, 7. Knowledge of the register of the word (i.e. class, gender, age, country or place, formality, mode of gender, age, country or place, formality, mode of discourse, etc.).discourse, etc.).

8. Knowledge of the grammar of the vocabulary; 8. Knowledge of the grammar of the vocabulary; that is focus should be put on learning the rules to that is focus should be put on learning the rules to build up # forms of the word, or even # words build up # forms of the word, or even # words from the same word (e.g. take, took, taken).from the same word (e.g. take, took, taken).

9. Knowledge of the equivalent of the world in the 9. Knowledge of the equivalent of the world in the first language ( translation). However, equivalents first language ( translation). However, equivalents in the native language might have a # cultural in the native language might have a # cultural load.load.

1. What is a “word”?1. What is a “word”?

- It is the smallest unit of grammar which can - It is the smallest unit of grammar which can stand alone as a complete utterance;stand alone as a complete utterance;

- It is a unit of expression in both spoken and - It is a unit of expression in both spoken and written language, with several possible written language, with several possible definitions. Here, we distinguish: definitions. Here, we distinguish:

* The * The orthographicorthographic wordword is the unit is the unit bounded by spaces in the written language, from bounded by spaces in the written language, from

* The * The phonological wordphonological word which is the which is the corresponding unit for speech, bounded by ( real corresponding unit for speech, bounded by ( real or potential) poses or juncture features (= or potential) poses or juncture features (= features of a languages’ sound system which features of a languages’ sound system which demarcates grammatical units, signaled by demarcates grammatical units, signaled by silence, pitch, stress, length, or a variety of silence, pitch, stress, length, or a variety of phonetic features).phonetic features).

- At a more abstract level, a word is a grammatical - At a more abstract level, a word is a grammatical unit consisting of morphemes and functioning unit consisting of morphemes and functioning within phrases, clauses and sentences.within phrases, clauses and sentences.

1. Single words:1. Single words: This does not only mean single words This does not only mean single words

like “room” but also “bedroom” and like “room” but also “bedroom” and “living-room”“living-room”

2. Set phrases:2. Set phrases: These consist of more than one word.These consist of more than one word. e.g. - On the one hand;e.g. - On the one hand; - “Ladies and gentlemen”- “Ladies and gentlemen” - “Now and then”- “Now and then” - “ All of a sudden”- “ All of a sudden”

3. Variable phrases:3. Variable phrases:

e.g. :e.g. :

- “On and off”/ “Off and on” : It’s been - “On and off”/ “Off and on” : It’s been raining on and off.raining on and off.

- recently / it’s been …….. Off and on …..- recently / it’s been …….. Off and on …..

- it has come to my attention/ it ………our…- it has come to my attention/ it ………our…

4. Phrasal verbs:4. Phrasal verbs:

These consist of two or three words.These consist of two or three words.

* * Grammar verbsGrammar verbs

put/ take/ come/ call/ make/ go and put/ take/ come/ call/ make/ go and get.get.

5. Idioms:5. Idioms:

An idiom is a group of words whose An idiom is a group of words whose meaning is # from the meaning of the meaning is # from the meaning of the individual words in it. e.g. “someone individual words in it. e.g. “someone let the cat out of the bag”; it means let the cat out of the bag”; it means that a person has revealed a secret. that a person has revealed a secret. There is no cat, no bag, and no cat in There is no cat, no bag, and no cat in any bag.any bag.

N.BN.B. knowing the meaning of words does . knowing the meaning of words does not give the meaning of the idiom. With not give the meaning of the idiom. With idioms, logic has no place.idioms, logic has no place.

Other examples: “to rain cats and Other examples: “to rain cats and dogs” / “hand over fist” /“ to have one dogs” / “hand over fist” /“ to have one foot in the grave” / “ to give someone the foot in the grave” / “ to give someone the bullet” or “ to give someone the sack” / bullet” or “ to give someone the sack” / “to be over the rainbow / the moon”.“to be over the rainbow / the moon”.

6. Anagrams: 6. Anagrams:

An anagram is a word made up by rearranging the letters of another word.

e.g. no- on. Find the anagrams of the

following words: 1. eat 2. meal 3. thing 4. garden 5. nice love

7. Homonyms/ 7. Homonyms/ Homophones:Homophones:

A homonym/ homophone is a word pronounced like another, but with a different spelling and meaning.

e.g. I- eye

Find the homonyms of the following words: 1. hair- 2. made- 3. pain- 4. flower- 5. sight-

8. Homographs:8. Homographs:

A homograph is a word spelled and pronounced like another, but with a different meaning. e.g. nail- nail Explain the meanings of the following homographs: 1. bear – bear 2. fast-fast 3. lean-lean 4. rail- rail 5. game-game

9. Heterographs:9. Heterographs:

These are words which are identical in meaning and perhaps in sound, but different in spelling.

e.g. color-colour plough- plow Give the heterographs of the following words:

1. to inquire/inquiry2. connection3. granny4. jail5. taboo.

10. Heteronyms: 10. Heteronyms:

A heteronym is a word spelt like another, but with a different pronunciation and meaning. e.g. tear [tɛə*]- tear [tiə*] Give the heteronyms and meanings of the following words: 1. lead [li:d]- lead [led] 2. live [liv]-live [laiv] 3. bow [bou]- bow [bau] 4. polish [pƆliʃ]- Polish [pouliʃ] 5. minute [minit]- minute [mainju:t]

11-Euphemisms:

A euphemism is the use of a vague or indirect expression in place of one which is thought to be unpleasant, embarrassing, or offensive. e.g.: ‘to pass away’ = to die.

What do the following euphemisms mean?

1- ‘to go back to one’s maker’.

2- ‘to powder one’s nose’/ ‘to see Mr Paul’/ ‘to take the dog for a walk.’

12-Dysphemisms:

A dysphemism is the opposite of a euphemism. It is the use of an offensive or disparaging expression instead of a neutral or pleasant one. e.g. ‘mug,for face, mouth, or rough, uncouth person.

What do the following dysphemisms stand for?

1-’nob’ 4-’boneshaker’2-’grub’ 5-’bread-basket’3-’peeper’

What are the major problems What are the major problems teachers face in teaching teachers face in teaching vocabulary? vocabulary?

- Sts forget the words they learn Sts forget the words they learn quickly;quickly;

- Sts find it hard to concentrate;Sts find it hard to concentrate;- Sts need more practice;Sts need more practice;- Sts are easily bored; Sts are easily bored; - Sts are fearful; etcSts are fearful; etc

Some practical considerationsSome practical considerations Basically, the teaching and learning of new vocabulary involves 3 Basically, the teaching and learning of new vocabulary involves 3

main stages: the presentation stage, the practice stage and the main stages: the presentation stage, the practice stage and the evaluation stage.evaluation stage.

a. The presentation stage:a. The presentation stage: Relevant literature sets forwards a set of ways of eliciting or Relevant literature sets forwards a set of ways of eliciting or

presenting new vocabulary . In general, there is a consensus that a presenting new vocabulary . In general, there is a consensus that a new vocabulary can be elicited or presented in a variety of ways and new vocabulary can be elicited or presented in a variety of ways and methods. Some of these are outlined below:methods. Some of these are outlined below:

1. Illustrations (pictures, photographs, real objects, drawings, etc.)1. Illustrations (pictures, photographs, real objects, drawings, etc.) 2. Demonstrations ( i.e. concise definitions, examples; acting, 2. Demonstrations ( i.e. concise definitions, examples; acting,

miming, etc.).miming, etc.). 3. Creation of new contexts/ situations, story lines; 3. Creation of new contexts/ situations, story lines; 4. Guessing meaning from contexts, word morphology, etc.4. Guessing meaning from contexts, word morphology, etc. 5. The relationship between words through synonyms and antonyms, 5. The relationship between words through synonyms and antonyms,

homonyms, collocations, semantic mapping, etc.homonyms, collocations, semantic mapping, etc. 6. Hyponyms: a semantic relationship between specific and general 6. Hyponyms: a semantic relationship between specific and general

lexical items, such that the former is included in the latter; e.g. lexical items, such that the former is included in the latter; e.g. dogdog is a hyponym of is a hyponym of animaanimal, and l, and animalanimal is a hyponym of is a hyponym of dogdog..

7. The relationship between a lexical item in the foreign language and 7. The relationship between a lexical item in the foreign language and its first language dynamic equivalent, i.e. translation equivalents;its first language dynamic equivalent, i.e. translation equivalents;

8. Dictionary use for autonomous learning8. Dictionary use for autonomous learning 9. Context (story, sentence in which the item occurs).9. Context (story, sentence in which the item occurs). Tanner and Green (1998: 11) suggest that effective Tanner and Green (1998: 11) suggest that effective

presentation techniques should:presentation techniques should: - not be too long;- not be too long; - include enough and relevant examples;- include enough and relevant examples; - “ clear/ interesting visuals;- “ clear/ interesting visuals; - “ “ explanations;- “ “ explanations; - link to previously-learnt material, and include - link to previously-learnt material, and include

interaction ( with each other and with words);interaction ( with each other and with words); - be involving; include practice and be meaningful;- be involving; include practice and be meaningful; - “ interesting;- “ interesting; - hold attention;- hold attention; - be memorable, dramatic, exciting;- be memorable, dramatic, exciting; - use or link to learners’ present knowledge - use or link to learners’ present knowledge

The effective use of dictionaries, as The effective use of dictionaries, as another vocabulary learning technique, another vocabulary learning technique, requires that:requires that:

learners be trained on how to find words learners be trained on how to find words in alphabetical order; in alphabetical order;

they need to know what the they need to know what the abbreviations in each entry mean;abbreviations in each entry mean;

how to look for words if they do not find how to look for words if they do not find them first (look for other words in the them first (look for other words in the family or the collocation for example); family or the collocation for example);

when to use it and when not to use it.when to use it and when not to use it.

In addition, learners should also be incited In addition, learners should also be incited to take notes of the new words. Note- taking to take notes of the new words. Note- taking in the classroom allows the learner to be free in the classroom allows the learner to be free to structure and organize his/her growing to structure and organize his/her growing vocabulary as does keeping a vocabulary vocabulary as does keeping a vocabulary notebook. Good note-taking habits should be notebook. Good note-taking habits should be encouraged. One effective way of organizing encouraged. One effective way of organizing a vocabulary notebook is suggested by a vocabulary notebook is suggested by Harmer (2001): Harmer (2001):

aa. Learners list words in their notebooks . Learners list words in their notebooks

alphabetically; alphabetically; bb. for each word they can write an example . for each word they can write an example

sentence showing the word use and sentence showing the word use and meaning.meaning.

Additional strategies for teaching Additional strategies for teaching vocabulary:vocabulary:

asking other students to explain the asking other students to explain the meaning of an unknown item, guessing meaning of an unknown item, guessing from context; from context;

asking other students of higher levels ;asking other students of higher levels ; using games;using games; “ “ mnemonics ( = memory tricks);mnemonics ( = memory tricks); playing with words (“ from word to playing with words (“ from word to

word”/ “scrabble”/ “ crossword puzzles”/ word”/ “scrabble”/ “ crossword puzzles”/ etc.etc.

For guessing,teachers should train For guessing,teachers should train their learners to guess meaning from their learners to guess meaning from the following:the following:

a) a) Inferences: Inferences: inference inference questions/hints/clues/etc.;questions/hints/clues/etc.;

b) b) References:References: anaphoric vs anaphoric vs cataphoric references (usu.in a text);cataphoric references (usu.in a text);

c) Different types of c) Different types of Contexts:Contexts: Examples:Examples:

1.There was a terrible accident on 1.There was a terrible accident on the highway last weekend.Several the highway last weekend.Several people were killed and many people were killed and many severely severely injuredinjured.These were immediately .These were immediately rushedrushed to the to the hospitalhospital..

Adjacent words Adjacent words (=in the surroundings (=in the surroundings of the word `accident’ ).of the word `accident’ ).

2.There are thousands of volcanoes 2.There are thousands of volcanoes around the world.Some are around the world.Some are extinctextinct or or dead,but others are just dead,but others are just dormantdormant or or asleep.They may erupt at any time.asleep.They may erupt at any time.

Synonyms Synonyms //Clue: Clue: or. or.

3.The Government wants 3.The Government wants sustainable, sustainable, not temporary, development.not temporary, development.

AntonymsAntonyms//Clue:Clue: not.not.

4.We still import a lot of different 4.We still import a lot of different types of types of vehiclesvehicles: cars,trucks,buses,etc.: cars,trucks,buses,etc.

General wordGeneral word//DetailsDetails..

5.Killing forests makes the climate 5.Killing forests makes the climate get warmer and warmer.This is what is get warmer and warmer.This is what is called called the greenhouse effectthe greenhouse effect..

DetailsDetails//General wordGeneral word//ClueClue:: is calledis called..

Other possible clues:Other possible clues: is is//defined asdefined as//is is known as known as //is referred to as is referred to as //etc.etc.

6.6.CyberfraundCyberfraund,or getting money ,or getting money from people illegally,is a crime.from people illegally,is a crime.

DefinitionDefinition//ClueClue::oror..

7._Mr Madani is a good tennis-player.7._Mr Madani is a good tennis-player.

-Mr Madani,my new neighbour,is a good -Mr Madani,my new neighbour,is a good tennis-player.tennis-player.

Specific information.Specific information. 8.You can see all kinds of animals in a 8.You can see all kinds of animals in a

zoo.Among them,zoo.Among them,carnivorouscarnivorous animals,such animals,such as lions and tigers.They are dangerous. as lions and tigers.They are dangerous. They live on meat.They live on meat.

ExamplesExamples//ClueClue:: such assuch as.. Other possible clues:Other possible clues: like/for example/for like/for example/for

instance.instance. 9. -The Antipodes are a wonderful place of 9. -The Antipodes are a wonderful place of

destination.destination. -The Antipodes (Australia and New -The Antipodes (Australia and New

Zealand) are a wonderful place of Zealand) are a wonderful place of destinations.destinations.

Explanation.Explanation.

10.`Culture’ 10.`Culture’ ……………………………………….……………………………………….

Special meaning or definition.Special meaning or definition.

CluesClues in 9 § 10: in 9 § 10: Punctuation:Punctuation: Parentheses Parentheses and and Inverted commas. Inverted commas.

Other possible clues: Other possible clues: coloncolon//quotation quotation marksmarks//dashesdashes//strokestroke//etcetc..

11.Many countries have started 11.Many countries have started using using renewablerenewable energy. energy.

Parts of speech:Parts of speech: Adjective/ Adjective/Clue: Clue: Prefixes Prefixes and and Suffixes.Suffixes.

12.-Nowadays,people………………………12.-Nowadays,people……………………… terrorism………………………terrorism………………………

Writing:Writing: Italics. Italics.

-Nowadays,people……………………..-Nowadays,people……………………..

terrorismterrorism……………………………………………………………………………………

Writing:Writing: Bold type. Bold type.

b. The practice stage:b. The practice stage: The next step is how we can commit The next step is how we can commit

the newly presented words to memory. the newly presented words to memory. Hence, the need to the practice stage or Hence, the need to the practice stage or what is referred to as “consolidating what is referred to as “consolidating strategies”. Some suggested types are strategies”. Some suggested types are briefly outlined as follows:briefly outlined as follows:

1.1. “ social strategies”: these are those “ social strategies”: these are those strategies that enhance learning through strategies that enhance learning through interaction with others;interaction with others;

2.2. “memory strategies”: these are those “memory strategies”: these are those strategies which are seen to link new strategies which are seen to link new materials with previous knowledge materials with previous knowledge ( examples of this type of strategy are ( examples of this type of strategy are connecting a new word with a personal connecting a new word with a personal experience, grouping a new word with experience, grouping a new word with related words that the learner already related words that the learner already knows);knows);

3.3. “cognitive strategies”: these are defined as a “cognitive strategies”: these are defined as a category of strategies that use “ manipulation or category of strategies that use “ manipulation or transformation of the target language” ( repetition, transformation of the target language” ( repetition, word lists and taking notes are examples of this word lists and taking notes are examples of this strategy);strategy);

4.4. “ metacognitive strategies”: these are strategies “ metacognitive strategies”: these are strategies that involve conscious planning and evaluating the that involve conscious planning and evaluating the learning process.learning process.

However, the success of a strategy has more to do However, the success of a strategy has more to do with the learner or user than with the strategy itself. with the learner or user than with the strategy itself. Learner variable as well as other factors were seen Learner variable as well as other factors were seen to affect strategy use. A good strategy for a to affect strategy use. A good strategy for a particular learner depends on his /her age, particular learner depends on his /her age, personality type, cultural and/or educational personality type, cultural and/or educational background, cognitive maturity, beliefs, etc. The background, cognitive maturity, beliefs, etc. The effectiveness of a strategy correlates with effectiveness of a strategy correlates with “proficiency level, task, language modality, “proficiency level, task, language modality, background knowledge, context of learning, target background knowledge, context of learning, target language and learner characteristics” (O’ Malley and language and learner characteristics” (O’ Malley and Rubin, 1994, in Shmitt, 1997: 202).Rubin, 1994, in Shmitt, 1997: 202).

c. The evaluation stage:c. The evaluation stage: The exact meaning of words needs checking. The exact meaning of words needs checking.

Sometimes some words have the same form in Sometimes some words have the same form in two languages ( “false friends”/ “false cognates”/ two languages ( “false friends”/ “false cognates”/ “faux-amis”), yet they have different meanings. “faux-amis”), yet they have different meanings.

e.g. e.g. * English and French:* English and French: - “to assist” = to help- “to assist” = to help - “ to attend” = to be present at- “ to attend” = to be present at - “assister à” = to attend- “assister à” = to attend - “attendre” = to wait for- “attendre” = to wait for * “ Last Sunday, I assisted a football match at * “ Last Sunday, I assisted a football match at

the stadium”the stadium” * “ I attended you at the station this morning, * “ I attended you at the station this morning,

but you didn’t come.”but you didn’t come.”

* English and German:* English and German: - “ gift” = present- “ gift” = present - “Gift”= poison- “Gift”= poison - “Geschenk” = gift/prsent- “Geschenk” = gift/prsent * English and Spanish:* English and Spanish: - “lid”= tapadera/tapa; eyelid= párpado- “lid”= tapadera/tapa; eyelid= párpado - “lid”= fight / contest- “lid”= fight / contest * English and Italian:* English and Italian: - “fame” = celebrità- “fame” = celebrità - “fame” = hunger.- “fame” = hunger.

To check the concept of “ library” To check the concept of “ library” ( in French = bookshop/ bookstore), ( in French = bookshop/ bookstore), we could ask, for example, “Can we we could ask, for example, “Can we buy books in a library?”buy books in a library?”

“ “ Where can we buy books?” etc. ( Where can we buy books?” etc. ( cf cf librairie and bibliothèque). Generally, librairie and bibliothèque). Generally, when doing concept checking, when doing concept checking, teachers should consider what words teachers should consider what words students may confuse with target students may confuse with target new words.new words.

1. Agrammmatism:1. Agrammmatism: Language disorder characterised by the omission of the elementsLanguage disorder characterised by the omission of the elements which express grammatical relationships (such as inflectional endings,which express grammatical relationships (such as inflectional endings, articles, and prepositions); it is also called articles, and prepositions); it is also called agrammatic speechagrammatic speech. . e.g. “go ambulance… hospital … go hospital …tomorrow.” e.g. “go ambulance… hospital … go hospital …tomorrow.”

2. Agraphia/Dysgraphia:2. Agraphia/Dysgraphia: Serious disturbance in the ability to write.Serious disturbance in the ability to write.

3. Alalia:3. Alalia: Complete inability to speak due to abnormality or malfunction of theComplete inability to speak due to abnormality or malfunction of the external speech organs.external speech organs.

4. Alexia/Dyslexia:4. Alexia/Dyslexia: Complete inability to learn to read; it is also called Complete inability to learn to read; it is also called word blindness word blindness

5. Anarthria/Dysarthria:5. Anarthria/Dysarthria: Speech disorder which leaves someone unable to articulate speechSpeech disorder which leaves someone unable to articulate speech sounds.sounds.

6. Anomia/Dysnomia:6. Anomia/Dysnomia: Language disorder in which the primary symptom is a word-findingLanguage disorder in which the primary symptom is a word-finding difficulty,especially difficulty in remembering the names of people, placesdifficulty,especially difficulty in remembering the names of people, places and things.and things.

7. Aphasia:7. Aphasia:

Language disorder in which the Language disorder in which the primary symptoms are disability in primary symptoms are disability in producing or understanding producing or understanding grammatical and semantic structure. grammatical and semantic structure. When related to language When related to language production, the aphasia is production, the aphasia is expressiveexpressive, , and when related to and when related to comprehension, it is comprehension, it is receptivereceptive. . AphasiologyAphasiology: : the study of aphasia.the study of aphasia.

8. Apraxia/Dyspraxia:8. Apraxia/Dyspraxia: Loss of ability to carry out purposeful Loss of ability to carry out purposeful

movements on request. It is characterised movements on request. It is characterised by laboured and distorted speech by laboured and distorted speech production. It is also referred to as production. It is also referred to as articulatoryarticulatory or or verbal verbal apraxia.apraxia.

9. Dysfluency:9. Dysfluency: Loss of ability to control the smooth flow Loss of ability to control the smooth flow

of speech production, resulting in of speech production, resulting in hesitancy, poor rhythm, and stuttering. It hesitancy, poor rhythm, and stuttering. It is also called is also called nonfluencynonfluency..

10. Dysprosody:10. Dysprosody: Loss of ability to produce speech with Loss of ability to produce speech with

normal intonation, loudness, and rhythm.normal intonation, loudness, and rhythm.

Recycling newly taught Recycling newly taught vocabulary:vocabulary:

Although the presentation practice and Although the presentation practice and evaluation stages are important for evaluation stages are important for vocabulary teaching and learning, theories vocabulary teaching and learning, theories about memory suggest that unless new about memory suggest that unless new words are recycled, they will soon be words are recycled, they will soon be mislaid or forgotten. Therefore, teachers mislaid or forgotten. Therefore, teachers should should create opportunities in the create opportunities in the classroomclassroom for learners to practice what they for learners to practice what they have previously learnthave previously learnt (warm-up activities, (warm-up activities, written exercises, discussion, written exercises, discussion, communicative activities, etc.)communicative activities, etc.)

The Role of Reading in Vocabulary Acquisition The Role of Reading in Vocabulary Acquisition and Learningand Learning

ReadRead, , readread , and , and readread.. Within the same framework, the importance of Within the same framework, the importance of

readingreading, mainly , mainly extensive readingextensive reading ( which is often ( which is often for pleasure and in a leisurely way) is echoed in for pleasure and in a leisurely way) is echoed in relevant literature as an essential complement to relevant literature as an essential complement to the explicit teaching of vocabulary. The power of the explicit teaching of vocabulary. The power of reading lies in “ providing the reading lies in “ providing the repetition repetition necessary to establish new words in the learner’s necessary to establish new words in the learner’s mind and in supplying the different contexts mind and in supplying the different contexts necessary to elaborate and expand the richness necessary to elaborate and expand the richness of knowledge about those wordsof knowledge about those words” ( Schmitt and ” ( Schmitt and Carter: 2000: 4).Carter: 2000: 4).

Likewise, Colin (1995 in Harmer, 2001: 204) Likewise, Colin (1995 in Harmer, 2001: 204) claims that if learners are reading claims that if learners are reading written written materialsmaterials, they will acquire “ , they will acquire “ a wider passive and a wider passive and active vocabularyactive vocabulary. “ For Lewis (1997: 197), “ . “ For Lewis (1997: 197), “ most most vocabulary is acquired, not taught.”vocabulary is acquired, not taught.”

Remember!Remember! “ “ In the beginning was the word.”In the beginning was the word.” Until you have a word for something, Until you have a word for something,

it does not exist for you. Name it, and it does not exist for you. Name it, and you have made your reality rich.you have made your reality rich.

If you would have your learning stay, If you would have your learning stay, Be patient – don’t learn too fast;Be patient – don’t learn too fast;

The man who travels a mile each day, The man who travels a mile each day, May get round the world at last.May get round the world at last.

A- Bibliography:A- Bibliography:

--Brown,Douglas(1994b).TeachiBrown,Douglas(1994b).Teachi

ng by principles: an ng by principles: an interactive approach to interactive approach to

language pedagogy.New language pedagogy.New Jersey: Prentice Hall Regents.Jersey: Prentice Hall Regents.

-Chaibi,Ahmed(2002.) Teaching -Chaibi,Ahmed(2002.) Teaching vocabulary: practical and vocabulary: practical and

theoretical considerations. theoretical considerations. MATE Newsletter, Fall 2002.MATE Newsletter, Fall 2002.

-Coady , J.and Huckin, T.(1997). Second Langages Vocabulary Acquisition: a rationale for pedagogy. Cambridge. Cambridge University Press.

B- Webliography:

WWW.eslbears.hotmail.comWWW.adcteach.comWWW.ohio.edu/esl/english/vocabulary