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The modes of english vocabulary development
The modes of english vocabulary development
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Recommended: The modes of english vocabulary development
CHAPTER II
THEME: Influence of vocabulary in oral expression. Design of a teaching guide with vocabulary of the English language.
THEORECTIC FRAMEWORK
BACKROUND
The primary function of language is communication for years we found through research, field study and survey’s that the high school students of “Dr. Jose Maria Egas” failed in oral expression due to the lack of vocabulary learning which caused poor English language communication. Communication is highly important in order to be able to understand the English language, especially when going overseas or speaking it with foreigners. English has become the most widely spoken language in the world and is also used as an official international language however the student must learn and
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Words could be mixed to develop phrases, clauses and sentences. Words can be parted by spaces in language composition. A word belonging to two or more specific purposes joined together is called a compound (e.g. a record player, a classroom, a second-hand). ( Webster’s and Cambridge Dictionaries).Words that belong to eight various word groups such as: nouns (apple), adjectives (green), pronouns (you), verbs (to write), adverbs (here), prepositions (before), conjunctions (while) and interjections (hey). At the most basic level, knowing of a word means knowing of its meaning and its form (Thornbury, 2002), lots of words have different significance and are crucial and of the upmost importance to have knowledge of them because they can be expressed differently in another language. They should be studied and learn them in which manner to express them.
For example :The spanish language has for two English prepositions among and between just one expression entre, there is no difference if they are alike to two or more things, places or people
Words could be divided on relations basis between their meanings into units such as:
- Synonyms – words with the same or nearly the same meaning: huge X big
- Antonyms – words that have opposite meanings: large X small
- Hypernymy – words with general and superordinate meanings to other words:
For example: Color is a hypernym of blue, gray, or
He thinks that the difficult words in language are actually the simple words, such as true or good. These words can have many different meanings and every use of them can be different. Postman suggests teaching students the full range of meanings in these simple words, so they can discover the true meaning behind each word.
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
If you have ever had a conversation with someone whose first language is not the same as your own, you are probably familiar with the idea that there are certain words and phrases that do not translate perfectly from one language to another. This conflict is usually a matter of one language having a single word or succinct phrase for a concept which another language might need an entire sentence to capture.
The problem to be investigated is whether the students are increasing their vocabulary through the current methods used in the classroom. Students’ vocabulary knowledge will be assessed through expressive knowledge of current vocabulary words. Those results will be compared to standardized vocabulary measures to determine the relationship to overall vocabulary ability. The following questions will be explored:
The three components of language consist of content, form, and use. These components are then made up of the five main components of language which are made up of semantics, morphology, phonology, syntax, and pragmatics (Owens, 2012, p. 18). Each of these main components provides its own sets of rules. Semantics rules provide meanings to words or content to a combination of words (Owens, 2012, p. 23). The smaller units of words are known as morphemes. Morphemes can be both free and bound depending on if the word can stand alone or not. Morphemes can also be derivational morphemes if they include either a prefix or suffix (Owens, 2012, p. 21). Phonology pertains to the sounds that letters make when in a certain sequence order. Syntax rules involve the structure of words and sentences. Lastly, pragmatics is how one uses language to communicate. When these rules are not followed, communicating with others will not be
Vocabulary is critical in communicating anything and informing others. Vocabulary is the words we use to phrase sentences; that are our thoughts. “We think in words. The more words you know, the more thoughts you can have." Our vocabularies consist of many words, so many thoughts we can have. These vocabularies, our words, can be very useful in stating ideas, raising questions, and describing objects or events. Our vocabularies have words such as; nouns and verbs tell exactly what a person is think or wanting others to understand. They are words like; what, why, and how so that we can expand our understanding of something from someone else. Adjectives like; big, round, flat, and colorful to describe things for others to understand better.
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
There are many types of polysemy, some of which view the polysemous word as having primary meaning and secondary meaning, i.e. the meaning which a word refers to in the external world and what it refers to in the second understanding of the word. Other types of polysemy can be dealt with lexically, i.e. these types view the literal meaning and the figurative meaning of the polysemous word. Accordingly, there is referential polysemy, and lexical polysemy which is subdivided into linear polysemy and subsuming polysemy.
It is always a problem for English learners since they often find it hard when they discover some English words that do not actually follow the “One Sound, One Symbol” principle.
Co-hyponymy occurs when two or more lexical items used in a text as subordinate members of a superordinate class (Eggins, 2004). If class/sub-classes relation is between the general item and its specific items, co-hyponymy relation is between two or more specific items. To illustrate co-hyponymy, a simple example is taken from The Story of an Hour (Eggins, 2004).
Creation refers to the formation of new words by using the existing materials, namely roots, affixes and other elements. In modern times, this is the most important way of vocabulary expansion. There is a variety of means to produce words. The most productive are affixation, composition and conversion. Let's focus on one of them: composition.
In many languages, linguistic expressions we would want to identify as words are in fact structurally complex.
We use language in a variety of ways, for example, to tell people how we feel, to talk about things that we like and to be able to question and understand the world around us. As well as giving children a sense of identity. Language can be diverse and standard, for example, language can be diverse amongst cultures with different English accents and language can be standard when the majority of people in a country speak a variety of English. Language can be seen through reading and heard through oral language. Halliday and Piaget 's functions on language indicated the important roles of language in children’s lives. Language has been outlined in this essay to play a major role in children’s lives. Most importantly it gives children the skills to learn to communicate and exchange information with others around
As seen from the theoretical overview of both English and Albanian language about the compounds, and from the examples given for each one, we may say that this process of word formation is mainly the same in both these languages.
Speaking is a natural ability given to most reluctant individuals. Since the beginning of time, it has been assumed that we have a right to speak and use words, thus we naturally begin our development of language during the early stages of live. After years of grasping and perfecting our vocabulary and language, it seems unnecessary to study the purpose of our development. Why, then, should we study “oral communication?” There are many purposes, benefits, and institutions that branch from oral communication. Of course, communication is the basis of interaction with other individuals through the use of expressions and words; however, through studying oral communication, one can take the words and expressions being used and apply them to his or her own life. After all, the most effective and useful knowledge is applied knowledge.