Ìåòîäû îáó÷åíèÿ íîâîé ëåêñèêå

Ìèíèñòåðñòâî Îáðàçîâàíèÿ è Íàóêè

Ðåñïóáëèêè Êàçàõñòàí

Êàçàõñêèé Óíèâåðñèòåò Ìåæäóíàðîäíûõ Îòíîøåíèé

è Ìèðîâûõ ßçûêîâ èì. Àáûëàé Õàíà

ÊÓÐÑÎÂÀß ÐÀÁÎÒÀ

ïî ìåòîäèêå íà òåìó

«Ìåòîäû îáó÷åíèÿ íîâîé ëåêñèêå»

Âûïîëíèëà

Áóëåìáàåâà Àíàðà

ãð. 502 (ð/à)

ÀËÌÀÒÛ 2004

Contents

Introduction ……………………………………………………. 3

Types of Vocabularies………………………………………… 3

 Listening Vocabulary ………………………………….. 3

 Speaking Vocabulary …………………………………. 4

 Reading Vocabulary …………………………………… 4

 Writing Vocabulary …………………………………….. 4

Vocabulary Building ………………………………………….. 5

Choosing Words to Teach …………………………………5

Techniques for Teaching …………………………………. 6

 Categorization………………………………………….. 7

 Semantic Feature Analysis……………………………. 8

 Making Analogies………………………………………. 9

 Structural Analysis. ……………………………………. 10

 Use of Dictionaries. ……………………………………. 12

 Constructing Word Webs……………………………… 13

 Word Bank Building. ………………………………….. 14

 Word Play………………………………………………. .15

Special Types of Vocabulary Terms. ………………………. 16

 Synonyms……………………………………………….. .16

 Antonyms…………………………………………………. 18

 Homonyms………………………………………………. 18

 Multiple-Meaning Words………………………………. 19

 Abbreviations……………………………………………. 21

 Acronyms………………………………………………… 21

 Words borrowed from other languages………………. 21

Conclusion……………………………………………………… 22

Literature ………………………………………………………. 23

Introduction.

Vocabulary is an interesting topic to study. A person’s vocabulary in his own language has a strong relationship to general intelligence and to reading comprehension. When students acquire new vocabulary in English language, they are acquiring building blocks of language. Words are abstract symbols that we are able to manipulate without actually having present the things that they represent. This situation makes possible communication with others on countless topics, both familiar to and far removed from our existence. Without vocabulary, most oral and written communication would be impossible.

Types of Vocabularies.

There are four different types of vocabularies: listening, speaking, reading and writing. In this section of this work I will try to show how and when students develop their vocabulary during the learning English language.

 Listening Vocabulary.

The listening vocabulary is composed of those words a person understands when he or she hears them spoken. It is possible for a word to be in a person’s listening vocabulary and not in his or her speaking, reading, or writing vocabulary. For many students, the listening vocabulary exceeds each of the other vocabularies by a large margin. Listening develops in a student before speaking, reading and writing and may serve as a readiness agent for the other areas. When a child at his or her first lessons of foreign language begins to recognize that the word “pen” means the same like in Russian language “ðó÷êà”, the child will respond without mistake when the teacher shows him/her the pen and asks “What is it?”. Later the child will feel confident enough of the word to use it to communicate with others orally. Still later, reading and writing of the word are likely to develop.

 Speaking Vocabulary.

The speaking vocabulary is composed of those words a person can use orally to communicate information to others. Since speaking vocabularies are generally based on listening vocabularies, they are generally smaller than the listening vocabularies. Most students, even people in their own language understand many words that they never use in their speech.

 Reading Vocabulary.

The reading vocabulary is composed of the words that a student recognizes and understands when they are seen in print. A word may be in a student’s listening and speaking vocabularies and still not be in his or her reading vocabulary for at least two reasons. First, this occur because the child has not yet learned the sound/symbol relations that are needed to read that word, even though there is a regular sound/symbol association involved. For example, a child at the first stages of studying English language may understand the word “clock” when he or she hears it and may be able to use the word when speaking, but, because the child has not learned the ck blend or some other part of the word, he or she may not be able to read the word “clock” yet. Another reason a word may not be in a person’s reading vocabulary is that the word doesn’t fit a regular sound/symbol association pattern. For example, a child may have used word “daughter” before, may understand the word when it is spoken, and may be able to use the word orally, and still not be able to recognize it in print because the sound/symbol associations are not regular in English.

 Writing Vocabulary.

The writing vocabulary is composed of words that a student can use accurately in written form, in his or her written communications. Most students have fewer words in their writing vocabularies than in their listening, speaking and reading vocabularies. Using a word in writing requires more than just understanding it when it is heard (listening vocabulary) or read (reading vocabulary). Just as speaking the word does, writing the work requires the ability to recall the word and its meaning and to place it in meaningful relationships to other words, but writing requires one additional step – encoding the word into printed symbols. Writing vocabulary therefore takes somewhat longer to acquire. In addition, the permanence of the written word, as opposed to the spoken word, and its openness to close scrutiny make students unwilling to use in writing any words that they are not sure they have under complete control. Students writing themes, for example, often have excellent descriptive words in mind to use, but opt for easier words because they are more sure of either their spellings or meanings.

Vocabulary Building.

Vocabulary instruction is a complex area. Teachers must choose words to teach on the lessons and techniques for more effective way of teaching these words.

Choosing Words to Teach.

Regardless of whether you are concerned with developing listening, speaking, reading or writing vocabulary, or even all of these vocabularies, teacher must choose the terms on which teacher plan to focus instruction. The terms that teacher choose should be high-utility words for the grade level of students with which teacher are working. They may be chosen from words needed to deal with the basal reader lessons or content area textbook material. It makes sense to teach words that easier to learn first and then to follow up with the harder ones. Words that have concrete referents are easier to learn than are abstract words. Words that can be tied into the students’ experiences are easier than ones that cannot. Structure words, such as what or thought, are generally harder to learn than are nouns or verbs.

Just because a word appears for the first time in a basal reader the assumption cannot be made that the children don’t know the word. Preliminary discussion about the lesson to assess and/or build background and to build motivation often reveals that a “new” word is already known and therefore needs no further class attention. On the other hand, some words that have been previously presented may not have been learned by the children. Teachers should be alert for this possibility also and be ready to work with words other than the “new” words that require attention. Paying attention to difficult words from previous lessons which may require reteaching or elaboration in new contexts should be standard procedure.

Techniques for Teaching.

Vocabulary development techniques should actively involve the learner as much as possible. Students understand and retain better those things that they have experienced most directly and have been involved in analyzing and discussing. Encouraging use in spoken and written language of the vocabulary terms that are receiving attention is therefore a good idea.

One active method of learning word meanings is through conversations with the teacher and other students about a topic to which the words are related.

Some specific techniques for teaching vocabulary are described below. They are not meant to be used in isolation, but in combinations that allow the students to manipulate the words being studied in a variety ways. These techniques may be used in conjunction with development of basal reader vocabulary, general vocabulary knowledge, or content area vocabulary.

 Categorization.

One of the most effective ways to work with words and word meanings is to place the words into categories. By seeing the relationships among many familiar