Studies lexical material of English - Дипломная работа

Besides that, teachers should involve their students in discovering the words meanings by themselves and let them make efforts to understand words meanings. When the students are involved in discovering meaning, they will never forget those meanings and they will be able to express themselves fluently. When a single word has various meanings, the teacher should decide which meanings are to be taught first, i.e., the teacher must decide which meanings occur most frequently and which meanings the learners need most. As a result, the students will be motivated, and gradually they will build their own store of words which will be a basis for communication at any time. Teaching vocabulary is not just conveying the meaning to the students and asking them to learn those words by heart. If teachers believe that the words are worth explaining and learning, then it is important that they should do this efficiently. Teachers should use different techniques and activities in teaching English vocabulary to motivate the learners, enrich their vocabulary and enable them to speak English properly. Chapter II. How to present vocabulary 2.1 Presenting vocabulary We looked at possible sources of vocabulary input, including vocabulary books, readers, dictionaries and corpora. A motivated and self-directed learner might be able to acquire a large vocabulary simply by using these resources. However, many learners sign up for language courses in the expectation that, at least some of the time, they will be presented with language, rather than having to go out and find it for themselves. By presentation, we mean those pre-planned lesson stages in which learners are taught pre-selected vocabulary items. Of course, incidental vocabulary teaching can occur at other times of the lesson, as when a text or a discussion throws up unfamiliar vocabulary. In this chapter, however, we will be mainly concerned with ways vocabulary can be formally presented in the classroom. But many of the issues are relevant to the informal teaching of vocabulary as well. At the very least learners need to learn both the meaning and the form of a new word. We shall deal with each of these components in turn. But its worth pointing out that both these aspects of a word should be presented in close conjunction in order to ensure a tight meaning-and-form fit. The greater the gap between the presentation of a words form and its meaning, the less likely that the learner will make a mental connection between the two. Lets say the teacher has decided to teach a related set of words - for example, items of clothing: shirt, trousers, jacket, socks, dress, jeans. The teacher has a number of options available. First, there is the question of how many words to present. This will depend on the following factors: - the level of the learners (whether beginners, intermediate, or advanced); - the learners likely familiarity with the words (learners may have met the words before even though they are not part of their active vocabulary); - the difficulty of the items - whether, for example, they express abstract meanings. The use of realia, pictures and demonstration was a defining technique of the Direct Method. The Direct Method, in rejecting the use of translation, developed as a reaction to such highly intellectual approaches to language learning as Grammar-Translation. Here, for example, is advice for teachers from a popular Direct Method course of the 1940s: HOW TO TEACH THE NAMES OF OBJECTS The usual procedure is as follows. The teacher first selects a number of objects, in batches of say from 10 to 20. [...] The objects may be: (a) those that are usually found in the place where the lesson is given, e.g. door, window, knife, match, book; or parts of the body or articles of clothing; (b) those collected specially for the purposes of the lesson, e.g. a stick, a stone, a nail, a piece of wire, a piece of string etc; (c) those represented by pictures, such as those printed on picture cards or wall charts, or by rough drawings on the blackboard. Many teachers collect their own sets of flashcards from magazines, calendars, etc. Especially useful are pictures of items belonging to the following sets: food and drink, clothing, house interiors and furniture, landscapes/exteriors, forms of transport plus a wide selection of pictures of people, sub-divided into sets such as jobs, nationalities, sports, activities, and appearance (tall, strong, sad, healthy, old, etc). 2.3 How to explain meaning Of course, reliance on real objects, illustration, or demonstration, is limited. It is one thing to mime a chicken, but quite another to physically represent the meaning of a word like intuition or become or trustworthy. Also, words frequently come up incidentally, words for which the teacher wont have visual aids or realia at hand. An alternative way of conveying the meaning of a new word is simply to use words - other words. This is the principle behind dictionary definitions. Non-visual