Методика пособие готовый вариант docx
Lecture 6 Teaching vocabulary
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Методика пособие готовый вариант docx
- Бұл бет үшін навигация:
- 1. The lexical system of the English language.
| Lecture 6
Teaching vocabulary 1. The lexical system of the English language. 2. The content of teaching vocabulary. The aims of teaching vocabulary. 3. The difficulties in vocabulary. 4. Presentation of new lexical units. 5. The system of lexical exercises. 1. The lexical system of the English language. In modern methodology much attention is devoted to vocabulary acquisition in its close connection with speech habits formation. The most important problems of teaching vocabulary are: 1) selection of lexical units for teaching purposes. 2 ) ways of presentation of new lexical unit. 3) exercises for fixing lexical units in students memory and developing lexical habits. Any word is a very complex phenomenon as each word has its meaning, form and usage. By the form of a word we mean its sound form (pronunciation), spelling, structure and grammatical forms. Both pronunciation and spelling of foreign words are new for students (learners) and their acquisition presents some difficulties. The meaning of new words is rather difficult to learn too, as the words of the foreign language can be polysemantic, the volume of meaning can be different , their ability to combine with other words and their usage. The main characteristic features of English words are homonyms and polysemy. Many words were borrowed from other languages. In many cases the volume of meaning of foreign words does not coincide with the meaning of words in mother tongue: For example “идти”-to go , to come. Or one and the same notion can be expressed by words of different semantic structure: “крепкий бульон”-“thick broth”. That is why we must take into account all the specific features of the language in teaching it. The usage of words in the target language is greatly influenced by the mother tongue. This influence can be both positive and negative, and we call it “transfer of habits” and “interference”. “Interference” can be of two kinds: between the foreign and the native languages and within the foreign language. (man-men, “mans”) It is impossible to count all the words of a language and consequently its impossible for learners to learn all the words. We use a different amount of lexical units in different kinds of language activity: auding, speaking, reading and writing. In oral communication and in auding we understand and recognize more words than we use in our speech, as auding speech of other people we can not change it and it may contain words unknown to us. While reading we recognize more words than while auding. At the same time the number of words used in writing is rather less than in reading or oral speech or auding. We can represent this in the following way: I - words used in reading II - words used in auding III - words used in speaking IV - words used in writing Not all the words that are recognized in reading are used in speaking and not all the words that are recognized in auding and speakig are used in writing. This fact must be taken into account in teaching students to speak and to write and treat them in different ways. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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