Přednášky - topic 4, 5, 6

Implications for teaching

• Learners (Ls) need tasks and strategies to help them organize their mental lexicon by building networks of associations

• Teachers need to accept that the learning of new words involves a period of time

• Learners need to wean themselves off a reliance on direct translation from their MT

• Words need to be presented in their typical context, so that the learners can feel their meaning, register, collocation, syntactic environment

• Teaching should direct attention to the sound of new words, especially the way they are stressed

• Learners need to be actively involved in learning new words

• Learners need multiple exposures to words and they need to retrieve words from their memory repeatedly

• Learners need to take decisions about words

• Memory of new words can be reinforced if they are used to express personally relevant meaning.

• Not all the vocabulary that learners need to be taught. Learners will be exposed to them while reading, listening, watching films, during self-directed studies.

Learner training

• Train learners to learn effectively

Pay attention to form – spelling, pronunciation, stress

Pay attention to meaning – similar/different meaning, connotation, style, associations

Be a good guesser - work out meaning of unfamiliar words from their form and contextual clues

Take risks, do not be afraid to make mistakes

Organise your own learning – keep systematic record of new words, use dictionaries and other aids resourcefully, use memorising techniques

= a good language learner can be autonomous and has developed his own techniques

POSLEDNÍ PŘEDNÁŠKA

Eliciting – that we want to get information from our student – lexical eliciting – we ask students about “farmer” – do you know farmer? Where we can find him? – It is before we introduce the word, we just want to know if any student knows this word.

Příklad:

Učitelka popisuje její sestru, která nedává pozor při řízení, ptá se – jaká je moje sestra? – she is dangerous, she isn’t careful – známe jiné adjective se základem “care”? → careless – opakujeme toto slovo po učitelce (oral mode), potom slovo napsala na tabuli, udělala fonetický záznam

• We can present vocabulary by miming, by story/anecdote, use visuals, use translation

• Using translation – very often with abstract words

Practicing the words

• Controlled practice – matching words, there is only one possible answer – it is controlled by teacher

• After few lessons we want to revise vocabulary mentioned before – playing games, dictation (we test written form) [we should balance it, we should focus also on oral testing], how many words you remember from previous lesson?, quick bingo (učitel může říkat slova anglicky, ale i česky) , guessing (myslím na slovo, které je využito k transportu, je pod zemí, je podobné vlaku – underground/tube)

• Items in context – máme slovo, aby použili slovo ve větě, dame jim 3 karty se slovy, musí vymyslet příběh