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Direct teaching
Interest
Presentation
What actually is a pedagogically useful
vocabulary item to present?
Words?
Word families?
Lexical chunks aka lexical phrases,
formulae, readymades?
Deductive presentation
Three basic ways to present word
meaning
Extension to other aspects of words like
collocation
E.g. More Words You Need (Rudzka et al.,
1985, MacMillan)
http://privatewww.essex.ac.uk/~scholp/corp
task2.htm
Practice Production
Any repetition / practice of vocab has some at
least minimal value but
.there are many types of vocab
exercise/task
Teacher needs to choose suitable ones in the
light of what kind of work needs to be done on
vocab that has been presented
So what are the functions of exercises /
practice?
Recycling or lack of it
Communicative practice/production
Often seen as ultimate goal of vocab
teaching
Deep end approach reverse PPP
Indirect 1 approach needed here
Indirect1 teaching
Vocabulary related strategies potentially
to teach
To help learner where (s)he does not know
vocabulary, esp. in real communicative use:
Coping
Some of those involve learning: Discovery
Some involve managing without the needed
vocab
Coping
Skip/avoid
Make do with existing L2 resources (and
maybe Discover)
Appeal (so Discover)
Consolidation
Indirect2 teaching
Incidental spontaneous learning in
extensive communicative language use
The three hypotheses claiming major
sources of this
Input (Krashen)
Output (Swain)
Interaction (Long)
References