Lect 3T Vocabulary

Communicative
Language Teaching
Vocabulary
Lecture 3
Plan
1. Principles of teaching vocabulary

2. Skills to be built
3. Receptive and productive vocabulary
4. System of exercises to teach vocabulary
Problem solving task 1:
Principles of teaching vocabulary
1. Integration of teaching vocabulary and

pronunciation From the very beginning
the significance of the expressions that
are practised should be made use of.
The very first phonetic examples should
be characteristic words and phrases.
Bloomfield,1945
2. Teach both form and function
The beginning should be made with expressions
concretely intelligible: formulas of greeting, short
sentences about objects in the classroom, and
actions that can be performed while naming
them. As the work goes on to connected
narrative and descriptive texts, this method must
be continued. The texts, must at first be confined
to very simple discourse about concretely
illustrable matters. Pictures are here of great
use.
3. An emphasis on speech awareness and self-
monitoring.
Teacher is the facilitator-coach and
organizer of instructional activities. Here
there is the need for patience and support
of learners who, as they are engaged in
developing their L2 pronunciation skills,
may go through a period of deteriorating
performance as they give up old ways and
have not yet become fluent with new ways.
4. A focus on meaningful practice

Special speech-activity
experiences suited to the
communication styles and needs
of the learners’ real-life
situations.
5. A focus on the development of the whole

range of vocabulary skills
The teacher should find ways to help
students work on all four kinds of
vocabulary skills: productive, receptive,
sociocultural and linguistic
6. A focus on a systematic
vocabulary teaching
A system of activities should be
applied to teaching vocabulary:
from simple to complex
7. A focus on the uniqueness of each ESL
learner.
Each has created his or her own
personal pattern of spoken English,
which is unlike that of anyone else and
the product of influences from both the LI
and the L2, the student's personal
learning and communicability strategies,
as well as the impact of input and
instruction.
Complete the diagram

showing the four
vocabulary skills
Vocabulary
skills
Productive
Vocabulary
Receptive Sociocultural
skills
Linguistic
List productive
vocabulary skills
Key 3: Skills to be built: Productive
To choose words and phrases in accord
with the communicative intention
To follow the rules of words combinability
To choose the appropriate word in the
synonymic/antonymic line
To change the words with appropriate
equivalents
To adjust to the individual style of the
speaker
List receptive vocabulary

skills
Key 4:Skills to be built: Receptive
To relate the sound/visual image of the
word to its meaning
To recognize and understand the words in
speech or written text
To disclose the meaning of the word
through the context
To differentiate homonyms
To use the mechanism of receptive
combinability
List sociocultural
vocabulary skills
Key 5: Skills to be built:
Sociocultural
To know and understand idioms and
phraseological units
To know the words denoting everyday
objects and notions of the target culture
(currency units, time etc.)
To know and be able to use speech
etiquette formula appropriately to the
communicative situation
List linguistic vocabulary

skills
Key 6: Skills to be built: Linguistic
To know the rules of word-building and
combinability
To know the auxiliary and functional words
To know the etymology of separate words
To be aware of the notions that are
expressed differently in different
languages
3. Receptive and productive
vocabulary
Define the statistic principles

of vocabulary choice.
What are they?
What are they used for?
Why are they important?
Key 7: Statistic principles
Define the quantitative
characteristics of the vocabulary
and distinguish the most
frequently used items
Frequency principle
Principle of the range of use (number of
sources using each word)
List the linguistic principles

of vocabulary choice. Why
are they important?
Key 8: Linguistic principles
Combinability
Stylistic freedom of use
Semantic value
Word-building value
Polysemantic usage
Functional value
Frequency of usage
List the methodic

principles for vocabulary
choice.
Key 9: Methodic principles
Orientation to the type of

school and aims of teaching
Thematic grouping
Semantic and notional value
What do you think is the system of
exercises to teach vocabulary?
What are the components of the system?
What is the principle the system is built
on?
Why is it necessary to work with
vocabulary systematically?
System of exercises
Semantization of vocabulary:
demonstration, definition, translation
Primary consolidation: recognition, drill
Speech preparatory exercises:
differentiation, identification, imitation,
contextualization
Communicative usage: dialogues, games,
role plays
Effective Strategies for
Teaching Vocabulary
http://www.k12reader.com/effective-strategies-for-teaching-vocabulary/
Explicit Vocabulary Instruction
Pre-teaching Vocabulary Words

Repeated Exposure to Words
Keyword Method
Word Maps
Root Analysis
Restructuring Reading Materials
Pre-teaching Vocabulary Words
Repeated Exposure to Words
The more times we are exposed to a word,

the stronger our understanding becomes.
Providing multiple opportunities to use a
new word in its written and spoken form
helps children solidify their understanding
of it.
Keyword Method
Unfamiliar words are introduced prior to
reading.
This “word clue” or keyword might be a part
of the definition, an illustrative example or an
image that the reader connects to the word to
make it easier to remember the meaning
when reading it in context.
The idea behind the keyword method is to
create an easy cognitive link to the word’s
meaning that the reader can access
efficiently during a reading experience.
Word Maps
For each of these new vocabulary words

the child (with the support of the adult)
creates a graphic organizer for the word.
At the top or center of the organizer is the
vocabulary word. Branching off of the word
are three categories: classification (what
class or group does the word belong to),
qualities (what is the word like) and
examples.
Root Analysis
Focus on teaching children the most

commonly occurring roots, prefixes and
suffixes. As each is taught examples of its
use in common word should be shared
and examined. The reader should see how
the root helps her understand the word’s
definition.
Restructuring Reading Materials
Restructure the materials in several different

ways to help readers comprehend them more
easily.
A portion of the difficult words can be replaced
with “easier” synonyms to help the reader
understand the overall text. Vocabulary
footnotes can be added for particularly
challenging words so that the reader can
easily “look up” the word while still reading the
text.
Implicit Vocabulary Instruction
Incidental Learning
Context Skills
Incidental Learning
Incidental vocabulary learning occurs all of

the time when we read. Based on the way
a word is used in a text we are able to
determine its meaning. While you may not
know what a specific word means, many
times you can determine its meaning
based on what the rest of the sentence
focuses on.
Context Skills
Context skills are the strategies that a

reader uses for incidental vocabulary
learning. Texts are full of “clues” about the
meanings of words. Other words in a
sentence or paragraph, captions,
illustrations and titles provide readers with
information about the text that they can
use to determine the meanings of
unfamiliar words.

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Communicative

1. Principles of teaching vocabulary

1. Integration of teaching vocabulary and

4. A focus on meaningful practice

5. A focus on the development of the whole

Complete the diagram

List receptive vocabulary

List linguistic vocabulary

Define the statistic principles

List the linguistic principles

List the methodic

Orientation to the type of

Pre-teaching Vocabulary Words

The more times we are exposed to a word,

For each of these new vocabulary words

Focus on teaching children the most

Restructure the materials in several different

Incidental vocabulary learning occurs all of

Context skills are the strategies that a

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