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It is very difficult to answer this question with an exact number unless we clearly understand what we mean by teaching and learning new words. Selecting what words to teach based on the needs of your learners is the first decision. After knowing what words to teach, you need to decide exactly what your learners need to know about these new words, and how you can teach them.
The teaching of vocabulary is far more than word lists with L1 translations. Teachers need to be aware of many contextual factors which play a key role in how our learners actually learn words.
Meaning —Teachers need to help learners to clearly understand the meaning of new words. This is made easier when new words are presented in context.
Form —If we want our learners to use these new words correctly, they need to know if it is a verb, a noun, or an adjective. They will also need to remember how to spell the word.
Word Formation —Teachers can help learners deduce meaning by highlighting prefixes and suffixes which are added to the base word (or root word). Understanding word formation can also help learners deduce what word type the new item is. [e.g. un happy (adj.) / happi ness (n.)]. Word formation can also include compound words which are lexical items made up from two or more words as in headache or bedroom .
Pronunciation —One difficult aspect of English is that the spelling of words does not always relate to how that word is pronounced. Not all words that are spelled the same are pronounced the same. (e.g. the metal lead and the verb lead ) These are also examples of homonyms (words that sound alike the same but different in meanings). Homophones are words that are pronounced the same but are different in spelling and meaning. (e.g. to , two , and too )
Collocation —It is important for learners to know what other words are commonly used with the new vocabulary item. For example, when teaching the word visit , teachers need to highlight the collocations pay someone a visit , during a visit , on a visit and so on .
Connotation —It is useful for learners to know if new words have any negative or positive connotations. (e.g. slim/thin/skinny , youthful/childish )
Register —Learners need some understanding of the situations in which these new words can be used appropriately. Is the word formal/neutral/informal? Is it used mainly in speech or in writing? Informal register (or informal language) is the language used in relaxed or friendly situations (e.g. with family or friends ). Formal register (or formal language) is the language used in serious or important situations (e.g. in a job application ).
Grouping —When presenting new words, teachers often put them into groups with other words; they might group them into synonyms (words with similar meanings), antonyms (words with opposite meanings) and lexical sets (words on the same topic, e.g. types of food , methods of transport ).
False friends —Teachers need to be aware of false friends when teaching new vocabulary. These are words in two languages that look or sound similar, but differ significantly in meaning. For example, German speaking students learning English might be confused when they see the English word “mode”, because in German the word mode means fashion .
So we can see that teaching and learning vocabulary involves many steps and processes. Just because our learners can recognise a word and translate it into L1, it takes careful teaching for them to truly know the word and understand how to use it appropriately with the right collocations.
affix 词缀
antonym 反义词
base/root word 词根
collocation 固定搭配
compound word 合成词
false friend 同形异义词
homonym 同音异义词
homophone 同音异形异义词
idiom 习语
lexical set 词汇集
lexis 词汇
phrasal verb 短语动词
register 语域
synonym 同义词
Homonyms are words that sound alike but have different meanings. (e.g. a can of drink; Can I help you?) Homophones are a type of homonym that also sound alike and have different meanings, but have different spellings. (e.g. flower / flour )
Collocations are combinations of words that are generally used together. (e.g. commit a crime , go on a diet ) Compound words are single lexical items made by joining words together.
There are three different types of compound words:
Closed form —Two words are joined together to create a new meaning. (e.g. keyboard , notebook )
Hyphenated form —Words are joined together by a hyphen. (e.g. daughter-in-law , long-term )
Open form —Words are open but when read together, a new meaning is formed. (e.g. post office , real estate , full moon )
You probably teach a lot of vocabulary by giving L1 translations. Is translation enough to help learners really know a word?
Before you teach your next class: Think about giving your learners some new words and have them find the meaning, pronunciation, collocations and antonyms/synonyms themselves. Get them to write an example sentence with the word in it.
While you're teaching your next class: Have a section of your board for vocabulary items that come up as you are teaching. Don't just write the word and its L1 translation. Think about collocation and word formation. Ask your learners what they know about the words.
After your next class: Reflect on how many times the new words were encountered in the lesson. Was that enough? How will you recycle that lesson's vocabulary in your future classes?
TKT questions might ask you to:
» Match examples of vocabulary with the categories (e.g. collocations , synonyms ).
» Match teacher or learner comments on vocabulary with concepts (e.g. lexical sets , false friends ).
» Complete sentences about different lexical items.
Look at the questions about lexis and the three possible answers listed A, B and C. Choose the correct answer.
1. Which option contains homophones?
A. see/sea, pair/pear
B. tool/took, here/hair
C. bear/bore, dear/dare
2. Which option contains compound nouns?
A. extremely lovely, highly available
B. paperback, green hand
C. tailor-made, job-induced
3. Which option contains words with prefixes?
A. country, national
B. mirrored, shining
C. impossible, unreliable
4. Which option contains a lexical set?
A. refrigerator, microwave, kettle
B. produce, project, protection
C. run away, far away, take away
5. Which option contains a multi-word verb?
A. I took a course in painting and drawing.
B. It took three hours to get there by train.
C. I took off my coat as soon as I entered the room.
6. Which option contains words with suffixes?
A. likable, friendly
B. nice, easy-going
C. calm, mellow
Key: 1. A 2. B 3. C 4. A 5. C 6. A
The more one manipulates, thinks about, and uses mental information, the more likely it is that one will retain that information. In the case of vocabulary, the more one engages with a word (deeper processing), the more likely the word will be remembered for later use.
— Norbert Schmitt
When words are met in reading and listening or used in speaking and writing, the context will influence learning. That is, if the words occur in new sentence contexts, learning will be helped. Similarly, having to use the word to say new things will add to learning.
— Paul Nation
Vocabulary is a matter of word-building as well as word-using.
— David Crystal
Quick Read: Learning Teaching (Chapter on Teaching Lexis) — Jim Scrivener
Longer Read: How to Teach Vocabulary — Scott Thornbury