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viii | |
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A The importance of vocabulary learning |
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1 | (3) |
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1 Devote time to vocabulary teaching |
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2 | (1) |
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2 Raise learners' awareness of the importance of vocabulary |
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3 | (1) |
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B Selecting vocabulary to teach |
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4 | (10) |
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3 Prioritise the most common vocabulary items |
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5 | (1) |
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4 Include multi-word items |
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6 | (1) |
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5 Teach word families selectively |
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7 | (1) |
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6 Teach occasional idioms and proverbs |
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8 | (1) |
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7 Teach basic texting vocabulary |
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9 | (1) |
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8 Use published vocabulary lists with caution |
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10 | (1) |
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9 Prioritise internationally acceptable items |
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11 | (1) |
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10 Avoid introducing lists of words that are all `the same kind of thing' |
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12 | (1) |
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11 Teach useful classroom vocabulary early on |
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13 | (1) |
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C Introducing new vocabulary |
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14 | (13) |
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12 Teach written and spoken forms together |
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15 | (1) |
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13 Keep metalanguage (e.g., adjective) to a minimum |
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16 | (1) |
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14 Teach first the most common form of a word |
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17 | (1) |
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15 Teach one meaning at a time |
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18 | (1) |
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16 Teach collocations (links with other words) |
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19 | (1) |
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17 Teach how new words behave grammatically |
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20 | (1) |
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18 Teach new vocabulary both in context and in isolation |
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21 | (1) |
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19 Draw attention to problematic pronunciation |
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22 | (1) |
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20 Draw attention to problematic spelling |
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23 | (1) |
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21 Write up new vocabulary on the board and leave it there |
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24 | (1) |
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22 Make sure learners write down new items |
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25 | (1) |
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23 Make learners aware of common mistakes associated with a new item |
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26 | (1) |
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D Clarifying meanings of new vocabulary |
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27 | (11) |
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24 Explain meanings yourself, rather than sending learners to a dictionary |
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28 | (1) |
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25 Link the new vocabulary to items previously taught |
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29 | (1) |
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26 Explain meanings briefly |
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30 | (1) |
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27 Use the learners' mother tongue (L1) to help clarify |
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31 | (1) |
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28 Use pictures and realia |
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32 | (1) |
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29 Use mime, gesture, facial expression |
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33 | (1) |
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30 Vary the way you explain |
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34 | (1) |
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31 Teach where it is appropriate/inappropriate to use a new item |
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35 | (1) |
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36 | (1) |
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33 Avoid asking learners to study corpus data themselves |
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37 | (1) |
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E Vocabulary review and practice |
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38 | (10) |
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39 | (1) |
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35 Avoid meaningless copying or repetition of the new items |
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40 | (1) |
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36 Give tasks that get learners to retrieve |
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41 | (1) |
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37 Make exercises interesting to do |
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42 | (1) |
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38 Personalize vocabulary review |
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43 | (1) |
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39 Review after a time-gap |
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44 | (1) |
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40 Try to avoid word games |
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45 | (1) |
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41 Use collaborative activities |
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46 | (1) |
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42 Encourage learners to use new vocabulary in their own speech and writing |
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47 | (1) |
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F Teaching vocabulary from a reading text |
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48 | (8) |
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43 Be selective in deciding which vocabulary to teach |
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49 | (1) |
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44 Use vocabulary profilers |
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50 | (1) |
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45 Check if there are useful multi-word items in the text |
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51 | (1) |
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46 Draw attention to vocabulary learners have been taught before |
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52 | (1) |
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47 Encourage learners to choose which vocabulary to learn |
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53 | (1) |
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48 Pre-teach some of the new vocabulary, sometimes |
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54 | (1) |
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49 Be wary of asking learners to infer meanings from context |
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55 | (1) |
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G Vocabulary enrichment and expansion |
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56 | (8) |
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50 Initiate deliberate vocabulary expansion activities |
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57 | (1) |
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51 Teach new meanings for old words |
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58 | (1) |
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59 | (1) |
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53 Use dictionaries and thesauri for vocabulary expansion |
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60 | (1) |
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54 Teach prefixes and suffixes selectively |
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61 | (1) |
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62 | (1) |
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56 Compare target language words or phrases with their L1 translations |
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63 | (1) |
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H Activities and materials for vocabulary review and expansion |
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64 | (10) |
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57 Use dictation-based activities |
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65 | (1) |
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58 Challenge learners to recall |
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66 | (1) |
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59 Ask learners to create contexts |
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67 | (1) |
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68 | (1) |
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61 Get learners to mingle |
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69 | (1) |
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70 | (1) |
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63 Include translation activities |
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71 | (1) |
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64 Use open-ended tasks (questions with lots of right answers) |
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72 | (1) |
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73 | (1) |
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74 | (8) |
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66 Do brief weekly quizzes |
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75 | (1) |
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67 Include a vocabulary component in general tests |
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76 | (1) |
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68 Include an optional component in tests |
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77 | (1) |
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69 Test productive not just receptive knowledge |
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78 | (1) |
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70 Get learners to design their own test items |
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79 | (1) |
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71 Use translation for testing |
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80 | (1) |
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72 Test (also) aspects of vocabulary other than written form and meaning |
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81 | (1) |
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J Encourage independent vocabulary learning |
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82 | (6) |
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73 Encourage out-of-class vocabulary learning |
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83 | (1) |
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84 | (1) |
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75 Teach dictionary skills |
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85 | (1) |
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76 Introduce advanced learners to phonemic symbols |
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86 | (1) |
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77 Encourage use of online tools for vocabulary learning |
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87 | (1) |
| References |
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88 | (1) |
| Further recommended reading |
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89 | (1) |
| Glossary |
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90 | (3) |
| Index |
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93 | |
