How can learning vocabulary strategies be taught in class?
| dc.contributor | Insaurralde, Andrea | |
| dc.creator | Cuevas, María Alejandra | |
| dc.date | 2013 | |
| dc.date.accessioned | 2014-09-09T19:39:31Z | |
| dc.date.accessioned | 2021-11-26T03:56:05Z | |
| dc.date.accessioned | 2024-10-23T18:47:33Z | |
| dc.date.available | 2014-09-09T19:39:31Z | |
| dc.date.available | 2021-11-26T03:56:05Z | |
| dc.date.available | 2024-10-23T18:47:33Z | |
| dc.date.issued | 2013 | |
| dc.description | In spite of its great importance and relevance for language teaching, vocabulary is usually neglected in state schools. Many teachers mostly concentrate on the four macro skills and on grammar, treating vocabulary as part of them. Vocabulary should be taught separately, or at least given special attention, since it is essential for conveying meaning. Just knowing the rules of language or being competent in the four skills is not enough to express thoughts, opinions, ideas or emotions. This does not mean that words should be taught in isolation. Just knowing the Spanish equivalent of a word is not enough. Connotative and denotative meanings are both important, as well as collocations, synonyms and antonyms. It is well known that language learning strategies are very useful, since they lead to learners’ autonomy and long term learning. Helping students identify which strategies they find appropriate and providing them with examples of strategies they could implement taking into account their learning styles should be part of our teaching practice. I decided to write about this topic because I believe that vocabulary is essential to understand and produce language. Even if grammar mistakes are made, we can understand each other, but if we make vocabulary mistakes, there is misunderstanding or no understanding at all. In their course book “Innovations”, Hugh Dellar and Darryl Hocking leave the following piece of advice for students that I think expresses that idea of what I am writing about: “If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!” I believe that this message clearly resembles the idea behind vocabulary teaching. | en |
| dc.description | Fil: Cuevas, María Alejandra. Universidad FASTA. Facultad de Humanidades; Argentina. | |
| dc.description | Fil: Insaurralde, Andrea. Universidad FASTA. Facultad de Humanidades; Argentina. | |
| dc.format | application/pdf | en |
| dc.identifier.uri | http://dspace.ufasta.edu.ar/handle/123456789/573 | |
| dc.language | eng | en |
| dc.publisher | Universidad FASTA. Facultad de Humanidades | |
| dc.rights | info:eu-repo/semantics/openAccess | es_ES |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/3.0/deed.es_AR | es_ES |
| dc.source | instname:Universidad FASTA | es_ES |
| dc.source | reponame:REDI | es_ES |
| dc.subject | Inglés | |
| dc.subject | English | |
| dc.subject | Enseñanza de idiomas | |
| dc.subject | Language instruction | |
| dc.subject | Vocabulario | |
| dc.subject | Vocabularies | |
| dc.subject | Enseñanza pública | |
| dc.subject | Public education | |
| dc.subject | Método de aprendizaje | |
| dc.subject | Learning methods | |
| dc.title | How can learning vocabulary strategies be taught in class? | en |
| dc.type | info:eu-repo/semantics/bachelorThesis | es_ES |
| dc.type | info:ar-repo/semantics/tesis de grado | es_ES |
| dc.type | info:eu-repo/semantics/acceptedVersion | es_ES |