By Norbert Schmitt
This article deals a accomplished advent to vocabulary for language lecturers who want to be aware of extra in regards to the means vocabulary works. It presents the historical past wisdom invaluable for practitioners to make trained offerings approximately vocabulary instructing and checking out. the final subject matter is making examine and idea obtainable, after which drawing on it to indicate potent lecture room functions. Chapters 1 and a couple of offer linguistic and ancient heritage. Chapters 3-7 describe a few of the types of wisdom somebody may have a couple of be aware, how vocabulary behaves in context, and the way it really is obtained. Chapters eight and nine specialise in concerns in educating and trying out vocabulary. The chapters contain educating functions, workouts, and proposals for extra interpreting. The appendices comprise a thesaurus of educational vocabulary and a vocabulary try.
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Extra resources for Vocabulary in Language Teaching (Cambridge Language Education)
This conclusion is somewhat tentative, however, as Laufer (1997) points out weaknesses in these studies and concludes that word class has no clear effect on the ease or difficulty of learning a word. Regardless of whether any particular word class is easier or more difficult than others, there does not seem to be any doubt that word class is involved in the learning and storage of vocabulary. Let us look at the psycholinguistic evidence for this statement. When malapropisms are made, the errors almost always retain the word class of the intended target word.
Hebrew). Speakers of orthographically shallow languages will tend to generate phonology' directly from written text, because the written form is a reliable guide to the spoken form. On the other hand, speakers of orthographically deep languages need to derive phonology from their internal knowledge of the' words, because their orthographies are not reliable guides to a word's phonological form. Both methods probably exist for all languages, but their weight of usage will depend on the depth of orthography of the particular L 1 (Frost, Katz, & Bentin, 1987).
Laufer points out a similar problem in word compounding. In what she terms "deceptive transparency," words consisting of apparently meaningful and transparent parts can cause considerable confusion for unwary learners. She gives the example of outline, where out does not mean out of Yet many students in her experiments (Laufer & Bensoussan, 1982; Ben- 62 Vocabulary in language teaching soussan & Laufer, 1984) interpreted outline as out ofline. Other confusing words were discourse, glossed as without direction and falsities as falling cities.
Vocabulary in Language Teaching (Cambridge Language Education) by Norbert Schmitt