Language Teaching: A Scheme for Teacher Education Series


Directors of collection: Candlin C. N., Widdowson H. G.

Language: Anglais
Cover of the book Vocabulary

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· 17.3x24.7 cm · Paperback
How are words and idioms organized in a language? How are they learnt and stored? Vocabulary explains the ways in which the various theories relating to these questions have been applied in both teaching and reference materials. A wide range of examples illustrate the text, and will help readers to evaluate and adapt the vocabulary materials they use in their own classrooms.
The author and series editors. Introduction. Section One: Explaining vocabulary. 1. Words. 1.1. Introduction. 1.2. Word-formation. 1.3. Multi-word units. 2. Lexical relations. 2.1. Collocation. 2.2. Sense relations. 2.3. Semantic fields. 2.4. Homonymy and polysemy. 2.5. Metaphor. 2.6. Componential analysis. 3. The mental lexicon. 3.1. Introduction. 3.2. Input, storage, and retrieval. 3.3. Prototypes. 3.4. Meaning and cognition. 4. Vocabulary in use. 4.1. Core vocabulary. 4.2. Procedural vocabulary. 4.3. Discourse. 4.4. Register. 5. Vocabulary as data for learning. 5.1. Frequency. 5.2. Range. 5.3. Lexical density and variation. 5.4. Concordances. Section Two: Demonstrating vocabulary. 6. Selecting what to teach. 6.1. Frequency and range. 6.2. Learnability. 6.3. Learners' needs. 7. Organizing vocabulary. 7.1. Topic. 7.2. Meaning. 7.3. Form. 7.4. Contextual relations: register and discourse. 8. Presenting vocabulary in the classroom. 8.1. Pre-teaching. 8.2. Form and meaning. 8.3. Types of stimuli. 8.4. Input, reinforcement, and uptake. 9. Teachers and learners. 9.1. Classroom interaction. 9.2. Learning strategies. 9.3. Note-taking. 9.4. Learner autonomy. 10. Lexical reference. 10.1. Types of reference book. 10.2. Workbooks and reference activities. 10.3. Conclusion. Section Three: Exploring vocabulary. 11. Investigating vocabulary problems in the classroomalt,br /agt,. Glossary. Further reading. Bibliography. Index.