Claudia Yáñez
Advanced students Advanced students and their needsand their needs
Advanced learners can
communicate well
Advanced learners can
communicate well
Through
The basics structures of the
language
Advanced Advanced students and their students and their
needsneeds
Advanced learners need
to broaden their
vocabulary
For expressing themselves more
clearly and appropriately in a
wide range of situations
The productive use of a wide range of vocabulary is normally limited in students.
The Teaching of The Teaching of vocabularyvocabulary
Above elementary levels was:•Mostly incidental•Limited to presenting new items as they appeared in reading or sometimes listening texts.
Nowadays it is widely accepted that
vocabulary teaching should be part of the syllabus, and taught
in a well planned and regular basis
• Boundaries between conceptual meaning
• Polysemy • Homonymy• Homophyny • Synonymy
• Affective meaning • Style, register, dialect • Translation• Chunks of language• Grammar of vocabulary• Pronunciation
We must give learner opportunities to use the items learnt and help them to use effective written storage systems
Learning new items involve storing them
First in our First in our short-term short-term memorymemory
And And afterwards afterwards in long-term in long-term memorymemory
Creating mental linkages: grouping, Creating mental linkages: grouping, associating new wordsassociating new words
Applying images and sounds: using key Applying images and sounds: using key words and representing sounds in words and representing sounds in memory.memory.
Reviewing well, in a structured wayReviewing well, in a structured way
Employing action: physical respose or sensation.
Oxford (1990) suggests memory strategies to aid learning:
Guided discovery
Contextual guesswork
Using dictionaries
These should be the main ways to
deal with discovering
meaning.
Using languageUsing language
Another strategy for advanced
learners is to turn their receptive
vocabulary items into productive
ones.
The decision to incorporate a word in ones productive
vocabulary is entirely personal
and varies according to each
student’s motivation and
needs.
The lexical approach and task-based learning, both approaches regard intensive, roughly-tuned input as
essential for acquisition, and maintain that successful
communication is more important than the production of accurate
sentences.
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