Acknowledgements
Preface
PART A WORDS:THEIR MEANIGS AND FORMS
1 Language awareness activities
2 Words and their meanings
2.1 Conceptual meanin9
2.2 Affective meanin9
2.3 Style，register and dialect
2.4 Sense relations
2.4.1 Synonymy
2.4.2 Hyponymy
2.4.3 Antonymy
2.4.4 0ther types of relations
2.4.5 Translation equivalents
2.5 Multi.word verbs
2.6 Idioms
2.7 Collocation
2.8 Componential analysis
3 Words and theirforms
3.1 The grammar of vocabulary
3.2 Word building
3.3 Pronunciation
PART B PRINCIPLES IN LEARNING ADN TEACHING VOCABULARY
4 Decisions about content
4.1 Student responsibility and teacher responsibility
4.2 Criteria for selection
4.2.1 Frequency
4.2.2 Cultural factors
4.2.3 Need and level
4.2.4 Expediency
4.3 Receptive vcrsus productive vocabulary
4.4 HOW many iterns to teach
4.5 Grouping of items of vocabulary
5 How the learner discovers meanin9
5.1 Traditional approaches and techniques used in the presentation of new vocabulary iterns
5.1.1 Visual techniques
5.1.2 Verbal techniques
5.1.3 Translation
5.2 Student.centred learnin9
5.2.1 Asking others
5.2.2 Using a dictionary
5.2.3 Contextual guesswork
6 Memory and written storage
Teoretical aspects
6.1 Types of memory
6.2 0rganisation of the mentallexicon
6.3 Why do we forget?89
Practical implications
6.4 Meaningful tasks
6.5 lmagery
6.6 Rote learning
6.7 Recyclin9
6.8 Written storage systems for Iearners
PART C CLASSROOM ACTIVITIES
7 Using visuaI aids
7.1 Using pictures as a guide to meanin9
7.2 Using pictures for further practice
8 Using authentic reading texts
9 Teacher designed contexts and the use of the dictionary
10 Speaking activities
10.1 Role play
10.2 Narrative
10.3 Processes，priorities and appropriacy
11 Games，questionnaires and problem solving
PART D VOCABULARY IN COURSE BOOKS
Key
Bibliography
Index
摘要
Many of the remarks we made about semantically opaque multi-wordverbs will also be true of idioms. There is no sense in grouping themtogether on the basis of the individual words as they normally give littleindication of the sense of the unit; and idioms rarely come in sufficientnumbers at respective levels to warrant being a self-contained lexicalset. In other words, they should be treated as individual items, taughtas they arise, and emphasised according to their usefulness. Some students develop an immense appetite and enthusiasm foridioms, but often for less useful types of idiom e.g. a wolf in sheep'sclothing. When this happens teachers should try to channel this enthu-siasm into learning idioms that are useful; and in deciding what is useful,it is worth considering whether an idiom can be incorporated into thestudents' productive vocabulary without seeming incongruous alongsidethe rest of their language. Certain native speakers might 'get the ballrolling', but few foreign learners could carry off this idiom without sound-ing faintly ridiculous. The following activity is highly subjective but it might be interestingto compare your answers with your colleagues.
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