1. How we learn vocabulary 201410272 이건목 201410273 이규희 31

2. Contents 01 02 Learning vocabulary 03 04 Contents sub title 05 Contents sub title Lexical choice Definition - sense relation - defining attribute Q&A Conclusion

3. Learning vocabulary

4. When we acquire a new lexical item, it has to find its place within the lexicon we have already acquired. Fruit Apple pear orange Fruit Apple pear orange Money-giving donation award grant fee gift Money-giving donation award grant fee gift Vehicle car airplane bicycle Vehicle car airplane bicycle sponsorship Set of items

5. Money-giving Sponsorship donation award grant fee gift Money-giving Sponsorship donation award grant fee gift ∴ Increasing the range of vocabulary increases precision. We may change our mind about the sense of other items already there. Learning vocabulary sponsorship The meaning of ‘donation’ is narrower than it was before we learned ‘sponsorship’.

6. Learning vocabulary To learn a set of lexical items is to learn the features which distinguish or relate the items. Building up primitive definitions Cow is a thing that goes moo, gives milk, lives on a farm.  cows are part of “animals” : semantic field Children gradually learn how to define. -‘an X is a Y which has the features A,B,C…’ It is not done all at once. Adult might have to refine the definition still further

7. Lexical choice

8. Learning vocabulary Learning to make the best lexical choice for the needs of the moment Students need to have an array of lexemes available. -they can see the contrasts between them Dictionary is the important intermediary which is telling us exactly what all the differences are. - ≒ consumer magazines ∴ If the dictionary is well structured, it gives the student a basis for choice.

9. Definition

10. When we choose a lexical item from those belongings, we find the best one to suit what we want to express. This presupposes that we can tell the difference between them. Definition

11. -sense relation Synonym - Impossible to find two words with exactly the same meaning. - regional use, stylistic level - Individual nuances(royal mail vs kingly/legal mail) Antonyms -Most of the lexical items don’t have opposites. these are not useful types of sense relation when it comes to defining lexemes. Sense relation

12. Far more important are Hyponymy and Incompatibility. When introducing students to a new lexical item, we would automatically use both. Definition -sense relation ex) Q. What is the clarinet? ex) A. It’s a type of woodwind instrument. It’s incompatible with the other woodwind instruments -oboe, flute, bassoon We could define the exact features which make these instruments incompatible -their size, tone, how they are played Hyponymy (=relation of inclusion) Hyponymy (=relation of inclusion) Incompatibility (=difference from others) Incompatibility (=difference from others)

13. Bringing together aspects of all four structural relations ex) ‘engrossing’ Hyponymy: 'it's a kind of feeling...' Incompatibility: 'it's like when you're interested in 111111111111111.something, only more so...' Synonymy: 'it means fascinating, gripping, enthralling...' Antonymy: 'it's when you're not bored...' Definition -sense relation

14. Taking a set of defining attributes and seeing which lexeme best captures them ex) man / adult, human, male It was devised by anthropologists as a means of comparing vocabulary from different cultures. Many semanticists use it as a general framework for the analysis of meaning. Definition -defining attributes semantic features or components

15. Definition -defining attributes NATURALHURRIEDFORWARDONE FOOT ALWAYS ON GROUND Walk +-++ March -+++ Run -++- Limp --++ It’s easy to see what lexical gaps there are in language. This matrix suggests there is no single English lexeme to express the notion of ‘limp hurriedly’ or ‘hurried movement backwards with one foot always on the ground’.

16. The approach can be used in language teaching by identifying the attributes ex)‘WALK’: to move forward by putting one foot in front of the other MOVE: contrast with ‘not move’ and varying speed or manner -run, rush, hop FORWARDS: contrast with all directions - sidways, backwards, upwards -climb, totter ON FOOT: the contrasts include movement on the ground or in some other medium, or adding another attribute -swim, crawl, shuffle Many other lexemes can be interrelated in this way. Definition -defining attributes

17. Conclusion

18. This chapter illustrates some of the ways in which system can be introduced into the study of the lexicon. sense relation defining attributes Learning vocabulary Lexical choice The systems are certainly needed. Vocabulary has received far less attention in the methodology of language teaching.

19. Q & A