Can be defined, as words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, post office and mother-in-law, which are made up of two or three words but express a single idea.
What needs to be taught?
1. Form: pronunciation and spelling: to know what a word sounds like and what it looks like.
2. Grammar: the grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules.
3. Collocation: the collocations typical of particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context.
4. Aspect of meaning: denotation, connotation, appropriateness, the meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary. A less obvious component of the meaning of an item is its connotation, the associations, or positive or negative or negative feelings it evokes, which may or may not be indicated in a dictionary definition. A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not.
5. Aspect of meaning: synonyms, antonyms, co-hyponyms or co-ordinates, superordinate.
6. Word formation: vocabulary items, whether one-word or multi-word, can often be broken down into their component “bits”. Exactly how these bits are put together is another piece of useful information – perhaps mainly for more advanced learners. (Prefixes and suffixes).
Presenting new vocabulary
Vocabulary testing:
Multiple choices, matching definition, prefixes, odd one out, writing a sentence, filling the gaps, finish the sentence.
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