 Patricia Díaz Peralta

 Advanced students have:  Recognition of the item and recognition of its meaning.  Limited vocabulary.

 LEWIS (1993): VOCABULARY TEACHING CENTRE OF LANGUAGE TEACHING SHOULD BE AT THE TAUGHT IN A

 ASPECTS TO CONSIDER WHEN TEACHING VOCABULARY: BOUNDARIES BETWEEN CONCEPTUAL MEANING POLYSEMYHOMONYMYSYNONYMY TRANSLATION HOMOPHYNY AFFECTIVE MEANING GRAMMAR OF VOCABULARY CHUNKS OF LANGUAGE STYLE, REGISTER, DIALECT PRONUNCIATION Gairns and Redman (1986)

MEMORY STRATEGIES TO AID LEARNING To create mental linkages: grouping, associating, placing new words into a context To apply images and sounds: using imagery, semantic mapping, keywords and representing sounds in memory To review well, in a structured way To employ action: physical response or sensation, using mechanical techniques.

OFFERING EXAMPLES GUIDED DISCOVERY CONTEXTUAL GUESSWORK USING DICTIONARIES ASKING QUESTIONS FOSTER LEARNER INDEPENDENCE

 PRODUCTION WILL DEPEND ON THE LEARNER’S MOTIVATION TEACHER SHOULD AIM AT PROMOTING STUDENTS NEED AND PREFERENCES WHICH BY

LEWIS (1997) LANGUAGE CONSISTS OF MULTI-WORD PREFABRICATED CHUNKS COLLOCATIONS, FIXED AND SEMI- FIXED EXPRESSIONS AND IDIOMS CRUCIAL ROLE IN FACILITATING LANGUAGE PRODUCTION THE KEY OF FLUENCY SAYS SUCH AS OCCUPY A BEING

CHOICE OF TASK WHEN STUDENTS HAVE OPPORTUNITIES TO USE THE LANGUAGE THEY ARE LEARNING IN A REALISTIC CONTEXT GROUP WORK HELPS TO FOSTER LEARNER INDEPENDENCY NOTICING COLLOCATIONS AND DEALING WITH MEANING USE OF REGUALR AWARENESS RAISING ACTIVITIES RECORD THE VOCABULARY OBSERVED DURING THE CLASS CHOICE OF MATERIAL TO EXPOSE STUDENTS TO RICH, CONTEXTUALIZED AND NATURALLY-OCURRING LANGUAGE BY USING AUTHENTIC MATERIAL.