TEMA 11. CAMPOS LÉXICOS Y SEMÁNTICOS EN LENGUA INGLESA. LÉXICO NECESARIO PARA LA SOCIALIZACIÓN, LA INFORMACIÓN Y LA EXPRESIÓN DE ACTITUDES. TIPOLOGÍA DE ACTIVIDADES LIGADAS A LA ENSEÑANZA Y EL APRENDIZAJE DEL LÉXICO EN LA CLASE DE LENGUA EXTRANJERA. In this unit we will study how we can order vocabulary (lexical felds) and how vocabulary is organised (semantic eatures), then we will see some vocabulary needed needed to expr expres ess s some some comm common on commu communic nicat ative ive unct unctio ions ns (soc (socia ializ lizat ation ion,, inorma inormation tion and attitu attitude de expres expressio sion n and fnally fnally techniq techniques ues used in lea learni rning ng and teaching vocabulary. vocabulary. ithout ithout vocabulary, structures structures and unction unction haven!t got any sense. e can see see the the impor importa tance nce o voca vocabul bulary ary when when we don!t don!t fnd the the wo word rds s we need need to expr expres ess s some someth thing ing.. "owev "owever er,, many ma ny teac teache hers rs spend spend mo more re time time in teac teachin hing g grammar than in teaching vocabulary. vocabulary. #irstly, I am am going to start tal$ing about the s!"#$%& s$'(&$('. %here are severa severall ways ways o oraganizin oraganizing g lexeme lexemes. s. e can try to group them into into felds felds o meaning mea ning,, or studyin studying g the types types o paradigm paradigmatic atic relat relations ionships hips exist existing ing betwee between n them, or analyzing lexical items into a series o semantic eatures or components. %al$ing %al$ing about semantic or lexical felds we can say that lexemes can be organised into a system, in which these lexemes interrelate, and defne each other in specifc ways, #or example, the various lexemes or & parts o the body' (head, nec$ nec$,, shou should lder ers, s, etc etc.) It has been been argu argued ed that that the the whol whole e o a lang langua uage ge!s !s vocabulary is structured into felds but there is in act a great deal o variations as we move rom one part o the language to another. %here would be little diculty gathering together all the *nglish lexemes or &body parts', or example but it would be very dicult to do the the same +ob or &noise' &noise' or &sociology'. %here have h ave been many philosophical and linguistic attempts to classiy the concepts or words in a language. In recent times, the most inuential and popular wor$ has been the %hesaurus o -eter ar$ /oget (011230452), fr published by 6ongma 6ongman n in 0478. /oget /oget divided divided the vocabulary vocabulary into six main areas areas99 abstra abstract ct relations, space, matter, intellect, volition and a:ections. *ach area was given a detailed detailed and exhaustive exhaustive subclassifcation, subclassifcation, producing 0.;;;
olition deals with the human will. =:ections, whose original tittle is emotion, religion and morality, deals with the human heart and soul. %here is a progression rom abstract concepts through the the ma mate teria riall unive universe rse,, to man$in man$ind d itsel itsel, , culm culmina inatin ting g in what what /oget oget saw saw as humanity!s highest achievements9 morality and religion. ?ral9 ?ne path through the thesaurus is the ollowing9 a:ections general terms personal sympathetic moral religious obligation
sentiments
conditions
practice institutions
temperance intemperance sensualism aceticism
%hesauri o this $ind have now been produced or several languages, and prov prove e to be a use useul ul ad+un ad+unct ct to ma many ny pract practic ical al lingui linguist stic ic activ activiti ities es,, such such as pro proes essio siona nall writ writing ing,, tran transl slat ating ing,, and and sett setting ing or solvi solving ng cros crossw swor ords ds.. #or the the
semanticist, however, their value is limited, as they contain no inormation about the sense relationships between individual lexemes, and items that come rom di:erent regional, social, or proessional varieties are +uxtaposed without comment. %o study the structure o a semantic feld, more precise means o plotting the sense relations between lexemes need to be used. In this point we have to tal$ about sense relationships too. %he organization o the lexemes o a language is based on our intuitions that groups o lexemes are related in sense. %he relationships between lexemes can be analyzed under two main headings9 0.
Aommunicating and searching or inormation based on acts. *xpressing and fnding out emotional attitudes. *xpressing and fnding out moral attitudes. *xpressing and fnding out intellectual attitudes. %elling someone to do something (persuasion).
*ach one o these categories, and each one o the unctions, can be carried out separately in speech acts. ?ten, however, two or more unctions will combine in the same speech act. oreover, a person can search or inormation and at the same time express surprise (emotional attitude). %his list o unctions is not exhaustive. #irst o all, it is dicult to ma$e a complete list.
e will then examine the structures and lexicon needed or social relations and to give and receive inormation, as well as how emotional and intellectual attitudes are expressed. 0.
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d) =pologising and regretting9 F=pologising9?h , orgive me, I!m terribly sorry.3 %hat!s quite all right, harm done. I do apologize3 It doesn!t matter.
) *xpressing good wishes, seasonal greetings and toast9 F Good wishes9 Good luc$H Jest wishes or..H "ave a good time...H *n+oy yourselH F
b) *xpressing agreement and disagreement9 F =greement9 I agree, I couldn!t agree more, %hat!s +ust what I thin$, do I . I share your opinion. F Misagreement9 I can!t agree with you, I disagree, I don!t thin$ that true, it is awul. F -artial agreement9 it!s true that..., but@ I I accept this you must accept.. c) Interrupting9 *xcuse me, sorry, +ust a moment. d) corroboration9 I agree, and what is more,@ Kes, in act,
d) Alarifcation9 F Alariying9 , I mean...@..., in other words... F as$ing or clarifcation9 sorry, -ardon, Aould you repeat that, hat do you mean by.. %he last thing we will see in this point is the vocabulary needed to express attitudes, where we have to distinguish in the next unctions9 a) >olition9 F willingness9 I am ready to paint your home@I will do anything or you F wish9 I wish you every happiness in your wedding dayould you li$e FIntention9 I intent to see you tomorrow@ I am going to see her tomorrow. F Insistence9 I insist on overcome the issue.
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b) 6i$ing and disli$ing9 F6i$es9 I li$e, I love, I en+oy, I am ond o, I am $een on F Mis$i$es9 I don!t li$e, I disli$e, I hate, I detest , I can!t stand, I am ed with F Indi:erence9 I don!t mind F -reerence9 I preer reading c) "ope9 I hope she arrives on time. d) =nticipation o pleasure9 I am loo$ing orward to hearing rom you, e) /egret9 I wish I were tall, I am sorry to hear that, ) =pproval and disapproval9 F approval9 you are quite right to, I am in avour o, F disapproval9 I must ob+ect to, I am opposed, g)
=s we can see there are many lexical items that our pupils must be able to use in order to acquire a basic communicative competence. %o fnish we will see the third main point in the theme, $2 $&2#%3(s
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Eow we will point out the most common techniques to introduce the new vocabulary. %he frst thing we will see is how we must introduce the new vocabulary. %he frst step is introducing the new vocabulary , the main thing here is the meaning. %o explain the meaning there are several techniques and these are9 a) >isual techniques9 e can use ashcards, photographs, blac$board drawings, wall charts and realia that we can carry to our class easily. = picture has a great importance because a pupil can remember more easily a word when we have showed him@her the picture than we have only translated the word. (%=/L*%=< *GI=<) b) >erbal techniques9 e can give a defnition in simple *nglish with words that they $now. e may also use synonyms. e may also use any o the types o antonyms we have described. c) %he use o records with sounds that they can associate with the ob+ect beore they listen to the word in *nglish or instance the transports li$e a car, train, motorbi$e, etc. d) %he use o mime, action and gesture9 ith gestures the teacher can explain a lot o words, action verbs such as drin$, eat, wal$ as well as ad+ectives li$e happy, sad or deictic words such as rom, to there... e) %ranslation9 when other techniques are not useul to explain any dicult word, the teacher can use the translation into the mother tongue. "owever,
translation cannot be the main technique i we don!t want our pupils to continue to use
8. Ao:ee3pot9 is a word which is used instead o a particular verb a pupil has thought o. %he rest o the class must fnd out this verb by means o questions such as9 hen do you co:ee pot B.>ocabulary quizzes9 In groups they prepare questions that elicit the correct answer. %hen, they as$ them in turns. Eow we are going to see to fnish the learner-centred techniques. /ecent developments have emphasised the importance o equipping our pupils with the necessary strategies or dealing with s$ills activities. In learning vocabulary his involves9 0. =s$ing others, in *nglish, i possible, can oster co3operative learning and it also ma$es our pupils to o:er the best context to elicit the word they want %his is a s$ill we have in our mother tongue, and we use it very requently when we do not $now a lexical feld. 8. Dsing a dictionary is one o the most important s$ills we must teach our pupils. %eaching students how to use a dictionary should include the ollowing aspects9 %he students must $now how a dictionary is organized regarding ideas, etymology, synonyms, etc., %hey must be amiliar with the symbols and abbreviations used in the dictionary.. = s$ill that the teacher should practice with his students is understanding the dictionary defnitions o words. %he learners must acquire a critical ability that will enable them to discern the advantages o using a certain type o dictionary as opposed to another in specifc situations. #inally, the student must develop the ability to choose the correct use o word based on a specifc concept. =t initial levels it is better to use pictorial dictionaries. B. =nother s$ill we can teach our pupils is to deduce meaning out o context. %his is a predictive s$ill that they must use b oth in listening and in reading. ?ral9 #or evaluating vocabulary we have many examples o activities9 0. Aloze test9 the pupil must write the words that there aren!t write in the text because they are necessary. 8. atching antonyms. B. atching words with their defnition.
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