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1、TeachingVocabularyToAdvancedStudents:ALexicalApproach1.ADVANCEDSTUDENTSANDTHEIRNEEDSAdvancedlearnerscangenerallycommunicatewell,havinglearntallthebasicstructuresofthelanguage.However,theyneedtobroadentheirvocabularytoexpressthemselvesmoreclearlyandappropriatelyinaw
2、iderangeofsituations.Studentsmightevenhaveareceptiveknowledgeofawiderrangeofvocabulary,whichmeanstheycanrecognisetheitemandrecogniseitsmeaning.Nevertheless,theirproductiveuseofawiderangeofvocabularyisnormallylimited,andthisisoneoftheareasthatneedgreaterattention.At
3、thisstageweareconcernednotonlywithstudentsunderstandingthemeaningofwords,butalsobeingabletousethemappropriately,takingintoaccountfactorssuchasoral/writtenuseofthelanguage;degreeofformality,styleandothers,whichwearegoingtodetailinPart2.2.THETEACHINGOFVOCABULARYTradi
4、tionally,theteachingofvocabularyaboveelementarylevelswasmostlyincidental,limitedtopresentingnewitemsastheyappearedinreadingorsometimeslisteningtexts.Thisindirectteachingofvocabularyassumesthatvocabularyexpansionwillhappenthroughthepracticeofotherlanguageskills,whic
5、hhasbeenprovednotenoughtoensurevocabularyexpansion.Nowadaysitiswidelyacceptedthatvocabularyteachingshouldbepartofthesyllabus,andtaughtinawell-plannedandregularbasis.Someauthors,ledbyLewis(1993)arguethatvocabularyshouldbeatthecentreoflanguageteaching,because‘languag
6、econsistsofgrammaticalisedlexis,notlexicalisedgrammar’.Wearegoingtodiscussaspectsofthe‘Lexicalapproach’inPart2.Thereareseveralaspectsoflexisthatneedtobetakenintoaccountwhenteachingvocabulary.ThelistbelowisbasedontheworkofGairnsandRedman(1986):·Boundariesbetweenconc
7、eptualmeaning:knowingnotonlywhatlexisrefersto,butalsowheretheboundariesarethatseparateitfromwordsofrelatedmeaning(e.g.cup,mug,bowl).·Polysemy:distinguishingbetweenthevariousmeaningofasinglewordformwithseveralbutcloselyrelatedmeanings(head:ofaperson,ofapin,ofanorgan
8、isation).·Homonymy:distinguishingbetweenthevariousmeaningofasinglewordformwhichhasseveralmeaningswhichareNOTcloselyrelated(e.g.afile:usedtoputpap