TEFL samenvatting
1. Theory of memorizing and teaching vocabulary from studied literature. (Gesloten
vragen, 25/30 punten)
Terminology
Teaching guidelines
Selection & presentation of new lexis
Memorizing techniques
Vocabulary learning strategies
Cognitive processes
2. Teaching (tools). (Open vragen, 5/7 punten)
Do’s and don’ts of teaching lexis
Selection criteria
Dictionary use
Learning support
3. Practice of teaching vocabulary. (Open vragen, 5/7 punten)
Evaluating daily teaching practice
Building the vocabulary teaching habit
, Reader
Teaching vocabulary – three important questions.
1. What? Which words do they need to know?
Take into account what they already know.
- primary school
- Media
- previous lessons
Build on existing knowledge.
Words need to be understood (receptive knowledge) or produced (productive knowledge).
Receptive: acquiring through reading and listening.
- Much wider range of words.
- Often more abstract and specific vocabulary.
Productive: limited range (basic).
- Frequently used words.
- Related to age group (pupils) and their fields of interest/experience.
E.g. talking about weather > productive: cold, cool. Receptive: chilly, freezing, frosty.
2. when? In which order do I introduce this vocabulary?
This is decided by the courseware and additional materials used for teaching.
- One theme per unit.
- Situations/context.
- Topic.
- Word groups (lexical fields).
- Language function.
3. How? How do the pupils learn vocabulary?
How words are learned and remembered.
1. What is in a word? Different words for similar concepts?
- Words
- Vocabulary
- Idioms
- Lexis
- Collocations
- Chunks
2. word knowledge.
At the most basic level knowing a word involves: its form + its meaning.
However, there is more to know a word:
- Spoken form.
- Written form.
- Grammatical behavior: used as a noun.
- Word families.
- Collocations.
- Register: spoken and written form.
- Frequency: American English or British English.
Organization of our word knowledge > mental lexical > web or network of words. Stored as double
entries: one entry containing information about meaning and the other about the form. Individual
words entries are then linked to words that share similar characteristics, whether of meaning
(bread/sandwich) or form (hat/hot) or both. This way of storing words accounts for a large number of
the lexical mistakes people make.
1. Theory of memorizing and teaching vocabulary from studied literature. (Gesloten
vragen, 25/30 punten)
Terminology
Teaching guidelines
Selection & presentation of new lexis
Memorizing techniques
Vocabulary learning strategies
Cognitive processes
2. Teaching (tools). (Open vragen, 5/7 punten)
Do’s and don’ts of teaching lexis
Selection criteria
Dictionary use
Learning support
3. Practice of teaching vocabulary. (Open vragen, 5/7 punten)
Evaluating daily teaching practice
Building the vocabulary teaching habit
, Reader
Teaching vocabulary – three important questions.
1. What? Which words do they need to know?
Take into account what they already know.
- primary school
- Media
- previous lessons
Build on existing knowledge.
Words need to be understood (receptive knowledge) or produced (productive knowledge).
Receptive: acquiring through reading and listening.
- Much wider range of words.
- Often more abstract and specific vocabulary.
Productive: limited range (basic).
- Frequently used words.
- Related to age group (pupils) and their fields of interest/experience.
E.g. talking about weather > productive: cold, cool. Receptive: chilly, freezing, frosty.
2. when? In which order do I introduce this vocabulary?
This is decided by the courseware and additional materials used for teaching.
- One theme per unit.
- Situations/context.
- Topic.
- Word groups (lexical fields).
- Language function.
3. How? How do the pupils learn vocabulary?
How words are learned and remembered.
1. What is in a word? Different words for similar concepts?
- Words
- Vocabulary
- Idioms
- Lexis
- Collocations
- Chunks
2. word knowledge.
At the most basic level knowing a word involves: its form + its meaning.
However, there is more to know a word:
- Spoken form.
- Written form.
- Grammatical behavior: used as a noun.
- Word families.
- Collocations.
- Register: spoken and written form.
- Frequency: American English or British English.
Organization of our word knowledge > mental lexical > web or network of words. Stored as double
entries: one entry containing information about meaning and the other about the form. Individual
words entries are then linked to words that share similar characteristics, whether of meaning
(bread/sandwich) or form (hat/hot) or both. This way of storing words accounts for a large number of
the lexical mistakes people make.
