LA Lexis Essay Louisa Curry
Explain what is involved in ‘knowing a word.’
With reference to a specific group of learners, discuss some of the ways in which a teacher can help learners acquire the appropriate knowledge.
Louisa Curry. MA ELT and Applied Linguistics, 2009
I. Introduction
Prior to the 1980s vocabulary acquisition was neglected as an area for second language research and in dominant teaching theory. Traditional language teaching tended to place the emphasis on structure and syntax. Since then, however, much research has been carried out in the field of vocabulary acquisition and teaching (for example Carter and McCarthy, 1990, Lewis 2002, Meara 1980, Nation 1990, Schmitt, 2000). This research coupled with the paradigm shift away from grammar- and form- based syllabuses, has helped elevate vocabulary to new levels of importance.
This also fits in well with the now dominant philosophy of communicative language teaching, in that mastering word knowledge equips students with the toolkit to communicate effectively. Indeed, a large vocabulary is necessary to convey meaning quickly and accurately. Conversely, misunderstandings can arise from lexical gaps or lexical misuse. As Allen (1985:5) states “lexical problems frequently interfere with communication; communication breaks down when people do not use the right words.”
There are many aspects to word knowledge, and learners’ linguistic competence should not be seen in terms of complete knowledge or complete ignorance. In this essay I seek to explain what different aspects are involved in knowing a word and predict some problems they may cause for French learners. For this I will draw principally on the first framework proposed by Nation (1990), as I believe it presents the clearest and most concise list to date. The second part of this essay will focus on what types of knowledge teachers should focus on in the classroom and how they might help students to deepen certain aspects of their word knowledge. In this section I
With reference to a specific group of learners, discuss some of the ways in which a teacher can help learners acquire the appropriate knowledge.
Louisa Curry. MA ELT and Applied Linguistics, 2009
I. Introduction
Prior to the 1980s vocabulary acquisition was neglected as an area for second language research and in dominant teaching theory. Traditional language teaching tended to place the emphasis on structure and syntax. Since then, however, much research has been carried out in the field of vocabulary acquisition and teaching (for example Carter and McCarthy, 1990, Lewis 2002, Meara 1980, Nation 1990, Schmitt, 2000). This research coupled with the paradigm shift away from grammar- and form- based syllabuses, has helped elevate vocabulary to new levels of importance.
This also fits in well with the now dominant philosophy of communicative language teaching, in that mastering word knowledge equips students with the toolkit to communicate effectively. Indeed, a large vocabulary is necessary to convey meaning quickly and accurately. Conversely, misunderstandings can arise from lexical gaps or lexical misuse. As Allen (1985:5) states “lexical problems frequently interfere with communication; communication breaks down when people do not use the right words.”
There are many aspects to word knowledge, and learners’ linguistic competence should not be seen in terms of complete knowledge or complete ignorance. In this essay I seek to explain what different aspects are involved in knowing a word and predict some problems they may cause for French learners. For this I will draw principally on the first framework proposed by Nation (1990), as I believe it presents the clearest and most concise list to date. The second part of this essay will focus on what types of knowledge teachers should focus on in the classroom and how they might help students to deepen certain aspects of their word knowledge. In this section I
References: Allen, V. (1983) Techniques in Teaching Vocabulary. Oxford: Oxford University Press Bahns, J Carroll, J. B., Davies, P., & Richman, B. (1971) The American Heritage Word Frequency Book. Boston: Houghton Mifflin Carter, R Chui, R. K. (1972) Measuring Register Characteristics: A Prerequisite for Preparing Advanced Level TESOL Programs. TESOL Quarterly, 6, 2, 129-141 Cronbach, L Ellis, N. C, (2003) Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure, in: Doughty, C. & Long, M. H. (eds.) The Handbook of Second Language Acquisition. Oxford: Blackwell Publishers Hargreaves, P Hill, J. & Lewis, M. (1997) LTP Dictionary of Selected Collocations. London: Language Teaching Publications. Hoey, M Meara, P. (1980) Vocabulary acquisition: a neglected aspect of language learning. Language Teaching and Linguistics, 13, 4, 221-1-246 Miller, G Nation, I. S. P. (1990) Teaching and Learning Vocabulary. New York: Newbury House Publishers Nation, I Pawley, A & Syder, F. H. (1983) Two puzzles for linguistic theory: nativelike selection and nativelike fluency, in: J. C. Richards & R. W. Schmidt (eds.), Language and Communication. London: Longman Richards, J Schmitt, N. (2000) Vocabulary in Language Teaching. Cambridge: Cambridge University Press Schmitt, N Slobin, D. I. (1971) Psycholinguistics. Illinois: Scott Foresman Woolard, G