1. Teaching Vocabulary To
Advanced Students: A Lexical
Approach

2. 1. ADVANCED STUDENTS AND
THEIR NEEDS
A wider range
To understand the Students need: of vocabulary
meaning of words
To be able to
-use them
-appropriately
Some factors are:
- oral / written use of the language; degree
of formality, style and others.

3. 2.THE TEACHING OF
VOCABULARY
• vocabulary teaching  part of the syllabus
• Lewis (1993) vocabulary should be at
the centre of language teaching, because
‘language consists of grammaticalised
lexis, not lexicalised grammar’

4. Aspects of lexis that need to be taken into account when teaching
vocabulary according to Gairns and Redman (1986):
Boundaries between Homophyny
Translation
conceptual meaning
Style, register,
dialect
Affective meaning
aspects of lexis
Synonymy
Homonymy
Polysemy Pronunciation
Grammar of vocabulary
Chunks of language

5. 2.1.MEMORY AND
STORAGE SYSTEMS
• It is necessary to understand how the
memory works in order to create effective
ways to teach vocabulary.
• Gairns (1986):
Short-term memory  Learning new items
Long term memory
Not effective if the
number of chunks of Could hold any
Word frequency:
info. Exceeds 7 amount of information More frequently used
items are easier to retrieve.

6. Oxford (1990) memory strategies:
• Creating mental linkages
• Applying images and sounds
•Reviewing well (structured)
•Employing action

7. 2.3. USING LANGUAGE
Receptive Vocabulary
items
Lexical item is most likely to be learned
when the learner needs to use it.
Production depends on MOTIVATION.

8. 2.4.THE LEXICAL APPROACH
• Lewin (1993)  Vocabulary basic to
communication and grammar is equally
important, both should be present in TFL.
• Lewin (1997) “‘language consists not of
traditional grammar and vocabulary, but
often of multi-word prefabricated chunks”
-Collocations
-Fixed and semi-fixed expressions and
idioms.

9. • Lexical approach Task based Learning
Have common principles
Successful communication is more
important than the production of
accurate sentences.