Author Topic: Pragmatics for Vocabulary Learning  (Read 246 times)

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Offline yuf2

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Pragmatics for Vocabulary Learning
« on: March 03, 2019, 10:50:55 AM »
It is acknowledged that lexical item is the basic to 4 skills, so it should not be considered as a skill. Instead, word learning is incremental. Information about a word is gathered gradually over time, so it is important for teacher to ensure repeated exposure to target words in context.
Based on Brown & Lee's 4 strategies for teaching vocabulary, here are some suggestions:
1.Allocate specific class time to vocabulary learning: meet target words several times. Ideally, 7-16 encounters. Spacing between the repetitions is also important.
2.Help students to learn vocabulary in context. The meaning of within the context can be in discourse, interactions, or printed readings. Pictures, gestures, and dictionary can be used as effective aids.
3.Engage in “unplanned” vocabulary teaching. When a student asks about a word or when a word has appeared that you feel deserves some attention, you can elaborate on the meaning and use of this word or you can ask the students to explain.  This can elicit oral production and enhance their strategic competence.
4.Encourage students to develop word-learning strategies: suffixes, prefixes, roots, definition clues (parentheses, synonyms, superordinate)
Brown, H.D. & Lee, H. (2015). Teaching by principles: An interactive approach to language
pedagogy (4th Ed.). New York: Pearson Education ESL.
« Last Edit: March 03, 2019, 11:26:26 AM by yuf2 »