Teaching suggestion

1. Form. when teaching vocabulary, it is good not just to teach words, but to
teach clusters of factors that will help student to use lexicogrammatical
items correctly. for example, use a/an when introducing countable nouns
(e.g., a theory); use to when introducing verbs (e.g., to arrive); show that
verbs are transitive by adding an indefinite object such as something (to
propose something); and use to be when introducing adjective (e.g., to be
naive). also indicate any preposition needed, where relevant (e. g., to be
interested something).
Answer:
When teaching vocabulary, it is indeed beneficial to go beyond simply
teaching individual words and instead focus on teaching clusters of factors
that help students use lexicogrammatical items correctly. This approach
enhances their understanding and ability to use the language effectively.
Here are some examples of how to incorporate these factors into
vocabulary instruction:
 Articles and countable nouns:
When introducing countable nouns, such as "theory," it is
important to highlight the appropriate use of articles. For instance,
you can explain the distinction between "a theory" and "the
theory." Emphasize that "a" is used when referring to a non-
specific or generic instance of the noun, while "the" is used when
referring to a specific or previously mentioned instance.

 Infinitive marker with verbs:

When introducing verbs, such as "arrive," it is helpful to
teach the use of the infinitive marker "to." Explain that "to" is used
before the base form of a verb to indicate an action or purpose. For
example, "to arrive" means the action of coming to a particular
place.

 Transitivity of verbs:
To demonstrate the transitivity of verbs, you can add an
indefinite object, such as "something," when introducing transitive
verbs. For instance, you can illustrate the use of the verb "propose"
by saying "to propose something." This clarifies that the verb
requires an object to complete its meaning.

 Adjectives and the verb "to be":

When introducing adjectives, such as "naive," it is effective
to use the verb "to be" to demonstrate their usage. For example,
you can explain that "to be naive" means to possess the quality of
being inexperienced or innocent.

 Prepositions with certain expressions:

 Where relevant, indicate the prepositions that are
commonly used with specific expressions. For instance, when
teaching the phrase "to be interested," emphasize that it is followed
by the preposition "in." Therefore, it should be "to be interested in
something."

By incorporating these factors into vocabulary instruction, students

can develop a deeper understanding of how words function within
the grammatical framework of the language. This approach
provides them with a more comprehensive grasp of vocabulary
usage, enabling them to communicate more accurately and
effectively.

2. Form. Recommend to students that they use good learners' dictionaries

to find grammatical information themselves. In addition, with
dictionary activities you can ask students to find collocations either
from learners' dictionaries or online sources.
a. Find two adjectives that can go before the noun tone.
b. What two prepositions can be used after the noun rejection?
c. Is arouse a transitive or intransitive verb? Find three nouns that go
before or after the verb arouse
Answer:
Encouraging students to develop the skills to independently explore
dictionaries can greatly enhance their language learning experience.
Additionally, incorporating dictionary activities into the classroom can
further reinforce their ability to find and understand collocations. Here
are the responses to the specific questions you provided:

a. Two adjectives that can go before the noun "tone" are

"melancholy" and "harsh." Students can consult a learners'
dictionary or online sources to confirm these adjectives and
explore additional possibilities.

b. Two prepositions that can be used after the noun "rejection" are
"of" and "by." Students can refer to a learners' dictionary or online
sources to verify these prepositions and discover other potential
options.

c. The verb "arouse" is a transitive verb. It requires an object to

complete its meaning. Students can consult a learners' dictionary or
online sources to confirm this information.

Regarding three nouns that can go before or after the verb

"arouse," here are some examples:
 Before the verb "arouse":

 Interest: "arouse interest"

 Suspicion: "arouse suspicion"
 Curiosity: "arouse curiosity"

After the verb "arouse":

 Emotion: "arouse emotions"

 Passion: "arouse passion"
 Controversy: "arouse controversy"

Students can use learners' dictionaries or online sources to

explore more noun options that collocate with the verb "arouse"
in different contexts.

By encouraging students to utilize learners' dictionaries and

engage in dictionary activities, you empower them to take
ownership of their language learning journey and develop
essential skills for independent linguistic exploration.

3. Form. Nation (1990, p. 151) suggests an inductive method to draw

students' attention to the form of words, using exercises like the following:

a. Look at the word insanity in this sentence. What part of speech is

it? Is it countable or uncountable? How do you know this?
He saw the beginning of insanity in her.

b. Look at inhabit in this sentence. What part of speech is it followed

by?
Woodpeckers inhabit hollow trees.

Answer:
Certainly! Nation (1990) suggests using an inductive method to
draw students' attention to the form of words. Here are the
exercises you provided along with the suggested approach:

a. Look at the word "insanity" in this sentence. What part of

speech is it? Is it countable or uncountable? How do you know
this?

To guide students in analyzing the word "insanity," you can

follow these steps:

 Ask students to identify the part of speech of "insanity." In

this case, "insanity" is a noun.
  Next, ask students whether "insanity" is countable or
uncountable. To determine this, they can consider whether
"insanity" can be used with a specific number or if it is
more general in nature.

 By examining the sentence "He saw the beginning of

insanity in her," students can infer that "insanity" is
uncountable. This is because there is no specific number or
article (e.g., "a," "an") associated with "insanity." It is being
referred to as a general concept or state.

b. Look at "inhabit" in this sentence. What part of speech is it

followed by?

To guide students in analyzing the word "inhabit," you can

follow these steps:

 Ask students to identify the part of speech of "inhabit." In

this case, "inhabit" is a verb.

 Next, ask students to identify what it is followed by in the

sentence "Woodpeckers inhabit hollow trees." In this case,
"inhabit" is followed by the object "hollow trees."

By engaging students in these exercises and guiding them

through the inductive process, they can actively analyze the form
of words and gain a deeper understanding of their parts of speech,
countability, and usage patterns. This approach encourages students
to actively observe and draw conclusions, fostering a more
autonomous and analytical approach to language learning.
4. Form. Low-intermediate ESL/EFL students often confuse the related
forms of a word. If a new item has related forms as other parts of speech,
these other parts should also be introduced with example sentences that
make the learner actively discriminate among them. For example:
a theory to theorize to be theoretical Cynthia is very (1) ____about
everything. She just developed a new (2) ______ She (3)
_____about everything. She has just developed a new that the less
one works, the more one will succeed at certain tasks
Answer:
Certainly! It is important to introduce related forms of a word to low-
intermediate ESL/EFL students and provide example sentences that
actively discriminate among them. This approach helps students
understand the different parts of speech and their appropriate usage. Here's
an example using the related forms of the word "theory":
Cynthia is very (1) theoretical about everything. She just developed a new
(2) theory. She (3) theorizes about everything. She has just developed a
new (4) theory that the less one works, the more one will succeed at
certain tasks.

In this example, we have introduced the related forms of the word "theory"
as an adjective, a noun, and a verb. By providing example sentences that
demonstrate the appropriate use of each form, students can actively
discriminate among them. Here's a breakdown of the example:

 Theoretical (adjective): This form describes Cynthia as being

inclined towards theory or theoretical thinking. The adjective form
"theoretical" modifies the noun "Cynthia."
 Theory (noun): This form refers to the concept or idea developed
by Cynthia. It is a general idea or principle that can be studied or
discussed.
 Theorizes (verb): This form describes Cynthia's action of engaging
in theoretical thinking or developing theories. The verb form
"theorizes" indicates the action she performs.

By presenting these related forms in context, students can better

understand their distinctions and how they function within sentences. This
approach encourages active engagement and discrimination, helping
students become more proficient in using related forms of words.