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1、ANUPI2006FACILITATINGTHEACQUISITIONOFENGLISHVOCABULARYNancyKillick&WendyKipnisThompsonRiversUniversity,Kamloops,BC,CanadaABSTRACTLanguagestudentsandtheirteachersrecognizetheneedforstudentstoexpandtheirvocabularysothattheycanexpressthemselvesmoreeasilyandaccurately.However,itisim
2、portantthatstudentsbeexposedtovocabularywhichisusefulfortheirneeds,and,inaddition,theymustbegiveninformationonwordusage–howtousethesevocabularyitemsasnaturallyaspossible.Wordlistsareasourceofusefulvocabulary,andlearner’sdictionariesareaninvaluablesourceofinformation,includingeas
3、y-to-understanddefinitions,andinformationonusageandgrammar.Itisalsoimportantthatstudentsbeexposedtonewvocabularyrepeatedlythroughvariousexercisesandactivitiestohelpthemrememberthemeaningsofthewordsandlearnhowtheyareused,sothearticleendswithseveralsuggestionsforactivitiesthatcanb
4、eusedatvariouslevelsandinclassesteachingdifferentlanguageskills.INTRODUCTIONAconstantcomplaintheardbyteachersofEnglishasaSecondLanguagefromtheirstudentsisthatthestudentsfeeltheydonothaveadequatevocabularytoallowthemtoexpresswhattheywishtoexpress.Inaddition,ESLteachersarepainfull
5、yawarethatstudentsoftenusecertainvocabularyitemsquiteunnaturally.Thestudentsmayfeelthatthey“know”awordorphrase,but,infact,theydonotuseitasanativeEnglishspeakerwoulduseit.Therefore,whenteachingvocabulary,wemusttrytodotwothings:expandthenumberofvocabularyitemsthestudentsknowbutals
6、ogivestudentsinformationonusage,thatis,informationonhowthesewordsandphraseswouldactuallybeusedbyanativeEnglishspeaker.-1-ANUPI2006Thefirstthingweneedtoconsideriswhatitmeansto“know”aword.Whenwetalkabout‘knowing’aword,weareactuallytalkingaboutavarietyoflevelsofknowledgeaboutthatwo
7、rd:0.-Thepersonhasperhapsneverseenorheardthewordbeforeandhasnoideaofitsmeaning.1.-Thepersonhasseenorheardthewordbeforeandperhapshasavagueideaofitsmeaning.2.-Thepersoncanunderstandthemeaningofthewordbutcannotexplainitclearlyorusetheword.3.-Thepersoncanunderstandthemeaningandcanex
8、plainitbutstillisnotsureexactlyinwhatsituations
