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Helping learners to learn lexis

Helping learners to learn lexis. Katie Courtney Bennett February 2015. Aims of this session. We are going to try to answer the following: What words should I teach? How can I help my learners remember vocabulary? We are going to do some vocabulary activities.

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Helping learners to learn lexis

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  1. Helping learners to learn lexis Katie Courtney Bennett February 2015

  2. Aims of this session We are going to try to answer the following: • What words should I teach? • How can I help my learners remember vocabulary? We are going to do some vocabulary activities

  3. Vocabulary willNOTtake care of itself • Recycle • Magic 7 • High priority lexis

  4. How do I decide? • Think about how useful a word may be to your learners • Consider: • frequency • context • purpose

  5. Passive and active vocabulary • Passive • Active

  6. Helping recall lexis • How do we store lexis in the mind? • Randomly? • In alphabetical order? • In an organised and interconnected fashion? • In the form of a list? • In groups of related words? • In groups of similar sound structure? Why is this important?

  7. Lexical sets • A lexical set is a group of related words • Words can be related: • By topic furniture, clothes,animals • By synonymy gorilla, chimpanzee, ape By antonymy hot/cold, old/new, hard/soft By superordinates & hyponyms fruit: apple, plum By activity or process steps in making a cake In a scale boiling, hot, warm, cool, cold, freezing paint, painter, painting By word families

  8. Metaphors • Being angry is like… beinghot or on fire • Burn with indignation • Have a fiery temper • Be hot-tempered • Have a heated argument • Have a blazing/flaming row • Flare up over nothing • Make one’s blood boil • Lose one’s cool • Get hot under the collar

  9. Being confused is like… being lost or in the wrong place or position • ‘You’ve lost me.’ • Be at sea • Feel adrift, with no real sense of direction • Lose one’s bearings • ‘I don’t know if I’m coming or going’ • Feel like a fish out of water • ‘You’ve got it all back to front.’

  10. Easier • Meaning • Magic 7 • Make it interesting • Integrated approach

  11. Easier cont • Tasks • Acting out meanings • Different aspects of meaning eg metaphorical • Lyrical context – songs, poetry • Lexical chunks eg Collocations

  12. Harder • Similar ‘form’ • Similar in ‘meaning • Antonymic pairs – ‘borrow’ and ‘lend’

  13. Activities • Phrasal Verb questions • Lists from pictures, pictures from lists • The Creature • ‘Chunks first, then grammar’ • Vocabulary chart

  14. Finally…. • Need to go beyond just teaching huge numbers of words • Educate • learners about effective vocabulary learning strategies • Inspire • learners to become autonomous vocabulary learners

  15. More reading…. • Davis, P and Kryszewska, H. 2012. The Company Words Keep. Surrey: Delta Publishing • Lewis, M. 1993. The lexical approach: the state of ELT and a way forward. Hove: Language teaching publications • Lewis, M. 2000. Teaching Collocation. Hove: Language teaching publications • Morgan, J and Rinvolucri, M. 1986. Vocabulary. Oxford: OUP

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