Which is an example of a learned word

In
addition to terms, a text on some special problem usually contains a
considerable proportion of so-called learned words, such as
approximate
n,
commence
v, compute v,
exclude
v,
feasible
a,
heterogeneous
a,
homogeneous
a,
indicate
v,
initial
a,
internal
a,
miscellaneous
a,
multiplicity
n,
respectively
adv.
This layer is especially rich in adjectives.

The main factor at the bottom
of all problems concerning style is the concept of choice and
synonymy in the widest sense of the word. All learned words have
their everyday synonyms, which may seem either not dignified enough
for scientific usage or less precise.

The
layer also has some other purely linguistic peculiarities. It has
been noted, for instance, that the learned layer of vocabulary is
characterized by a phenomenon which may be appropriately called
lexical suppletion. This term is used for pairs like father
n
: : paternal
a;
home
n
: : domestic
a;
lip
n
: : labial
a;
mind
n
: : mental
a;
son
n
: : filial
a;
sun
n
: : solar
a,
etc. In all these cases a stylistically neutral noun of native origin
is correlated with a borrowed relative adjective. The semantic
relationship between them is quite regular. All these adjectives can
characterize something through their relation to the object named by
the noun. There exist also adjectives of the same root produced by
derivation, but they are qualitative adjectives; besides, only some
of them (like fatherly,
peaceful) show
the regular semantic pattern, others (like homely
‘simple’,
‘plain’) show irregular semantic derivation.

The
learned vocabulary comprises some archaic connectives not used
elsewhere: hereby,
thereby, whereby, hereafter, whereafter, thereafter, hereupon,
whereupon, thereupon, herein, wherein, therein, herewith, therewith.
It
also contains double conjunctions like moreover,
furthermore, however, such as, and
group conjunctions: in
consequence of inasmuch as, etc.
There may be an abundance of obsolete connectives elsewhere, but in
learned and official speech they are especially frequent.

There
are some set expressions used in scientific and other special texts:
as follows,
as early as, in terms of, etc.
By way of example a short quotation from a linguistic text by W.
Graff may be helpful: Such
a description would be in terms of historical development and of
empirical conditions such as the relative position of the components,
the morphological and syntactical treatment, accentual relations,
systematic structure and contrast….

When
the occasion is formal, in official documents and business
correspondence some words may be used which in ordinary conversation
would have a pretentious or jocular ring. A short list of these is
given below with the corresponding stylistically neutral words in
brackets: accommodation
(room), comestibles (food), conveyance (carriage), dispatch (send
off), donation (gift), emoluments (pay), forenoon (morning), obtain
(get), summon (send for), sustain (suffer), etc.
The objectionable

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Week 1: Teach English Now! Foundational Principles Coursera Quiz Answers

Quiz 1: Welcome Guide

Q1. Who handles course content issues?

• ASU
• Coursera

Q2. Who handles technical issues?

• ASU
• Coursera

Q3. The deadlines are…

• to be followed exactly.
• simply a guide, except the last one at the end of the course.
• simply a guide.

Q4. To alert your peers to review an assignment, you should…

• do nothing.
• post a request with a shareable link in Discussions.
• post a request in Discussions.

Q5. In order to receive the 150 Hour TESOL certificate from ASU, you must…

• successfully finish the course you are taking right now.
• successfully complete Part 1.
• successfully complete Parts 1 and 2.

Quiz 2: Checkpoint 1

Q1. Students are constantly judging teacher performance and classroom
content. Which of the following statements explains how students can so
quickly judge a teacher’s performance?

• Students care about how exciting information is, and don’t care about how important that information might be.
• Students can quickly see teacher technique and ability, which speaks to the need for a teacher to help make meaning clear.
• Students need to be given motivation by being given cake.
• Students only pay attention to how a teacher dresses and speaks.

Q2. Motivation matters in the classroom. Identify the four major factors students need to be intrinsically motivated:

• Value, knowledge, support, and encouragement
• Enthusiasm, curiosity, passion, and energy
• Belonging, power, freedom and fun
• Autonomy, enthusiasm, mastery, and cheerfulness

Q3. A teacher who has taken courses on how to teach, but has no control over what they teach would fall into which of these four quadrants?

• Low technique, low content
• Low technique, high content
• High technique, low content
• High technique, high content

Quiz 3: Checkpoint 2

Q1. Part of motivation is a feeling of competence. Both Stephen Krashen and Lev Vygotsky believe students work best just a little above their performance level. Stephen Krashen calls it i + 1 . Leo Vygotsky calls it…

• zone + 1
• the zone of proximal development
• the language development zone
• the approximate learning zone

Q2. Vygotsky’s theory of the Zone of Proximal Development has students
working slightly above their level so they feel comfortable yet
challenged. To assist students in this
zone, teachers offer support – scaffolding – as they master a skill. Which of the following scenarios is an
example of scaffolding?

• Write an essay based on the science article discussed in class today. Use the model shown at the beginning of class to guide your writing. Also use the essay we created together for further support. Turn it in on Wednesday.
• Write an essay based on this science article. Look for relationships between it and the
  video we watched in class. Turn it in on
  Wednesday.
• Write an essay after reading this article. Remember to use the form discussed in class. Turn it in on Wednesday.
• Write an essay using this science article. Use your notes from class to support your
  opinion. Turn it in on Wednesday.

Q3. Dr. Dixon demonstrated the word “p’alante” in order to share how teachers can support language through the use of

• scaffolding
• body language
• teacher talk
• cake

Q4. Drs. Ambady and Rosenthal performed a study that demonstrated how quickly and proficiently students can determine the effectiveness of their teachers. One of the reasons that the study is so controversial is that

• students identified the “good” and “bad” teachers so quickly
• students weren’t paying attention to all the hard work the teachers put into the syllabus
• students demonstrated a lack of empathy for the difficulty teachers have in preparing lessons, and their judgment showed how callous learners have become.
• students weren’t really judging anything except superficial features, so the study’s validity is questionable.

Q5. Check all the characteristics of teacher talk:

• repetition
• elaboration
• clarification questions
• common cultural references
• confusing phrases
• reduced grammatical forms
• simplified vocabulary
• signpost expressions
• motivational words

Quiz 4: Module 1 Review Quiz

Q1. Part of motivation is a feeling of
competence. Both Stephen Krashen and Leo
Vygotsky believe students work best just a little above their performance
level. Stephen Krashen calls this…

• i + 1
• approximate learning zone
• zone of proximal development
• zone + 10

Q2. Vygotsky’s theory of the Zone of Proximal
Development has students working slightly above their level so they feel
comfortable yet challenged. To assist
students in this zone, teachers offer support – scaffolding – as they master a
skill. Which of the following
scenarios is an example of scaffolding?

• Write a paragraph about your favorite hero, using the writing frame we practiced together in class.
• Write a paragraph using six of the vocabulary words from the chapter.
• Read the excerpt on pg. 19 and answer the multiple choice questions at the end.
• Write a paragraph summarizing this reading excerpt. Remember to use the paragraph structure we discussed in class.

Q3. In order to scaffold correctly, a teacher needs to break down difficult concepts by…

• controlling: giving students information that is modified and simplified for their level
• adjusting: changing the input to match the students’ current understanding
• timed repetition: having students learn and process information bit by bit, not all at once
• guiding: showing students how to create a structure
• revising: giving students feedback based on their efforts
• practicing: allowing students to work on what they have done again so that they can get it right
• supporting: giving students time to process new information
• diverting: giving students information that is different from the original text
• converging: taking both the new information and the different information and placing them together to create something interesting
• modeling: showing both real examples and steps of a process
• guided practice: working through a process with students so that it is “controlled”
• independent practice: giving students a chance to do the process on their own

Q4. Three techniques to help make meaning clear are…

• elaboration, body language, and repetition
• the zone of proximal development, i + 1, and high technique/high content
• body language, teacher talk, and scaffolding
• high technique/low content, scaffolding, and teacher talk

Q5. Here is an example of effective teacher talk:

Before: “Construction on the Panama Canal was halted for a period of time due to engineering problems and high mortality rates from disease.”

• After: “Engineers stopped construction of the Panama Canal for a period of time because of engineering problems and a high number of worker deaths from disease.”
• This is an example of which teacher talk strategy?
• use of cultural references
• elaboration
• reduced grammatical forms
• repetition

Q6. According to Glasser, the four basic psychological needs of belonging, competence, freedom and fun are the foundation for…

• scaffolding
• extrinsic motivation
• language acquisition
• intrinsic motivation

Q7. A Harvard research study showed that students often judge a teacher in the first 6 seconds of class, based on…

• their content
• their use of technology
• their age
• their teaching technique

Q8. This illustration shows the importance of finding a balance between technique and content. Your goal should be to fit into which quadrant?

• High content, high technique
• Low content, high technique
• High content, low technique
• Low content, low technique

Q9. Which of the following sentences includes a cultural reference that English language learners might not understand?

• The young couple wanted to make sure they had their family’s approval before walking down the aisle.
• Language learning is fun!
• The President’s first priority will be fixing the economy.
• Mexican culture is known to be very family-oriented.

Q10. Showing students how to write a sentence in the passive voice is an example of…

• guided practice
• i + 1
• independent practice
• modeling

Week 2: Teach English Now! Foundational Principles Coursera Quiz Answers

Quiz 1: Checkpoint 1

Q1. Which are examples of
learning? (Check all that apply.)

• Using your new language in a
  country that speaks it.
• Filling in the blanks with the
  proper form of a verb.
• Studying vocabulary.
• Practicing a dialogue with a
  partner.

Q2. When it comes to
studying a language, which is the BEST measure of your success at using the
language?

• Acquisition
• Learning

Q3. Which is an example of acquisition?

• Andrea is in a Japanese grocery store, shopping for supplies. She wants to buy salt, but she doesn’t know the Japanese word for it. She thinks she’s found a bag of salt, but it could be sugar too! She is not able to read the Japanese character for “salt”. She looks up the word for “salt” in her English-Japanese dictionary and asks a store clerk if what she has is indeed salt. It is!
• Ali studied English for four
  years in high school and got good grades. One day, an English-speaking
  tourist stops him on the street to ask for directions. He struggles to
  find the words to explain.

Q4. How is language learning like a camera?

• Like a camera, language learning is about zooming in to focus on the details of a language’s structure as well as zooming out to learn to use language in a wider context.
• Like a camera, language
  learning is delicate and easily broken.
• Like a camera, language
  learning is about a single moment in time.

Like a camera, language learning is complex and difficult to become an expert at.

Q5. Compare Brown’s and
Oakley’s metaphors. Choose the correct analogy.

• Brown’s zoom lens = Oakley’s focused mode
  Brown’s wide-angle lens = Oakley’s diffuse mode
• Brown’s zoom lens = Oakley’s diffuse mode
  Brown’s wide-angle lens = Oakley’s focused mode

Q6. Which answer BEST defines your role as a language teacher?

• You are a photographer, sometimes helping students to focus on a specific language structure, other times providing opportunities for students to use the language and practice the new grammatical or sentence structures in a wider context.
• You are a telescope, able to bring distant concepts into view.
• You are a magnifying glass,
  explaining small details about the language.

Quiz 2: Checkpoint 2

Q1. TRUE or FALSE: Michael Jordan can teach you to play basketball just like him by teaching you all the rules.

• TRUE
• FALSE

Q2. How is a language teacher like a coach? (Select the BEST answer.)

• A language teacher is like a coach because he or
  she teaches the rules of the game, makes everyone practice a lot of drills, and
  does a lot of yelling from the sidelines.
• A language teacher is like a coach because he or she teaches the rules of the game, makes sure everyone gets plenty of opportunity to practice the game in many different ways, and encourages players to take risks and keep trying.

Q3. What is the 80/20 principle?

• A language teacher should spend 80 minutes lecturing about the language rules, and then students should spend 20 minutes practicing those rules.
• A language teacher should plan a lesson so that 20% of the time is used for focusing on the details of the language, and 80% of the time is used for students to practice the language.
• A language teacher should plan a lesson so that students will learn 80 new vocabulary words and 20 new grammatical structures a week.

Quiz 3: Module 2 Review Quiz

Q1. Learning is…

• the ability to apply concepts in real-world situations.
• the ability to pass a test.
• the ability to memorize concepts.
• the ability to comprehend and recall information.

Q2. Acquisition refers to…

• the ability to learn and apply principles in the real world.
• the ability to remember information for long periods of time
• the ability to speak another language perfectly
• the ability to understand another language

Q3. Which activity represents language learning in the wide-angle or diffuse mode?

• Practicing scripted telephone dialogues with a partner
• Role playing a doctor’s appointment
• Writing paragraphs using a new grammatical structure
• Using computer software to study vocabulary words

Q4. According to the 80/20 principle, 80% of class time should be spent on…

• instruction in the focused mode
• instruction in the diffuse mode
• instruction using spaced repetition
• vocabulary instruction

Q5. Using a website to study vocabulary and mark words that you still haven’t learned yet is an example of…

• synthesizing information.
• focused mode of instruction.
• the diffuse mode of instruction.
• a camera.

Q6. Brown’s zoom lens metaphor is similar to…

• spaced repetition.
• the Leitner System.
• Oakley’s diffuse mode.
• Oakley’s focused mode.

Q7. Spaced repetition refers to…

• studying the same information over and over again
• putting two unrelated ideas together to synthesize information
• spending a limited time studying material, then coming back to it later, increasing amounts of time between study sessions
• practicing items that you haven’t learned yet more frequently than those you have already memorized

Q8. Which is an example of an activity that helps advanced learners think critically and use language to express ideas.

• Compare and contrast wedding traditions from two different cultures.
• Identify key vocabulary words associated with wedding traditions.
• Use the future tense to write about a popular wedding tradition.
• Explain a wedding tradition in your culture.

Q9. Identify the learner that values accuracy over fluency.

• Gabriel is very open and gregarious and rather indifferent to language structures and cultural conventions. He will not hesitate to speak to people in his new language.
• Beatriz is very particular about speaking correctly. Before speaking, she spends several minutes quietly thinking to herself, checking her dictionary, and planning how she should best phrase her sentences.
• Andrea quickly considers what she is going to say, and then asks the nearest person for directions. She is only able to retain small chunks of information, so she must ask several people for help along the way.

Q10. Considering the descriptions above, which language learner do you think you would be the most like if you were learning a new language?

• Beatriz
• Gabriel
• Andrea

Week 3: Teach English Now! Foundational Principles Coursera Quiz Answers

Quiz 1: Checkpoint 1

Q1. How can self-awareness be a positive thing? Check all that apply.

• It helps you understand why you feel the way you do.
• It makes you nervous.
• You know how you look or feel.
• You have confidence because you know you look or feel good.

Q2. How can self-awareness be a negative thing? Check all that apply.

• You have confidence because you know you look or feel good.
• It can paralyze you because it makes you feel like everyone is judging what you are doing.
• In new situations, it causes you to over-think what you are doing and saying.
• You lose confidence because it feels like everything you do or say is wrong.

Q3. Which answer BEST describes how language learning is like being on stage?

• Like being on stage, learning a new language creates a heightened sense of self-awareness, where the learner is afraid to make mistakes and is almost paralyzed with tension.
• Like being on stage, language learning requires years of practice and effort to be good enough to use it.
• Like being on stage, language learning requires costumes, scripts, and a huge audience.

Q4. TRUE or FALSE: The affective filter is the complex set of emotions language learners experience as they try to process new information and produce language.

• TRUE
• FALSE

Q5. Which of these is NOT a good way to lower the affective filter in your students?

• Relate to your learners in ways that show you understand the challenges of learning a language.
• Be willing to look silly.
• Correct errors frequently and as soon as they happen.
• Use formative evaluation, by giving students practice opportunities where you can guide them with constructive feedback.
• Describe mistakes as normal part of the process.

Quiz 2: Checkpoint 2

Q1. After spending many days in his room studying vocabulary and grammar, why couldn’t Francois Gouin speak German? Check all that apply.

• He did not practice the language in real-world contexts.
• He couldn’t see the language with a “wide-angle lens”.
• He wasn’t using the best dictionaries and grammar books.
• He did not engage in activities in the diffuse mode.

Q2. What main point about language learning did the Francois Gouin story illustrate?

• Even smart men can make mistakes.
• Learning a language requires many hours of studying.
• Language learning requires practice and taking risks.
• Practice makes perfect.

Q3. Which strategy is NOT associated with successful language learning?

• Using imagery to remember new information
• Monitoring language output for accuracy in both form and meaning
• Predicting meaning from social and contextual clues.
• Memorizing thousands of words

Quiz 3: Module 3 Review Quiz

Q1. Which answer BEST describes how language learning is like being on stage?

• Like being on stage, language learning requires costumes, scripts, and a huge audience.
• Like being on stage, learning a new language creates a heightened sense of self-awareness, where the learner is afraid to make mistakes and is almost paralyzed with tension.
• Like being on stage, language learning requires years of practice and effort to be good enough to use it.

Q2. Which statement is NOT true about the concept of self-awareness.

• Self-awareness evolves over time.
• Self-awareness has nothing to do with language acquisition.
• Self-awareness has both positive and negative consequences.
• Self-awareness refers to one’s ability to see themselves as other people do.

Q3. TRUE or FALSE: A high affective filter leads to successful language acquisition.

• FALSE
• TRUE

Q4. TRUE or FALSE: An instructor describing mistakes as normal helps to lower the affective filter.

• True
• False

Q5. Which classroom environment would most likely lower the affective filter of language learners.

• The teacher shares stories about making mistakes when communicating in another language.
• The teacher is quick to correct learner mistakes and has them repeat the correct form.

Q6. Which of the following statements are true about formative assessments? Check all that apply.

• Formative assessments measure everything the student has learned during a unit of study.
• Formative assessments do not lower affective filters.
• Formative assessments give learners the opportunity to practice and prepare for future testing.
• Formative assessments are used to provide feedback to the learner.

Q7. Identify which activities would serve as a formative assessment. (Check all that apply.)

• The students take a final exam.
• The students present a final project.
• The students write about themselves, then conference with the teacher about how to improve their writing.
• The students study 10 vocabulary words and then play a game with those words.

Q8. After spending a year in Germany, why wasn’t Francois Gouin able to learn German? Check all that apply.

• He didn’t engage in meaningful practice.
• He didn’t spend enough time in the diffuse mode of language learning.
• He didn’t spend enough time in the focused mode of language learning.
• He didn’t study hard enough.

Q9. Identify the strategies used by good language learners. Check all that apply.

• They prepare in advance and take notes.
• They pay attention selectively to the most important information.
• They look everything up in a dictionary.
• They are not afraid to look ridiculous.

Q10. TRUE or FALSE: Students who play and experiment with language are typically good language learners.

• TRUE
• FALSE

Week 4: Teach English Now! Foundational Principles Coursera Quiz Answers

Quiz 1: Checkpoint 1

Q1. One of the major difficulties in teaching language is the problem of time. As explained in the videos, the problem of time means that…

• Students have to do extracurricular sports, student council, and many other tasks that get in the way of their language learning.
• Teachers struggle with time because they are given so many tasks to do, such as lesson planning and assessment.
• Most schools offer language instruction for one hour a day, meaning that students don’t have enough time to practice language.
• Parents do not give their children language support by spending time with them on their homework assignments.

Q2.What are some ways, explained in the video, to help support the learning of English OUTSIDE the classroom? Check all that apply.

• offer student exchanges
• select fun readings from a textbook
• invite students to write down a list of their language resources
• create English clubs
• make food from an English-speaking country and bring it to clas

Q3. As the story of Shane’s 5 years of Spanish suggested, some learners fail to learn language outside of the classroom, even when they have the resources to do it. What did the story suggest about why learners fail?

• Learners are too busy to learn a language. They are involved in the digital age, so they simply don’t see English as an important goal.
• Learners fail to see their resources as opportunities. They don’t connect their academic life to the world outside.
• Learners care about testing and getting grades, so they focus only on textbooks and fail to consider actually acquiring language.
• Most learners don’t care about learning a language. Learners these days are lazy and don’t think globally.

Quiz 2: Checkpoint 2

Q1. Identify the most common ways that students can learn language through the internet. Check all that apply.

• movies
• textbooks
• games
• music

Q2. The difference between language learning websites and websites that “happen to be in English” is that…

• language learning websites are designed for specific levels and needs of students, and websites that “happen to be in English” present real contexts and real information.
• Language learning websites are more appropriate because they contain modified input
• language learning websites are boring and unrealistic, and websites that are in real English help students to feel like they are really involved in language learning.
• websites that happen to be in English are more appropriate because they contain real English in real context.

Q3. Which of the following strategies might best encourage student autonomy? Check all that apply.

• empowering students to recognize language learning on the internet
• emphasizing test scores as the goal of language learning
• helping students understand the importance of the classroom
• helping students recognize their language resources
• inviting students to see themselves as part of a global community

Quiz 3: Module 4 Review Quiz

Q1. One of the major difficulties in teaching language is the problem of time. As explained in the videos, the problem of time means that…

• Teachers struggle with time because they are given so many tasks to do, such as lesson planning and assessment.
• Parents do not give their children language support by spending time with them on their homework assignments.
• Students have to do extracurricular sports, student council, and many other tasks that get in the way of their language learning.
• Most schools offer language instruction for one hour a day, meaning that students don’t have enough time to practice language.

Q2. Which is NOT a way to support language learners outside the classroom?

• invite students to write down a list of their language resources
• create English clubs
• make food from an English-speaking country and bring it to class

Q3. As the story of Shane’s 5 years of Spanish suggested, some learners fail to learn language outside of the classroom, even when they have the resources to do it. What did the story suggest about why learners fail?

• Learners are too busy to learn a language. They are involved in the digital age, so they simply don’t see English as an important goal.
• Most learners don’t care about learning a language. Learners these days are lazy and don’t think globally.
• Learners care about testing and getting grades, so they focus only on textbooks and fail to consider actually acquiring language.
• Learners fail to see their resources as opportunities. They don’t connect their academic life to the world outside.

Q4. Learners can acquire language through the internet in all of these places EXCEPT:

• songs
• textbooks
• television shows
• online games

Q5. Student autonomy means that

• students join with friends to form associations.
• students can learn for themselves without the help of another.
• students must be guided so that they can follow strong examples.
• students must obey their teachers or they will make too many errors.

Q6. The metaphor that language is outside a door means…

• that language learning can’t just happen within the walls of a classroom, but that outside of the classroom there are contexts and experiences that will help students acquire and love language.
• that language learning is learned through a series of stages. Language learning means that you walk through a lot of different doors in order to progress.

Q7. A student is an actor means that…

• students need to use body language and express themselves more than they need to learn vocabulary and grammar.
• a student is empowered to move about and participate in a global society.
• a student needs to join the theater.

Q8. In this module, we learned that language is a…

• fish…it helps us to see ourselves as part of a larger community, like a school of fish.
• hammer…it gives us power to share our way of thinking.
• passport…it gives us access to visit and understand many parts of the world.

Week 5: Teach English Now! Foundational Principles Coursera Quiz Answers

Quiz 1:Checkpoint 1

Q1. According to the lectures, why do language teachers experience high rates of teacher burnout?

• They care too much about their students.
• They utilize a learner-centered approach to teaching language, which requires a lot of preparation and a lot of skill.
• They teach too many hours each day.
• They have too many students in their classes.

Q2. What are the benefits of forming a network of teachers? Check all that apply.

• Take advantage of the expertise of other teachers
• Share ideas
• Avoid having to plan lessons
• Save time

Q3. In addition to forming networks at school, what are some other ways that teachers can network with other teachers? Check all that apply.

• Go to coffee shops and ask if there are any teachers there
• Join TESOL or other teacher organizations
• Search for teacher forums and communities on the internet
• Attend professional conferences

Quiz 2: Checkpoint 2

Q1. In Skinner and Edge’s book about self-determination, which two factors help people avoid burn-out?

• forming a network and having a sense of control
• sharing the workload and taking long vacations
• changing teaching assignments often and volunteering
• finding a support group to complain to and working less hours

Q2. What are some ways that teachers can maintain a sense of control? Check all that apply.

• Be an agent of change.
• Find balance between work and life.
• Cherish the rewards of teaching
• Focus on the things you can do, not the things you cannot.

Q3. What is meant by finding your core? Check all that apply.

• Be sincere. Don’t pretend to believe something you don’t.
• Know your own teaching philosophy.
• Find a core group of friends to spend time with.
• Find a cause or idea that you believe in.

Quiz 3: Module 5 Review quiz

Q1. What is the phenomenon known as teacher burnout?

• Teachers put so much time and energy into their teaching that they become exhausted and leave the teaching profession.
• Teachers feel bored by teaching the same things day after day, so they leave the profession.
• Teachers feel burned by low salaries and leave the teaching profession.
• Teachers feel overwhelmed by the responsibilities that come with teaching, so they leave to find an easier job.

Q2. What does the following statement mean? Teachers should be like actors, but not act.

• Teachers should not use their hands, face and body to communicate meaning.
• Teachers should not make their lessons more exciting or impactful by performing.
• Teachers should not act, or pretend to believe or feel something they don’t.

Q3. What are good ways to form a network? Check all that apply.

• Put out an advertisement.
• Consult online forums and blogs about ESL teaching.
• Join professional organizations.
• Find teachers and other ESL professionals at your school site that are willing to share ideas.

Q4. What are recommended strategies for maintaining self-control over your career? Check all that apply.

• Find a balance between work and life.
• Refuse to teach concepts that are uninteresting to you.
• Focus on the things you can do, and not the things you cannot.
• Find your core teaching beliefs.

Q5. In Skinner and Edge’s book about self-determination, they recommend which two strategies to avoid burnout?

• work shorter hours and travel
• volunteer more time and take long vacations
• form a network and maintain a sense of control
• don’t over-commit and change teaching assignments often

Week 6: Teach English Now! Foundational Principles Coursera Quiz Answers

Quiz 1: Final Assessment

Q1. In this course, it was stated that a principled teacher must find their core. What is meant by finding your core? Check all that apply.

• Find a cause or idea that you believe in.
• Be sincere. Don’t pretend to believe something you don’t.
• Know your own teaching philosophy.
• Tell stories about your experiences learning a language.

Q2. Much like the metaphor “language is cake,” a Harvard research study showed that students often judge a teacher in the first 6 seconds of class, based on…

• their teaching technique
• their use of technology
• their content
• their age

Q3. What does the following statement mean? Teachers should be like actors, but not act.

• Teachers should not use their hands, face and body to communicate meaning.
• Teachers should not make their lessons more exciting or impactful by performing.
• Teachers should not act, or pretend to believe or feel something they don’t.

Q4. According to Glasser, the four basic psychological needs of belonging, competence, freedom and fun are the foundation for…

• scaffolding
• intrinsic motivation
• language acquisition
• extrinsic motivation

Q5. Much like an actor, good teachers use which three techniques to help make meaning clear?

• body language, teacher talk, and scaffolding
• the zone of proximal development, i + 1, and high technique/high content
• elaboration, body language, and repetition
• high technique/low content, scaffolding, and teacher talk

Q6. Vygotsky’s theory of the Zone of Proximal Development has students working slightly above their level so they feel comfortable yet challenged. To assist students in this zone, teachers offer support, or scaffolding, as they master a skill. Which learning activity includes scaffolding?

• Read Chapter 4 and answer the chapter review questions on pg. 100.
• Write a paragraph summarizing Chapter 4. Remember to use the summarizing techniques I mentioned in class.
• Write a paragraph describing your favorite character from the story, using the writing frame we practiced together in class.

Write a paragraph using six of the vocabulary words from the chapter.

Q7. How is language learning like a camera?

• Like a camera, language learning is complex and difficult to become an expert at.
• Like a camera, language learning is delicate and easily broken.
• Like a camera, language learning is about a single moment in time.
• Like a camera, language learning is about zooming in to focus on the details of a language’s structure as well as zooming out to learn to use language in a wider context.

Q8. Which activity represents language learning in the wide-angle or diffuse mode?

• Role playing a job interview
• Using computer software to study vocabulary words
• Practicing scripted telephone dialogues with a partner
• Writing sentences using a new grammatical structure

Q9. How is a language teacher like a coach? (Select the BEST answer.)

• A language teacher is like a coach because he or she teaches the rules of the game, makes everyone practice a lot of drills, and does a lot of yelling from the sidelines.
• A language teacher is like a coach because he or she teaches the rules of the game, makes sure everyone gets plenty of opportunity to practice the game in many different ways, and encourages players to take risks and keep trying.

Q10. What is the 80/20 principle?

• A language teacher should plan a lesson so that 20% of the time is used for focusing on the details of the language, and 80% of the time is used for students to practice the language.
• A language teacher should plan a lesson so that students will learn 80 new vocabulary words and 20 new grammatical structures a week.
• A language teacher should spend 80 minutes lecturing about the language rules, and then students should spend 20 minutes practicing those rules.

Q11. Which answer BEST describes how language learning is like being on stage?

• Like being on stage, learning a new language creates a heightened sense of self-awareness, where the learner is afraid to make mistakes and is almost paralyzed with tension.
• Like being on stage, language learning requires costumes, scripts, and a huge audience.
• Like being on stage, language learning requires years of practice and effort to be good enough to use it.

Q12. In research studies, which strategies were good language learners found to use? Check all that apply.

• They are not afraid to look ridiculous.
• They prepare in advance and take notes.
• They pay attention selectively to the most important information.
• They find answers in multiple ways.
• They look everything up in a dictionary.

Q13. Like a mother bird encourages her baby bird to leave the nest, how can teachers encourage student autonomy? (Check all that apply)

• helping students recognize their language resources
• inviting students to see themselves as part of a global community
• empowering students to recognize language learning opportunities on the internet
• helping students understand the importance of the classroom
• emphasizing test scores as the goal of language learning

Q14. A student is an actor means that…

• a student needs to join the theater.
• students need to use body language and express themselves more than they need to learn vocabulary and grammar.
• a student is empowered to move about and participate in a global society.

Q15. Which metaphor explains the power that is gained by learning a language?

• Language is like a passport…it gives us access to visit and understand many parts of the world.
• Language is like a fish…it helps us to see ourselves as part of a larger community, like a school of fish.
• Language is like a hammer…it gives us power to establish our authority.

1. LECTURE 2 CHARACTERISTICS OF THE WORD AS THE BASIC UNIT OF THE LANGUAGE www.philology.bsu.by/кафедры/кафедра английского языкознания/учебные материалы/кафедра английского языкозн

LEXICOLOGY COURSE
LECTURE 2
CHARACTERISTICS OF THE
WORD AS THE BASIC UNIT OF
THE LANGUAGE
www.philology.bsu.by/кафедры/кафедра английского
языкознания/учебные материалы/кафедра английского
языкознания/папки преподавателей/Толстоухова В.Ф.

2. The questions under consideration

A word as a fundamental unit of language.
2. Motivation of words.
3. Functional style.
4. Informal style.
5. Colloquial words.
6. Slang.
7. Dialect words.
8. Learned words.
9. Archaic and obsolete words.
10. Professional terminology.
11. Basic vocabulary.
1.

3. TEST 2

1. Give definitions to the following:
lexical system, syntagmatic relations,
paradigmatic relations, a word,
motivation, phonetic motivation,
morphological motivation, semantic
motivation, folk etymology, colloquial
words, slang, dialect words, archaic and
obsolete words, professional
terminology, basic vocabulary.

4. Complete the following sentences using words and expressions given in the list below:

A. The smallest meaningful units of the
language are called … .
B. The biggest units of morphology and the
smallest units of syntax are … .
С. A set of elements associated and functioning
together according to certain laws is termed …
.
D. Contrastive relations of a lexical unit with all
other units that can occur in the same context
and be contrasted to it are known as … .

5. 2.Complete the following sentences using words and expressions given in the list below:

E. When there is a certain similarity between the
sounds that make up words and their meaning, the
motivation is … .
P. Morphological motivation, when both the lexical
meaning of the component morphemes and the
meaning of the pattern are perfectly transparent, is
called … .
G. Motivation based on the co-existence of direct and
figurative meaning of the same word within the same
synchronous system is termed … .
1) lexical system; 2) semantic; 3) paradigmaticс
relations; 4) complete; 5) words; 6) phonetical; 7)
morphemeв.

6. 3. Answer these questions

1.
2.
3.
4.
5.
6.
What determines the choice of stylistically
marked words in each particular situation?
In what situations are informal words used?
What are the main kinds of informal words?
Give a brief description of each group.
What is the difference between
colloquialisms and slang? What are their
common features? Illustrate your answer
with examples.
What are the main features of dialect words?
Where are formal words used?

7. 3. Answer these questions

1.
2.
3.
4.
5.
6.
Are learned words used only in books? Which type of
learned words, do you think, is especially suitable for
verbal communication? Which is least suitable and
even undesirable?
What are the principal characteristics of archaic
words?
What are the controversial problems connected with
professional terminology?
Do you think that students of English should learn
terms? If so, for which branch or branches of
knowledge?
What is understood by the basic vocabulary?
Which classes of stylistically marked words should
be included in the students’ functional vocabulary?

8. 1.A word as a fundamental unit of language.

The term system (definition)

9. The term system

denotes a set of elements associated and
functioning together according to certain
laws.

10. The lexical system of every epoch

contains
productive
elements typical of
this particular period
others that are
archaic and are
dropping out of
usage
some new
phenomena,
neologisms

11. The elements of lexical system

are characterized
by their
combinatorial and
contrastive
properties
determining their
syntagmatic and
paradigmatic
relationships.

12. EXAMPLE

compare the meaning of the verb «to get»
in the sentences
He got a letter.
He got tired
He got to London.
He could not get the piano through the
door.

13. On the syntagmatic level,

the semantic structure of the word is
analysed in its linear relationships with
neighbouring words in connected
speech. In other words, the semantic
characteristics of the word are observed,
described and studied on the basis of its
typical contexts.

14. Paradigmatic contrastive relations

Where do they exist ?
Example:
to go a mile
to run a mile
to walk a mile
To stroll a mile

15. Paradigmatic contrastive relations

exist between words belonging to one
subgroup of vocabulary items (e.g.,
verbs of motion, of sense perception,
sets of synonyms, etc.) that can occur in
the same context and be contrasted to
one another. Paradigmatic relations are
observed in the system of language.

16. On the paradigmatic level

the word is studied in its relationships
with other words in the vocabulary
system.
So, a word may be studied in comparison
with other words of similar meaning.

17. work n – labour n.

Work работа, труд; 1 the job
that a person does especially
in order to earn money. This
word has many meanings (in
Oxford Dictionary – 14), many
synonyms and idioms
[`idiemz]: creative work
творческая деятельность;
public work общественные
работы; his life`s work дело
его жизни; dirty work
(difficult, unpleasant) 1
чёрная работа; 2 грязное
дело, подлость. Nice work!
Отлично! Здорово! Saying
(поговорка): All work and no
play makes Jack a dull boy
labour – 1 work, especially
physical work: manual labour,
a labour camp –
исправительно-трудовой
лагерь; 2 people who work: a
shortage of labour; cheap
labour; skilled labour –
квалифицированные
рабочие, Labour Party; labour
relations; a labour of Sisyphus;
Sisyphean labour [,sisi‘fi:en]
сизифов труд; тяжёлый и
бесплодный труд – of a task
impossible to complete

18. On the paradigmatic level

words of similar
meaning
e.g. to refuse v – to
reject v
of opposite meaning
(e.g. busy adj – idle
adj;
to accept v – to reject
v)

19. On the paradigmatic level

of different stylistic characteristics
(e.g. man n – chap n – bloke n – guy n).
Man – chap (coll.) – парень, малый; a good chap –
славный малый; old chap – старина; chap – BrE,
informal, becoming old-fashioned – used to talk about
a man in a friendly way: He isn`t such a bad chap really.
Bloke (coll.) тип, парень: He seemed like a nice bloke.
Guy – coll. US – малый; tough guy железный малый;
wise guy умник; guys (informal, especially US) a group
of people of either sex: Come on, you guys!

20. The main problems of paradigmatic studies

are synonymy,
antonymy,
functional styles.

21. Words vs Morphemes

the central elements of
language system
the biggest units of
morphology
the smallest units of
syntax
can be separated in an
utterance
can be used in isolation
as a complete utterance
is composed of one or
more morphemes
are also meaningful
units
can not be used
independently
are always parts of
words
cannot be divided into
smaller meaningful
words

22. Why is the definition of a word the most difficult?

The simplest word has many different
aspects:
• a sound form and morphological
structure;
• may occur in different word-forms,
different syntactic functions
• signal various meanings

23. Why is the definition of a word the most difficult?

the word is a sort of focus for the
problems of
phonology,
lexicology,
syntax,
morphology
sciences that have to deal with language
and speech, such as philosophy and
psychology

24. The definition of a word

The word has been defined semantically,
syntactically, phonologically and by
combining various approaches.

25. The definition of a word

Many eminent scholars such as V.V.
Vinogradov, A.I. Smirnitsky, O.S.
Akhmanova, M.D. Stepanova, A.A.
Ufimtseva contributed to creating a word
theory. It is based upon the
understanding of the relationship
between word and thought, on the one
hand, and language and society, on the
other.

26. The definition of a word

A word is the smallest unit of a given
language capable of functioning alone
and characterised by positional mobility
within a sentence, morphological
uninterruptability and semantic
integritу.

27. The definition of a word

«a word is defined by the association of a
particular meaning with a particular
group of sounds capable of a particular
grammatical employment.» (A. Meillet.
Linguistique historique et linguistique
generate. Paris, 1926. V. 1. P. 30.)

28. 2. Motivation of words.

The term mоtivation is used to denote
the relationship existing between the
phonemic or morphemic composition
and structural pattern of the word, on the
one hand, and its meaning, on the other.

29. Three types of motivation

phonetical motivation,
morphological motivation
semantic motivation

30. What motivation is it?

e.g., bump,
buzz,
chatter,
clatter,
giggle,
hiss,
whistle, etc.

31. The phonetical motivation is

when there is a certain similarity
between the sound that make up words
and their meaning.

32. morphological motivation

The main criterion in morphological
motivation is the relationship between,
morphemes.
e.g., «endless” is completely motivated
as both the lexical meaning of the
component morphemes and the
meaning of the pattern are perfectly
transparent.

33. morphological motivation

«cranberry» is only partially motivated
because of; the absence of the lexical
meaning in the morpheme «cran-«.
The words «matter», «repeat» are nonmotivated because the connection
between the structure of the lexical unit
and its meaning is completely
conventional.

34. Semantiс motivation

is based on the co-existence of direct and
figurative meaning of the same word
within the same synchronous system.
E.g., «mouth» denotes a part of a human
face and can be metaphorically applied to
any opening: the mouth of a river, the
mouth of a furnace, mouth of pipe.

35. Semantiс motivation

Semantic motivation is clear in popular
names of flowers, plants and birds
violet,
bluebell,
bluebottle,
blackcap,
blackbird,
nightingale,
hummingbird, etc.

36. Semantiс motivation

As to compounds their motivation is
morphological if the meaning of the
whole is based on the direct meaning of
the components (e.g., headache — pain in
the head), and semantic if the
combination of components is used
figuratively (headache — anything or
anyone very annoying).

37. fоlk etуmоlogy (popular etymology, false etymology)

E.g. «mushroom” from French
«moucheron» has nothing in common
with «room» (a borrowed word)

38. 3. Functional style (definition)

”a system of expressive means peculiar to
a specific sphere of communication”.
(I.V. Arnold )
The suitability or unsuitability of a word for
each particular situation depends on its
stylistic characteristics or, in other words,
on the functional style it represents.

39. Functional style (definition)

A system of expressive means peculiar to a
specific sphere of communication.
By the sphere of communication scholars
mean the circumstances attending the
process of speech in each particular case:
professional communication, a lecture,
an informal talk, a formal letter, an
intimate letter, a speech in court, etc.

40. Subdivisions of spheres of communications

formal (a lecture, a speech in court, an
official letter, professional
communication)
informal (an informal talk, an intimate
letter).

41. 4. Informal style (where?)

Informal vocabulary is used in one’s
immediate circle: family, relatives, or
friends. One uses informal words when at
home or feeling at home.

42. Informal style (characteristics)

relaxed,
free-and-easy
familiar

43. the informal talk differs

well-educated
people
adults (the choice of
words)
people living in cities
the illiterate or the
semi-educated
teenagers
people living in the
provinces
(regional words and
expressions)

44. The choice of words

is determined not
only by informal and
formal situations
but by
speaker’s
educational
background
speaker’s cultural
background
age group
occupational and
regional
characteristics

45. three types of informal words

colloquial
slang
dialect words and word-groups

46. 5. Colloquial words (Where? By whom?)

in everyday conversational speech both
by cultivated and uneducated people of
all age groups.

47. literary colloquial words

appear in dialogues in which they
realistically reflect the speech of modern
people
appear in descriptive passages as well
(in modern fiction)

48. examples of literary colloquial words

Pal (кореш, друг) and chum (приятель,
дружок) are colloquial equivalents of
friend; girl, when used colloquially,
denotes a woman of any age;
bite and snack (quick meal – перекусить)
stand for meal;
hi, hello are informal greetings, and so
long a form of parting;
start, go on, finish and be through
(покончить)

49. examples of literary colloquial words

A considerable number of shortenings
are found among words of this type.
E.g. pram, exam, fridge, flu, zip, movie.
Verbs with post-positional adverbs are
also numerous among colloquialisms:
E.g. put up, put over, make up, make out,
turn up,

50. literary colloquial words (are to be distinguished from)

familiar colloquial words (by the young
and the semi-educated )E.g. doc (for
doctor), ta-ta (for good-bye), to kid
smb.(for tease, banter – подшутить), to
pick up smb. (for make a quick and easy
acquaintance), shut up (for keep silent).
Low colloquial (просторечие)
(uncultivated people).

51. 6.Slang

The Oxford English Dictionary defines
slang as “language of a highly colloquial
style, considered as below the level of
standard educated speech, and
consisting either of new words or of
current words employed in some special
sense.”

52. Slang

All or most slang words are current words
whose meanings have been
metaphorically shifted. Each slang
metaphor is rooted in a joke, but not in a
kind or amusing joke. This is the criterion
for distinguishing slang from
colloquialisms: most slang words are
metaphors and jocular, often with a
coarse, mocking, cynical colouring.

53. Slang (the main reasons to use?)

To be picturesque,
To be arresting,
To be striking
To be different from others.
To demonstrate one’s spiritual
independence and daring.
To sound “modern” and “up-to-date”.

54. Slang (who are users?)

The circle of users of slang is more narrow
than that of colloquialisms.
It is mainly used by the young and
uneducated.

55. 7.Dialect words

dialects are regional forms of English
Dialect is a variety of a language which
prevails in a district, with local
peculiarities of vocabulary, pronunciation
and phrase.
(e.g. the Lancashire, Dorsetshire, Norfolk
dialects).

56. Dialect words are constantly being incorporated into

everyday colloquial speech or slang
into the common stock (words which are
not stylistically marked)
a few of them even into formal speech
into the literary language
e.g.Car, trolley, tram began as dialect
words.

57. Dialect words (examples)

tha (thee) – the objective case of thou;
brass – money;
nivver – never;
nowt – nothing.

58. 8. Learned words (two main groups):

words associated with professional
communication
associated with the printed page. It is
in this vocabulary stratum that poetry
and fiction find their main resources.

59. Learned words (further subdivision)

We find here numerous words that are
used in scientific prose and can be
identified by their dry, matter-of-fact
flavour (e.g. comprise, experimental,
heterogeneous, homogeneous, conclusive,
divergent, etc).

60. Learned words

‘officialese’ (канцеляризмы). These are
the words of the official, bureaucratic
language. They should be avoided in
speech and in print, e.g. assist (for help),
endeavour (for try), proceed (for go),
approximately (for about), sufficient (for
enough), inquire (for ask).

61. Learned words (further subdivision)

the words found in descriptive passages
of fiction. These words, which may be
called ‘literary’, also have a particular
flavour of their own, usually described as
‘refined’. They are mostly polysyllabic
words drawn from the Romance
language and, though fully adapted to
the English phonetic system, some of
them continue to sound singularly
foreign.

62. Learned words

Here are some examples:
solitude=loneless, lonely place
(уединение, одиночество),
sentiment=feeling (чувство),
fascination=strong attraction
(очарование, обаяние), delusion
(заблуждение), meditation
(размышление), cordial=friendly
(сердечный, радушный).

63. Learned words (further subdivision)

There is one further subdivision of
learned words: modes of poetic diction.,
Poetic words have a further characteristic
– a lofty, sometimes archaic, colouring:

64. Examples of poetic words

“Alas! (увы) they had been friends in youth;
But wispering tongues can poison truth
And constancy (постоянство) lives in
realms (царства) above;
And life is thorny; and youth is vain…

65. Learned words (not only in printed page)

Though learned words are mainly
associated with the printed page, this is
not exclusively so. Any educated Englishspeaking individual is sure to use many
learned words not only in his formal
letters and professional communication
but also in his everyday speech. Educated
people in both modern fiction and real
life use learned words quite naturally and
their speech is richer for it.

66. Learned words

But on the other hand, utterances
overloaded with such words are absurd
and ridiculous.

67. Learned words and Writers

Writers use this phenomenon for stylistic
purposes. When a character in a book or
in a play uses too many learned words,
the obvious inappropriateness of his
speech in an informal situation produces
a comic effect.

68. Learned words

However any suggestion that learned
words are suitable only for comic
purposes, would be quite wrong. It is in
this vocabulary stratum that writers and
poets find their most vivid paints and
colours, and not only their humorous
effects.

69. Learned words

It is also true that some of these words
should be carefully selected and
“activized” to become part of the
students’ functional vocabulary.
Without knowing some learned words, it
is even impossible to read fiction (not to
mention scientific articles) or to listen to
lectures in the foreign language.

70. 9.Archaic and obsolete words

Archaic – are old and no longer used
words;
obsolete – no longer used because
something new was invented. Obsolete
words have completely gone out of use.

71. Archaic words

are restricted to the printed page. These
words are already partly or fully out of
circulation. They are used in historical
novels and in poetry which is rather
conservative in its choice of words.
Thou [θаu] – (ты) and thy [ðai] – (твой),
aye [ai] – (‘yes’) and nay [nei] – (‘no’) are
certainly archaic and long since rejected
by common usage, yet poets use them
even today.

72. Archaic words

Numerous archaisms can be found in
Shakespeare, but it should be taken in
consideration that what appear to us
today as archaisms in the works of
Shakespeare, are in fact examples of
everyday language of Shakespeare`s
time.
Further examples of archaisms are: morn
(for morning), eve (for evening), errant
(for wandering, e.g. errant knights), etc.

73. Archaic words

Sometimes an archaic word may undergo
a sudden revival. So, the formerly archaic
kin (for relatives; one`s family) is now
current in American usage.

74. 10.Professional terminology

Every field of modern activity has its
specialized vocabulary, and similarly
special terminologies for psychology,
music, management, finance, economics,
jurisprudence, linguistics and many
others.

75. Professional terminology

Term, as traditionally understood, is a
word or a word-group which is
specifically employed by a particular
branch of science, technology, trade or
the arts to convey a concept peculiar to
his particular activity.

76. Professional terminology

So, share, bank, balance sheet are finance
terms;
court, lawyer, civil law are legal terms;
and top manager, creative team,
motivation are used in management.
Bilingual, interdental, labialization,
palatalization, glottal stop, descending
scale are terms of theoretical phonetics.

77. controversial problems in the field of terminology.

a term loses its terminological status
It is quite natural that under
circumstances numerous terms pass into
general usage without losing connection
with their specific fields.

78. Professional terminology

There are linguists in whose opinion terms are
only those words which have retained their
exclusiveness and are not known or recognized
outside their specific sphere. From this point of
view, words associated with the medical
sphere, such as unit (доза лекарственного
препарата), theatre (операционная), contact
(носитель инфекции) are no longer medical
terms as they are in more or less common
usage.

79. Professional terminology

There is yet another point of view,
according to which any terminological
system is supposed to include all the
words and word-groups conveying
concept peculiar to a particular branch of
knowledge, regardless of their
exclusiveness. It would be wrong to
regard a term as something “special” and
standing apart.

80. polysemy and synonymy

According to some linguists, an “ideal”
term should be monosemantic (i.e. it
should have only one meaning).
Polysemantic terms may lead to
misunderstanding, and that is a serious
shortcoming in professional
communication. This requirement seems
quite reasonable, yet facts of the
language do not meet it. There are
numerous polysemantic terms.

81. synonymy

The same is true about synonymy in
terminological systems. There are
scholars who insist that terms should not
have synonyms because, consequently,
scientists and other specialists would
name the same objects and phenomena
in their field by different terms and would
not be able to come to any agreement.
This may be true. But, in fact, terms do
possess synonyms.

82. 10.Basic vocabulary

are stylistically neutral,
used them in all kinds of situations, both
formal and informal, in verbal and written
communication
are used every day, everywhere and by
everybody, regardless of profession,
occupation, educational level, age group
or geographical location.

83. Basic vocabulary

without them no human communication
would be possible as they denote objects
and phenomena of everyday importance
(e.g. house, bread, summer, child, mother,
difficult, to go, etc.).
is the central group of the vocabulary, its
historical foundation and living core.

84. Basic vocabulary

Basic vocabulary words can be
recognized not only by their stylistic
neutrality but, also, by lack of other
connotations (i.e. attendant meanings).
Their meanings are broad, general and
directly convey the concept, without
supplying any additional information.

85. Basic vocabulary

For instance, the verb to walk means merely ‘to
move from place to place on foot’ whereas in
the meanings of its synonyms to stride
(шагать), to stroll (прогуливаться), to trot
(семенить, бежать вприпрыжку), to stagger
– to sway while walking (идти шатаясь) and
others, some additional information is encoded
as they each describe a different manner of
walking, a different gait, tempo, purpose or
lack of purpose.

86. Basic vocabulary

Basic vocabulary 1.begin, 2.continue
3.end 4.child, baby
Informal 1.start, get started 2.go on, get
on 3.finish, be through, be over 4.kid,
brat, bairn (dial.),
Formal 1.commence 2.proceed 3.
terminate 4.infant, babe

1. Word Wall

To help your students get more engaged in vocabulary development, you need to nurture word consciousness. This means raising students’ awareness of, and interest in all sorts of words and their meanings.

A Word Wall can help you achieve this. This is a collection of words that are displayed in large visible letters on a wall, bulletin board, or other display surfaces in a classroom.

                            Source: ELL STRATEGIES & MISCONCEPTIONS

So, set this wall and encourage your students ‘to walk the wall’ and hang their favourite words, new or unknown, on it.

Then, invite their classmates to add sticky notes with pictures or graphics, synonyms, antonyms, or related words. Then, student partners walk along the wall to quiz each other on the words (Graves & Watts-Taffe,2008).

Use the Word Wall one or more times a week. You’ll help your students make connections between new and known words.

Since this is an ongoing activity during the whole year, you can keep observational notes of those students who are posting, responding to their words and those who are not adding words to the wall.

This will help you better understand what your students need to expand their vocabulary.

2. Word Box

Word Box is one of the strategies for teaching vocabulary. This is a weekly strategy that can help students retain and use words more effectively.

Students select words to submit to the word box on Friday. These are words they find interesting or ones they want to understand better. They either use the word in their own sentence or take the same sentence where this word was found.

Then, select five words to teach the following week.

Monday: Introduce the five words in context, explain them, then tack them to the Word Wall.
Tuesday: Ask students to create a non-linguistic representation of the words.
Wednesday: Discuss the meaning of the words allowing think-pair-shares.
Thursday: Ask students to write sentences using those words.
Friday: This is the day to assess students’ learning of the five words using this activity.

Ask one student to answer fill-ins for five words. Give students three cards that can hold up: green cards show they agree with the student’s answer, yellow they are unsure and red ones they disagree.

For assessing, use a checklist with the vocabulary running horizontally across the top margin and the class list running vertically down the side. (Adapted from Grant et al., 2015, p.195)

3. Vocabulary Notebooks

Ask your students to maintain vocabulary notebooks throughout the year where they write the meaning of the new words.

You can introduce a new word each week and work together with students to explore its meaning. Then, ask them to sketch a picture to illustrate the word and present their drawings to the class at the end of the week.

Another way to use vocabulary notebooks :

Students create a chart. The first column indicates the word, where it was found, and the sample sentence in which it appeared.

The other columns depend on your students’ needs.

You can include a column for meaning ( where students define the word or add a synonym), for word parts and related word forms (where they identify the parts and list any other words related to it), a picture, other occurrences (if they have seen or heard this word before, they describe where) and for practice or how they used this word. (Lubliner, 2005)

4. Semantic Mapping

These are maps or webs of words that can help visually display the meaning-based connections between a word or phrase and a set of related words or concepts.

Teach your students how to use semantic mapping. Pick a word you intend to explain, draw a map or web on the board ( or on Zoom whiteboard or any digital tool in case you’re teaching online) and put this word in the centre of the map. Then, ask students to add related words or phrases similar in meaning to the new word. (see the example below)

Source:weebly.com

5. Word Cards

Word cards can help students review frequently learned words and so improve retention.

On one side of the card, students write the target word and its part of speech (whether it’s a verb, noun, adjective, etc.).

On the top half of the other side, they write the word’s definition (in English and/ or a translation). They also write an example and a description of its pronunciation. The bottom half of the card can be used for additional notes once they start using the word.

Ask students to add more information about the word each time they practise or observe it (sentences, collocations, etc.).

Yet, advise them not to add too much information in order to facilitate more reviewing the cards.

Devote regularly class time for students to bring their word cards to class. Involve them in activities such as describing the new words, quizzing one another, categorizing them according to subject or part of speech.

Also, show your students how to store and organize those cards. This is, for instance, by putting them into a box with the categories they select or ordering them in terms of difficulty. (Schmitt & Schmitt, 2005)

6. Word Learning Strategies

Our students often have only partial knowledge of the words they learn in the classroom. This is so since a word can have different meanings which they may not be familiar with.

Therefore, teaching students word learning strategies is important to help them become independent word learners. This is by teaching, modelling and providing a variety of strategies that serve different purposes.

Here are some examples of word-learning strategies.

a) Using word parts

Breaking words into meaningful parts facilitates decoding. So, studying words’ parts can help students guess the meaning of new words from context.

There are three basic ways that word parts are combined in English: prefixing, suffixing, and compounding.

Teach those parts. But, focus on the most occurrent ones.

Providing explanations about their use and meanings with illustration is necessary. Yet, it is still not enough.

You need to provide opportunities for students to experiment with word-building skills.

For instance, you can hand out a list of productive prefixes and have students compile a list of words using them. Then, ask them to compare the function of the prefixes in the various examples.

However, consider your students’ level since word parts are more useful to students with larger vocabularies. For instance, a student who doesn’t know the meaning of the adjective content cannot guess the word discontent.

Remember also that learning word parts is an ongoing process. So, encourage your students to continue experimenting with them. (Zimmerman, 2009a)

b) Asking questions about word

Knowing a word means knowing about its many aspects: its meaning(s), collocations, grammatical function, derivations, and register.

So, you can encourage your students to explore a new word’s meaning(s) by asking them to address detailed questions about those features and answer them.

Students will ask questions like these :
• Are there certain words that often occur before or after the word ? (collocation)
• Are there any grammatical patterns that occur with the word ? (grammar).
• Are there any familiar roots or affixes for this word ? (word parts)
• Is the word used by both men and women? (register/appropriateness)
• Is the word used in both speaking and writing?
(register/appropriateness)
• Could it be used to refer to people? Animals?Things? (meaning)
• Does it have any positive or negative connotations? (meaning) (Zimmerman,2009a)

c) Reflecting

When students learn new words it does not necessarily mean they’ll use them. Students may avoid using words in writing because they are unsure of the spelling. When they speak, they may not be willing to use certain words as they roughly understand them in context.

Encouraging students to self-assess their knowledge of each new word they learn can help them focus on areas needing practices. Here is an example of a self-assessment scale students can use.

Besides these 6 engaging strategies for teaching vocabulary, here are some essential tips to follow while using them :

1) Identify the potential list of words to be taught. Keep the number of words to a minimum (three to five words in one lesson) to ensure there is ample time for in-depth vocabulary instruction, yet enough time for students to practise them.

2) Expose students to multiple contexts in which the new words can be used. This will support them to develop a deeper understanding of these words and how they’re used flexibly.

You can do so by giving students frequent opportunities to hear the meaning of the words, read content where these words are included, and also use them in speaking and writing.

3) Encourage extensive reading because this gives students repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts.

So, for rich vocabulary development, use a variety of strategies for teaching vocabulary and provide the necessary support and guided practice. Besides, assess vocabulary learning and encourage students to learn more words outside the classroom.

What other Strategies For Teaching Vocabulary would you suggest? I would love to hear from you.

References

Grant, K..B., Golden, S.E., & Wilson, N.S.(2015). Literacy Assessment and Instructional Strategies: Connecting to the Common Core. USA: Sage Publications, Inc.

Graves, M.F., & Watts-Taffe, S.M. (2002). The place of word consciousness in a research-based vocabulary program. In A.E. Farstrup 1 S.J.Samuels (Eds.), what research has to say about reading instruction (3rd ed., pp.140-165). Newark, DE: International Reading Association.

Graves, M.F., & Watts-Taffe, S.M. (2008). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62 (3), 185-193.

Hulstijn, J. & Laufer, B.(2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning 51/3:539-58.

Lubliner, SH.(2005). Getting into Words: Vocabulary Instruction That Strengthens Comprehension. Baltimore: Paul H. Brooks Publishing.

Schmitt, D., & Schmitt, N.(2005). Focus on Vocabulary. New York: Longman.

Zimmerman, Cheryl. B.(2009a). Word Knowledge: A vocabulary teacher’s handbook. New York: Oxford University Press.

Zimmerman, Cheryl. B.(2009b).(ed.). Inside Reading: The Academic Word List in Context. Four Levels. New York: Oxford University Press.