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Another problem arises when the words in the Mother Tongue and
in the Foreign Language do not cover the same area of meaning.
There are words in the Target Language which do not make
distinctions that the Foreign Language does (ex., trip, travel,
journey,). These distinctions imply that there is a change in the
way of viewing reality and, therefore, this change must be learnt
too.
2.AFFIXATION
3.COMPOUNDING
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1.CONVERSION
2.AFFIXATION
8. Etc
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b.)SUFFIXES, which frequently alter the word-class of the base.
Examples :
1. Verb to noun suffixes : -er , -ing,
Ex., driver, painting.
6.Etc
3. COMPOUNDING
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Semantically, they can be seen to be isolated from ordinary
syntactic constructions by having a meaning which may be related to
but cannot simply be inferred from the meaning of its parts.
Compounds may be :
1.- Reduplicative , which are compounds with 2 or more elements
that are identical or only slightly different, such as
knock-knock, tick-tock,
4.- Acronyms , which are words formed from the initial letters of
words that make up a descriptive or a proper name,
such as FBI (Federal Bureau of Investigation), UFO
(Unidentified Flying Object),
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-communicative strategies : Sorry, I dont understand,
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We know that just telling the students the expressions and
mechanisms of the Foreign Language does NOT make them learn.
Whenever we do an activity for pupils to learn certain vocabulary we
must try, in the first place, that this vocabulary is presented in REAL
SITUATIONAL or LINGUISTIC SETTING that let them guess the
meaning; on the other hand, new words and expressions must be
always presented in an ORAL WAY to avoid pupils getting wrong
conclusions about their pronunciation when they see the written
form.
After this, students must try to use the new items productively,
that is, to insert the words in a context they think suitable to use it.
This is the best way to make them understand all the different
meanings that the new words have, since they always relate the
meaning of these items in the Foreign Language with the possible
meanings that these words may have in their Mother Tongue.
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A. Using objects, because as much of the vocabulary at this
educative stage consists of concrete nouns, so introducing a new
word by showing the real object often helps them memorize it
better.
F. Synonyms and Antonyms, what let pupils associate the new word
with a concept they already know.
I. Etc
A. Games, such as :
-Kims game .
-Dominoes or Bingo.
-Memory games, such as:
. Chinese Whisper (the Spanish Juego del Telfono).
. I went to the market (in which a child starts saying, I went to
the market and I bought potatoes, then the next student adds
a word and says, I went to the market and I bought potatoes
and tomatoes, and so on).
- Etc
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G. Ordering a text, in which we have a text and we cut it into stripes;
then we hand them out to pupils for making the text up.
H. Etc
3.Many children learn new words relatively quickly, but they also
forget them quickly. Once vocabulary has been introduced and
practised, some techniques may be used to CONSOLIDATE and
REVISE it, such as :
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which is very important if we want to create a suitable atmosphere in
the class and to develop our students motivation.
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