Tema 11 B

 

 THEME 11 : LEX LEXICA ICAL L AN AND D SEM SEMAN ANTIC TIC FIE FIELDS LDS OF THE EN ENGL GLISH ISH LAN LA NGUAGE. LEXI XIC CON REQUI UIRE RED D FOR TH THE E SOCIA IALI LIZA ZATI TIO ON, INFO FOR RMATI TIO ON AND EXP XPR RESS SSIION OF ATTI TITU TUD DES. TY TYP PES OF ACTIVITIES JOINED TO THE TEACHING AND LEARNING OF LEXICON IN THE FOREIGN LANGUAGE.

 

 The first thing thing a  a child does in his/her Mother Tongue, once words,, he/she has carried out the emission of sound stage, is to say words isolated words but with meaning. They are connected with the world around aroun d him/h him/her er and  and are probably those with which the child has a narrow relationship. According to the increase of his/her perception and knowledge of the reality, his/her vocabulary also increases.   So So,, in or orde derr to establish which vocabulary can have MO! "#T!!ST for our students$ learning learning,, we must take into account the  worl wo rld d th they ey li live ve in   an and the the pu purpo rpose se th they ey ha have ve wh when en th they ey le lear arn n a  Foreig For eign n Lan Langua guage  ge , with the purpose of being a S"%#"&"'A#T  (O'A)*+A for them. them.   "t mu must st be a vocabulary for 'OMM*#"'AT"O# 'OMM*#"'AT"O#,, based on the child or being specially interesting to him/her.   So, vocabulary is an important factor in all language teaching students must continually be learning words at the same time they  learn %rammar and honetics.   rese resenting nting new words is only the first step in the process process of  langua lan guage ge learni learning, ng, and stu studen dents ts mus mustt rem rememb ember er them them and mak make e them part of their own vocabulary. )ut sometimes it is uite difficult SOM! M!  O) O)+! +!MS MS   that do not allow the because there are SO acuisition process to be easier On the one hand, hand , some of the words taught in &oreign +anguage lessons occur naturally in seuence - days of the week, numbers, etc0 etc0 an and d thes these e se serie ries s ar are e ea easi sily ly me memo mori ri1e 1ed, d, but the the pr prob oble lem m arises when students have to use them out of the seuence. On the other hand hand,, some similar words or 'O%#AT!S facilitate the learning of new words 2 some of them are “True cognates” , it is, their meaning is more or less euivalent in both languages 3e4., 5real6 7 5real6 8, and some of them are “False cognates” , which lead studen stu dents ts to con confus fusion ion 3e4 3e4., ., 5Ac 5Actua tually lly66 mea means ns 5en rea realid lidad6 ad6,, not 5actualment 5actu almente6 e6 8. "n the first ca case se they are ea easy sy to rememb remember, er, but in the second case we have to help our students. 

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Another problem arises when the words in the Mother Tongue and in the &oreign +anguage do not cover the same area of meaning.  There are words in the Target +anguage which do not make distin dis tincti ctions ons tha thatt the &or &oreig eign n +an +angua guage ge doe does s 3e4 3e4., ., 5tr 5trip, ip, trav travel, el,  9ourney,068. These distinctions imply that there is a change in the way of viewing reality and, therefore, this change must be learnt too.

  "n order to remember this vocabulary better, it can be connected in gro rou ups which have a common element- a topic, semantic tic associations, or the formal relations used to form derivations of these words wor ds 2 whe when n wor words ds are ass associ ociate ated d thi this s way way,, we call it 5S!MA#T"' &"!+:S6   or 5;O: &AM"+" &"!+:S6 &AM"+"!S6 !S6,, and when the connectors are the formal relations they form LEXICAL FIELDS .  

At the sam same e tim time e we sho should uld loo look k for gen genera erall cen centres tres of our

stud st uden ents ts$$ in inte tere rest sts s settings, so th that at which we co coul uld d ch choo se following th the e most most suit suitab le vocabulary for those could beoose the ones - able