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Chapter 24 - Current Research and Practice in Teaching Vocabulary
- Edited by Jack C. Richards, Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore, Willy A. Renandya, Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore
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- Book:
- Methodology in Language Teaching
- Published online:
- 10 November 2010
- Print publication:
- 08 April 2002, pp 258-266
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Summary
INTRODUCTION
The purpose of this article is to present a systematic framework for vocabulary development by combining three approaches to vocabulary instruction and learning (modified from Coady, 1997a; Hulstijn, Hollander, & Greidanus, 1996). These three approaches – incidental learning, explicit instruction, and independent strategy development – are presented in this article as seven teaching principles. The incidental learning of vocabulary requires that teachers provide opportunities for extensive reading and listening. Explicit instruction involves diagnosing the words learners need to know, presenting words for the first time, elaborating word knowledge, and developing fluency with known words. Finally, independent strategy development involves practicing guessing from context and training learners to use dictionaries.
Although all of these approaches and principles have a role to play in vocabulary instruction, the learners' proficiency level and learning situation should be considered when deciding the relative emphasis to be placed on each approach. In general, emphasizing explicit instruction is probably best for beginning and intermediate students who have limited vocabularies. On the other hand, extensive reading and listening might receive more attention for more proficient intermediate and advanced students. Also, because of its immediate benefits, dictionary training should begin early in the curriculum.
Before proceeding, it is necessary to clarify the definition of a word. In this article, a word (also called a base word or a word family) is defined as including the base form (e.g., make) and its inflections and derivatives (e.g., makes, made, making, maker, and makers).
Chapter 9 - Implementing Task-Based Language Teaching
- Edited by Jack C. Richards, Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore, Willy A. Renandya, Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore
-
- Book:
- Methodology in Language Teaching
- Published online:
- 10 November 2010
- Print publication:
- 08 April 2002, pp 96-106
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- Chapter
- Export citation
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Summary
INTRODUCTION
Language instructors and curriculum designers can choose from two broad categories of syllabuses. The first, the synthetic syllabus, segments the target language into discrete linguistic items, such as points of grammar, lexical items, and functions. Users of this type of syllabus assume that learners will be capable of resynthesizing these discrete pieces of language into a coherent whole which can then be effectively utilized in communicative situations (White, 1988). The second type, the analytic syllabus, is a noninterventionist, experiential approach which aims to immerse learners in real-life communication. It provides learners with samples of the target language which are organized in terms of the purposes for which people use language. In this case, the assumption is that the learners' analytic abilities will be equal to the task of coming to accurate conclusions about grammatical and lexical usage, since relatively little may be explicitly explained about the formal aspects of the language. Analytic syllabuses generally represent the educational value system espoused by progressivism, which stresses the growth and self-realization of the individual (White, 1988). This is a problem-posing type of education which emphasizes dialogue between learners and teachers and between the learners themselves. The purpose of the dialogue is to stimulate new ideas, opinions, and perceptions rather than simply to exchange them or regurgitate what others have said.