Linguistic competence is the
ability to understand and express messages accurately.
It implies:
1 Correct use of grammar
2 Vocabulary
Mastery of vocabulary is a basic ingredient for communication.
No matter how much we know about language, if words fail to come, no message is
conveyed.
“Knowledge of a language demands
mastery of its vocabulary as much as of its grammar”
(Wilkins)
It could be active or passive.
Active: vocabulary you can understand and recall and it is
ready to use for communication.
Passive: Vocabulary that when heard or encountered cannot be
used automatically bit it can be understood.
When teaching active vocabulary a greater amount of
practice must be given.
The types of words and vocabulary items are:
1.
Content
words (vocabulary items that refer to specific meanings
2.
Single
words
3.
Compounds
words
4.
Word with a
prefix or a suffix added
5.
Phrasal verbs
6.
Collocations
(phrases composed of words that co-occur for lexical rather than semantic
reasons: fast train and not quick train).
7.
Idioms
Steps in
teaching vocabulary
Linguistic input is absolutely necessary for language
acquisition and it is the teacher’s role to provide his students with it in the
most accessible way.
The first step should be to help learners understand the
meaning of new words.
The second is to facilitate the learning of the
pronunciation.
Third step: Reading and writing of words.
Finally, to make it easy for students memorize them.
Resources to teach meaning
Third step: Reading and writing of words.
Finally, to make it easy for students memorize them.
Resources to teach meaning
- Definitions
- Synonyms
- Antnyms/Opposites
- Hyponyms
- Translation
- Visual, autal, kinesthetic and tactile aids
- Realia, mime, facial expressions and gestures
- Flashcards, wall charts, photohtaphs or simple drawings
When to teach words
Words connected with a particular function. When teaching how to perform the function: nice to meet you. Lexical sets. They can be pre-taught bedore dealing with the topic they are related to. But once isolated words hace been presented, they should be repeated in meaningful conexts.
Study techniques
There are a few techniques that can help students memorize words. Say the word and try to see what it means in your mind. Use your senses: its smell, its taste, what it looks like, ...
Write the word while you say it & visualize ir. Copy words & keep them in a vocabulary notebook. You can copy them: in alphabetical order, in lexical fields. While you write words, say and try to visualize them in your mind.
- Prepare cards: (side A) a picture of the meaning/ (side B) Spelling+ponuntiation+the word in context (in a sentence)+ translation (?)
- Invent key words that will remind you of them: chest-Chester = bad for your chest.
- Revise the words and check if you remember them. For this you can use:
- word cards
- lists of words with their Spanish equivalents
- Use a dictionary
Memorizing words
By doing activitiens and exercises and playing games.
"Other thing beihg equial, a colour picture will be remembered longer than a black and white picture; a sentence spoken by skilled actress will make more of an impression than the same sentence read in the 'now-listen.carefully' used by some teachers"
Vocabularity activities
Variety is a very important facto here, since children get enthusiastic easily but they also get tired and lose concentration fast.
Listen-and-do-something type: listen and point, listen and colour, listen and draw, listen and cirle, listen ad tick/cross, listen and order, listen and follow instructions, listen and identify, listen and label, and listen and raise your hand when you hear a specific word.
Mixed types of techniques: Classification, association, memorization, ...
Listen and say, listen and repeat, listen, point and name, listen and complete words, match words with definitions, match synonyms or opposites, find the odd one out, group words belonging to the same semantic dielfs, and bainstorm round a word.
Games. Grammar, vocabulary, pranuciation and spelling. Cardboard games (bingo, dominoes, nought and crosses, etc). Memory games (Kim´s game, disappearing pictures…). Guessing games (guess the person, riddles…). Miscellaneous games. E.g. “Simon says” based on Asher´s Total Physical Response Method
Listen-and-do-something type: listen and point, listen and colour, listen and draw, listen and cirle, listen ad tick/cross, listen and order, listen and follow instructions, listen and identify, listen and label, and listen and raise your hand when you hear a specific word.
Mixed types of techniques: Classification, association, memorization, ...
Listen and say, listen and repeat, listen, point and name, listen and complete words, match words with definitions, match synonyms or opposites, find the odd one out, group words belonging to the same semantic dielfs, and bainstorm round a word.
Games. Grammar, vocabulary, pranuciation and spelling. Cardboard games (bingo, dominoes, nought and crosses, etc). Memory games (Kim´s game, disappearing pictures…). Guessing games (guess the person, riddles…). Miscellaneous games. E.g. “Simon says” based on Asher´s Total Physical Response Method
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