Teaching Vocabulary to advanced students : A lexical approach .

1. Teaching Vocabulary toadvancedstudents: A lexical approach.

2. The teaching of vocabulary Vocabulary teaching should be: Part of the syllabus Aspects of lexis Taught in a well planning Boundaries between conceptual meaning Knowingnotonlylexisrefersbutalso meaning Taught in a regular basis Translation Awareness of certaindifferences and similarities between thenative and foreignlanguage. Homophyny understanding words that have the same pronunciation but different spellings and meanings Homonymy distinguishing between the various meaning of a single word form which has several meanings which are NOT closely related Synonymy distinguishing between the different shades of meaning that synonymous words have Pronunciation Abilityto recognise and reproduce items in specch

3. Memory and storagesystems. Oxford suggests: memorystrategies creating mental linkages: grouping, associating, placing new words into a context; short-termmemory Untilsevenchunks. applyingimages and sounds using imagery, semantic mapping, using keywords and representing sounds in memory reviewing well in a structuredway Long-termmemory physical response or sensation, using mechanical techniques employingaction Anyamount of information. Learningstylespreferences: visual, aural, kinesthetic, tactile

4. Strategies: Dealingwith meaning. Guided discovery involve asking questions or offering examples that guide students to guess meanings correctly. wordformation contextual guesswork identifying the function of the word in the sentence Usinglanguage. checkpronunciation the grammar of the word we need to refine their understanding of the item, exploring boundaries between conceptual meaning, polysemy, synonymy, style, register, possible collocations, etc. differentspelling Accordingthestrudent`smotivation and needs.

5. The lexical approach. Hill explains: the Lexical Approach and Task-Based Learning have some common principles, which have been influencing foreign language teaching that most learners with ‘good vocabularies’ have problems with fluency because their ‘collocational competence’ is very limited Accordingto Lewis language should be recorded together which characteristically occurs together’, which means not in a linear

6. Rationale of thelesson. Groupwork Choice of task Choice of material Collocation and delingwithmeaning we wanted to use authentic material to expose our students to rich, contextualized, naturally-occurring language. Working in groups help fostering learning independence, and specially in vocabulary work, learners can exchange knowledge, asking others to explain unknown items students aware of the collocations we will be focusing on, and hopefully this will enable students to find other collocations real life task that we expect will interest students