1. By Ingrid Bello Acuña

2. “Advanced students and
theirnot the communication in advanced
Maybe, the problem is
needs”
students because they can do it very well, they have learnt all the
basic structures of the language; the main issue is the vocabulary
which is not enough to express clearly and appropiately in a range
wide situation.
According to the text, Students have a receptive knowledge of a
wider range of vocabulary which is they can recognise both the item
and its meaning; nonetheless, their productive use of a extensive
range of vocabulary is limited. Hence, Students should able not only
to understand the meaning of the words but also to use them
appropiately.

3. “The teaching of
vocabulary”
 Reality: The teaching of vocabulary about elementary levels is mostly
incidental limited to presenting new items
 Issue: In common or real readings and listenings texts appear new
items which is an indirected teaching of vocabulary assumes that
vocabulary expansion will happen through the practice of other
language skills; nonetheless, it has been proved not enough to ensure
vocabulary expansion
 Possible solution: Lewis proposes that “vocabulary should be at the
centre of language teaching”, because “language consists of
grammaticalised lexis, not lexicalised grammar”.

4. W have to consider some
e
several aspects of lexis that
need to be taken into
account when teaching
vocabulary.
The following work was
written by Gairns and
Redman ( 1986)

5. Aspect of the lexis meaning
Boundaries between conceptual meaning know what lexis refers and also where the
boundaries are that separate it from words
related meaning e.g cup, mug, bowl
Polysemy Distinguish the various meaning of a single
word form e. g: head- of a person, an
organisation, a pin (closely related meanings)
Homonymy Distinguish the various meaning of a single
word e.g: a file- used to put papers in or a
tool ( not closely related)
Homophyny Understand words that have the same
pronunciation but different spellings and
meanings e.g : flour, flower
Synomymy Distinguish between the different shades of
meaning that synonymous words have e.g
extend, increase, expand

6. Aspect of lexis meaning
Style, register, dialect Distinguish between different levels of
formality, the effect of different contexts and
topics, as well as differences in geographical
variation
Translation Concious of certain differences and similarities
between teh native and the foreign language
e.g false cognates
Chunks of language Multi- word verbs, idioms, strong and weak
collocations, lexical phrases.
Grammar of vocabulary Learn the rules in order to build up different
forms of the word e.g sleep, slept, sleeping;
able, unable, disability
Pronunciation Ability to recognise and reproduce items in
speech
Affective meaning Distinguish between the attiitudinal and
emotional factors (denotation and connotation)
it depends on spearkers´attitude, situations,
socio- cultural associations of lexical items

7. vocabulary m be m
ust ore
than sim covering a
ply
certain num of words on
ber
a word list, for that reason
we m use teaching
ust
technniques and also we
have to give to the learners
the opportunities to use the
item learnt and help themto
s

8. Gairns (1986)
If we understand how our memory
works more effective ways to
teach vocabulary will be.
Learning new items involve storing
them first in our short- term
memory, and afterwards in long-
term memory
We do not have control in this
process but there are some clues
to consider.

9. Understanding…
 Our mental lexicon is
 First, retention in
highly organised and
short- memory is
efficient and that
effective if it is less
semantic related
seven
items are stored
 Our long- term
together.
memory can hold any  Word frequency
amount of
could affect storage
information
as the most
frequently used are
easier to retrieve

10. Suggestions
 To group items of vocabulary in semantic fields,
such as topics
 Oxford suggests memory strategies:
- Creating mental linkages: grouping, associating,
placing new words into a context
- Applying images and sounds: using imagery,
using key words and represent sounds
- Reviewing well, in a structured way
- Employing action: physical or sensation
response, using mechanical techniques

11. Suggestions
 Diagnose learning style preferences such as
visual, aural, kinaesthetic, tactile and make
students aware of different memory strategies
 Meaningful tasks. It is related to students´
experiences and reality to facilitate learning (it
requires that learners have to analyse and
process language deeply which help them retain
information in long- term memory).
 Do or create diagrams, word trees, topics,
categories organisation, vocabulary box with
cards among others.

12. Dealing with meaning
 According to the author´s point of view the most
important aspect of vocabulary teaching for
advance learners is that students accomplish
independence. Students could deal this by
guided discovery, contextual guesswork and
using dictionaries in order to discover meaning.

13. Techniques Application
Guided discovery Asking questions, offering examples
It helps learning and retention
Contextual guesswork Making use of the context, guess from the word
itself, word formation e.g prefixes and suffixes
EFL dictionaries It provokes independence from the teacher,
and also understanding meaning, checking
pronunciation, grammar of the word, different
spelling, style and register as illustrate usage.

14. The lexical approach
 Lewis (1993) claims that lexical approach is not
simply a shift of emphasis from grammar to
vocabulary teaching, as “language consists not of
traditional grammar and vocabulary” but often of
multi-word prefabricated chunks” (1997)
 Chunks include collocations, fixed and semi-fixed
expressions and idioms and Lewis says that this
occupies a crucial role in faciliting language
productions which foster fluency.

15.  According to Hill (1999) affirms that good
vocabularies have problems with fluency
because their “collocational competence” is very
limited
 Lewis(1993) express that “being able to use a
word involves mastering its collocational range
and restrictions on that range” and also he
extends the use of dictionaries to focus on word
grammar and collocation range, although most
dictionaries are rather limited in these.
 Lewis defends the use of real or authentic
material from the early stages of learning
because “acquisition is facilitated by material

16. Rationale of the lesson
 1. Choice of material: authentic material is
better because our students are exposed to rich,
contextualised, naturally-occurring language.
 2. Noticing collocations and dealing with meaning
 3. Group work: it promotes learning
independence.
 4. Choice of task: students need the opportunity
to use the language they are learning in realistic
context.