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Pirkt
Identifikators:949226
Autors:
Vērtējums:
Publicēts: 19.03.2011.
Valoda: Angļu
Līmenis: Augstskolas
Literatūras saraksts: 18 vienības
Atsauces: Nav
SatursAizvērt
Nr. Sadaļas nosaukums  Lpp.
  INTRODUCTION    7
1.  HISTORICAL OVERVIEW OF VOCABULARY TEACHING    10
2.  CURRENT ISSUES IN VOCABULARY TEACHING    13
2.1.  CATEGORIZING VOCABULARY    13
2.2.  IMPLICIT VS. EXPLICIT TEACHING VOCABULARY    17
3.  CURRENT PRINCIPLES IN TEACHING VOCABULARY    19
4.  FRAMEWORK OF AUTHENTIC MATERIALS    23
5.  CASE STUDY    28
6.  CONCLUSION    59
7.  THESIS    60
8.  BIBLIOGRAPHY    61
9.  APPENDIX    63
Darba fragmentsAizvērt

The status of vocabulary has varied significantly over the years influenced by many factors. At the beginning of its development it underwent considerable negligence and was closely related to grammatical aspect of language. Later, during the 1950s and 1960s it gradually started developing. Under the influence of communicative language teaching, the ability to communicate both in spoken and written form appropriately to context made language specialists pay particular attention to the importance of vocabulary. Once the problem emerged, it gained the main focus among other language sub-skills.

Various innovative approaches in language teaching affected at the same time also vocabulary teaching; namely, the techniques and activities were introduced in classrooms. Language experts offer nowadays a vast variety of principles to expand students’ vocabulary effectively. Both teachers and students become active organizers of the teaching and learning process seeking for the best solutions together. Vocabulary step by step gains its own stable position becoming an independent language area with its peculiarities.

The aim of the Diploma Paper is to investigate the influence of including authentic materials for enriching students’ vocabulary and raising the awareness of its acquisition through various strategies and techniques for upper-intermediate learners of English.

The following enabling objectives were identified as a means of achieving the aim:

1)To do a summative analysis of the theoretical literature on development of vocabulary teaching; methods, techniques and strategies that could be used for enriching students’ vocabulary were investigated.
2)To do a summative analysis of the theoretical literature on including authentic materials in the English language teaching process.
3)To analyze the theory on peculiarities of authentic resources for classroom use
4)To examine the present situation in schools concerning the vocabulary development, techniques and strategies applied, using the questionnaires for students and discussions for teachers.
5)To do a case study on the inclusion of authentic resources in a classroom

The research questions of the Paper are the following:

1)Do secondary school students need to be aware of various strategies and techniques for learning lexical units of the language?
2)Are authentic materials introduced in English language classroom and what is their usefulness?
3)Do authentic materials enrich students’ vocabulary?

Hypothesis of the Diploma Paper is the following – using a definite authentic material with upper intermediate and advanced level learners can efficiently enrich students’ vocabulary and raise students’ language awareness.

Referring to Nunan’s (1992) classification of language learning research methods, a case study was applied.…

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