INGLÉS Maestro

CURSO 2021/22
SEMANA: Week 21
TEMAS: Topic 11-Must Have. Overview
MATERIAL ELABORADO POR: Amaia Terán
TEMA 11. CAMPOS LÉXICOS Y SEMÁNTICOS EN LA 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.
INTRODUCTION. It is possible to have a good knowledge of how the system of a
language works and yet not be able to communicate in it. Having the vocabulary we
need, it is usually possible to communicate. Wilkins (David Arthur Wilkins who wrote
Linguistics in Language Teaching (1972) “… while without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”
http://www2.vobs.at/ludescher/alternative%20methods/communicative_language_tea
ching.htm
What is vocabulary? The words of a language including single items and phrases or
chunks of several words, which convey a particular meaning.
http://www.tesol.org/docs/books/bk_eltd_vocabulary_974
LEXICAL AND SEMANTIC FIELDS IN THE ENGLISH LANGUAGE.
Semantic is the study of meaning in a language.
Three conditions: 1) must give the meaning of words and sentences. 2) must
characterise and explain the systematic relation between words and sentences.
(Synonymy, polysemy …) 3) must be able to predict the ambiguities in words or
sentences. Write the example that clarifies this third condition.
Lexical and semantic fields. Philosophical and linguistic attempts to classify the
concepts or words in a language.
Pete Mark Roget “THESAURUS” 1779-1869, divided the vocabulary into six main
areas:
Abstract relations
Space
Matter
Intellect
Volition (the power of choosing or determining: W ILL / an act of making a
choice or decision; also: a choice or decision made)
Affections

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Lexical field: set of words that are semantically related on the basis of their meaning,
belong to the same word class, are interrelated by meaning relations and constitute a
group of words that are complete. Lexical field=Semantic field=Word field. E.g.
angry, sad, happy, excited …
Types of lexical relations:
 SYNONYMY: sameness of meaning. It is rarely the case that 2 words will be
synonyms on every occasion.
 HYPONYMY: notion of inclusion (rose – flower/ car- vehicle)
 ANTONYMY: oppositeness of meaning. (big/small – male/female)
 INCOMPATIBILITY: mutually exclusive members of the same super-ordinate
category. (if it is green is green, if it is red, the colour is red)
 HOMONYMS: same phonetic form (homophones) or orthographic form
(homographs) but different unrelated meanings HOMOGRAPHS. Same
spelling - (sow – verb=to plant seed and sow – noun = female pig.
HOMOPHONES – same pronunciation (tale = story and tail (part at back of
animal). POLYSEMY. Words with the same spelling and related meaning
(same origin) mouth of a river/ mouth of an animal.
 HETERONYMS: share the same spelling but have different pronunciation and
meanings. Desert (with nobody) and desert (arid region)
Three concepts of meaning.
Word ---- things. A word refers to a thing (E.g. table) There are many words
that are difficult to be related to things in an obvious way (actions)
Word ---- concepts. For every word, there is a concept associated.
Concepts are not easily identified. Are there neat visual images
corresponding to every word we say?
Stimuli --- words --- responses. LEONARD BLOOMFIELD (1887-1949)
http://ling.yale.edu/history/leonard-bloomfield. Behaviourist view of
meaning. Actions denote meaning of sentences.
Aspects of Vocabulary Knowledge. Three significant aspects to define a word.
(NATION 2001) http://www.er.uqam.ca/nobel/r21270/cv/Nation_2001.htm
The form. Pronunciation-Spoken form. Spelling – Written form. Morphology
(prefix, root and suffix)
Meaning. Knowing the concept and what items it refers to. What the word
denotes and connotes.
Use or knowledge of: A) the grammatical functions of words or phrases. B)
Colocations that normally go with it. C) The frequently of the word in the
language. D) The register, use of the word according to variations of function
and situation. E) Knowledge of equivalent of the word in the mother tongue.
(false friends = Sensible/ Actually …)

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VOCABULARY FOR SOCIALIZATION, INFORMATION AND EXPRESSION OF
ATTITUDE. Communicative competence must be achieved learning vocabulary used
to be sociable, to get and give information and to express attitude.
Vocabulary needed to socialise. Greetings, introductions, thanking and responses,
good wishes. Speaking on the phone, toasts, apologising and responses, expressing
condolences or writing letters. Write examples
Vocabulary needed to give and get information. Asking for and giving an opinion.
Talking without giving your opinion. Expressing agreement and disagreement.
Corroboration. Interrupting. Asking and giving clarification. Write examples
Vocabulary needed to express attitudes. Intention, insistence, wish, likes and
dislikes, indifference, preference, hope, anticipation and pleasure, regret, approval
and disapproval, surprise, concern. Interjections, exclamations, repetition and
emphasizers.
TEACHING AND LEARNING VOCABULARY. Authors: Laufer and Sim.
http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1944-9720.1985.tb00973.x/abstract
Hulstijn. Hollander and Greidanus. http://www.cc.kyoto-su.ac.jp/information/tesl-
ej/ej13/a2.html
Active knowledge and passive knowledge. To know a word in a target language as
well as the native speaker knows it may mean the ability to:
 Recognise it in spoken and written form
 Recall it at will
 Relate it to an appropriate object or concept
 Use it in the appropriate grammatical form
 In speech, pronounce it in a recognizable way
 In writing, spell it correctly
 Use it with the words it correctly goes with, in the correct collocation
 Use it at the appropriate level of formality
 Be aware of its connotations and associations
Royal Decree 126/2014, 28th February … includes the learning of oral and written
vocabulary …
The principles of teaching and learning vocabulary: Aspects to consider when
teaching vocabulary.
Aims, quantity, need, frequent exposure and repetition, meaningful presentation
situation presentation, presentation in context, learning vocabulary in the mother
tongue and in the target language, infer, grouping words together.
Presenting vocabulary. In a context which is familiar to the child. Visual support is
very important. Association so children remember words better (in groups with
something in common)
Lexical sets.

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Get pupils to use their senses.
Build background knowledge.
Do not write the word until you have practised its pronunciation.
Techniques: Realia or the used of objects. Pictures (blackboard drawings, wall
pictures and charts, flashcards …) Mime, action and gestures (for example actions).
Using opposites to foster association. Guessing from context (self-confidence)
Eliciting (semantic area) Enumeration. (Vegetable = broccoli, green beans …)
Explanation (explaining the meaning including examples of when to use the item
…Translation only when the other techniques have not worked.
Practising and checking vocabulary. Activities:
What is missing? Kim´s game, matching words to pictures, guessing game, giving
instructions, picture dictation, sequencing, labelling, bingo, classifying/sorting,
dominoes, word stars, memory games (market game, remembering details from a
story, matching)
Consolidating vocabulary. Picture dictionaries, vocabulary books, word families,
sets, vocabulary cards. Collages, researching.
Teaching vocabulary through technology. Let students use multimedia to show
vocabulary knowledge. Online vocabulary games. Television and audiobooks.
CONCLUSION.