skanowanie0070 (3)

Active (productiye) vocabulary refers to language items which can be recalled and used appropriately by leamers in speech and writing, this rangę includes words which students will need to understand as well as use themselves. It is of paramount importance for students to both know the contexts in which the lexical items can occur, their possible and impossible collocations (words it can and cannot co-occur with) and “morę details of the connotational meaning of the word” (Lewis and Hill, 1992: 99).

Passive (receptive) vocabulary, as opposed to its active counterpart, describes language items which can only be recognised and understood in the context of reading and listening materiał; words which teachers want students to understand (e.g. when reading a text), but which they will not need to use themselves. If a student has a passive knowledge of a certain item, its meaning will be recognised when it occurs in context.

11.3.8. Presenting vocabulary

Before presenting vocabulary in class, it is helpful to remember the foliowing (based on Cross, 1992):

—    words should be taught in spoken form first, and only when students can repeat and pronounce them well, the written form ought to be introduced; otherwise, the students will try to pronounce English words as if they were written in their own language, and the teacher may have difficulties breaking the habit;

Ijf- next, the items need to be presented in a short illustrative sentence with their meaning elear to ensure better comprehension and consolidation,

—    the teacher should try to present new words in context;

—    revision is essential; the words that have been presented should be incorporated into later practice.

It is also worth noting that things which are remembered best are: -H- funny,

—    strange,

—    extraordinary,

—    taught at the beginning and at the end of the lesson, lecture.

There are many ways in which to present vocabulary. Gaims and Redman (1986) suggest the foliowing types of vocabulary presentation techniąues:

1.    visual techniąues,

2.    verbal explanation,

3.    using dictionaries. •

11.3.8.1.    Visual techniąues

Visual techniąues for presentation of new lexical items pertain to visual memory which is considered especially helpful with vocabulary retention. Leamers remember better the materiał that has been presented by means of visual aids.

Teachers can resort to the folio wing techniąues:

1.    Using flashcards,

2.    Using photographs and pictures,

3.    Using blackboard drawings,

4.    Using word pictures,

5.    Using realia,

6.    Labelling pictures / objects,

7.    Using mi me and gesture,

8.    Performing an action,

9.    Using incongruous visuals.

Ali of the above mentioned techniąues lend themselves well to presenting concrete items of vocabulary - nouns, many are helpful in conveying meanings of verbs, adjectives. They help students associate presented materiał in a meaningful way and incorporate into their system of language values.

11.3.8.2.    Verbal techniąues

These cover such verbal techniąues as:

1.    Use of illustrative situations - used with morę abstract items,

2.    Use of synonymy,

3.    Contrast and opposites,

4.    Scales,

5.    Use of definition,

141