The Semantics In English Teaching
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Publicado: 10 de octubre de 2011
THE SEMANTICS IN ENGLISH TEACHING
In order to we can teach a second language, as teachers, we have to know deeply that language.
The learning of vocabulary is the core of second languageacquisition (SLA). British linguist Wilkins once said, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed” (1972, p. 111). Unlike learning grammar and phonetics, vocabularylearning is an incremental and unending task for any language learner.
Vocabulary in English as a foreign language is taught at school for the purpose of providing the students language skills. Theyare listening, reading, speaking, and writing.
Some general statements say that the techniques of teaching reading comprehension and others (listening, speaking, and writing) are focused onvocabulary.
Vocabulary is central to language and of critical importance to typical language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral andwritten forms (Fauziati, 2005, p.155). It means that students in elementary school must master English vocabulary and its grammatical rules to make good communication to the other people.
Vocabularymastery is one of the components to master English as foreign language. It means that the students have ability in understanding and using the words and meaning. The students not only know the words,but also their meaning. It also plays an important part in English skill; listening, speaking, reading, and writing skill. The larger vocabulary students master, the better they perform theirlanguage. By having a limited vocabulary, the students will find difficulties in mastering English skill.
In terms of independently learning vocabulary, Nagy and Herman (1984 and 1987) maintain thatstudents learn word meanings from context, and language teachers’ task is to teach students how to infer word meanings from context.
The major concern in vocabulary learning is to establish connections...
In order to we can teach a second language, as teachers, we have to know deeply that language.
The learning of vocabulary is the core of second languageacquisition (SLA). British linguist Wilkins once said, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed” (1972, p. 111). Unlike learning grammar and phonetics, vocabularylearning is an incremental and unending task for any language learner.
Vocabulary in English as a foreign language is taught at school for the purpose of providing the students language skills. Theyare listening, reading, speaking, and writing.
Some general statements say that the techniques of teaching reading comprehension and others (listening, speaking, and writing) are focused onvocabulary.
Vocabulary is central to language and of critical importance to typical language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral andwritten forms (Fauziati, 2005, p.155). It means that students in elementary school must master English vocabulary and its grammatical rules to make good communication to the other people.
Vocabularymastery is one of the components to master English as foreign language. It means that the students have ability in understanding and using the words and meaning. The students not only know the words,but also their meaning. It also plays an important part in English skill; listening, speaking, reading, and writing skill. The larger vocabulary students master, the better they perform theirlanguage. By having a limited vocabulary, the students will find difficulties in mastering English skill.
In terms of independently learning vocabulary, Nagy and Herman (1984 and 1987) maintain thatstudents learn word meanings from context, and language teachers’ task is to teach students how to infer word meanings from context.
The major concern in vocabulary learning is to establish connections...
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