Lecture 8

The Stages of
Vocabulary
Formation in
Language Learning
Made by Tuimebek Altynay; Taibek Akerke; Ebenova Assel

Vocabulary in Language Learning
Active Vocabulary Passive Vocabulary Vocabulary Goals by School Level
Active vocabulary includes words that Passive vocabulary consists of words • Primary School: 500 essential units
students use actively in speech. These students understand through listening for everyday communication, simple
are the words that learners can readily and reading. This type of vocabulary is phrases, and basic etiquette.
produce in speaking and writing tasks. typically larger than active vocabulary • Middle School: 1200 units,
The development of active vocabulary due to the inclusion of potential introducing new topics and focusing
is crucial for effective communication vocabulary. Potential vocabulary on recognition and usage in various
in the target language. includes words that students can guess contexts.
based on word-formation, context, or
• High School: 1400–1600 units,
similarity to their native language.
including international words,
multiple meanings, and phrases
specific to the culture of the
language being studied.
The Stages of Work on the Formation of Students' Vocabulary
1 Stage 1: Semantics
Semantics refers to the process of revealing the meaning of a word. You can reveal the meaning of a word in the following ways:
• Synonyms are antonyms.
• Definition.
• Context.
• Visibility.
• Etymological analysis.
• Translation into the native language.
It should be noted that almost every method of semantics has both positive and negative sides. The choice of the optimal method
depends on the stage of training the age characteristics of the students, and on the specifics of the lexical unit.
Stage 2: Automation
2 Automation is the process of forming lexical skills, the process of mastering a word in speech and for speech. Sequences of
exercises for the formation of a dictionary: 1. Perception of the word in the process of functioning in speech. 2. Awareness of
meaning. 3. Imitation of the word. 4. Designation (the ability to name an object, object, action, etc.) 5. Combination. 6. Use.
3 Stage 3: Further Improvement

Further improvement should be carried out through a series of language and speech exercises based on words, phrases,
sentences, super-phrasal unity, and text. Exercises include practicing the use of words in context, ways of education, formation of
stable phrases. In the process of further work, students should meet with the same vocabulary, but related to different content,
and different situations. It is necessary to achieve the maximum variability of lexical units, which contributes to the assimilation
of combination.
Expansion of Active and Passive Vocabulary
Active Vocabulary Exercises Word Combinations Passive Vocabulary
Development
To build an active vocabulary, The second type focuses on word
students use exercises that combinations for speech Passive Vocabulary Development
reinforce word meaning, development, such as matching relies on reading texts in various
pronunciation, and grammar, columns, creating sentences, and styles (popular science, socio-
divided into two types: - building sentences with memory political, artistic) to build
Memorization Exercises: Naming aids or images. The process ends receptive skills. Key exercises
objects, selecting or filling words, with students applying vocabulary include: - Loud Reading and
using synonyms or antonyms, in spontaneous speech. Translation: Reinforces meaning
forming sentences, and answering and pronunciation. - Predictive
questions with new vocabulary. - Gap-Filling: Develops word
Word Games: Crossword-style recognition and prediction
games, rhymes, songs, and varied abilities.
pronunciation help reinforce
vocabulary.
The Content of Teaching Grammar
1 Importance of English Grammar 2 Grammar as a Process

English grammar is essential for understanding Some experts, like Diane Larsen-Freeman and Scott
sentence structure, meanings, and word Thornbury, see grammar as a process
relationships. Grammar rules help organize thoughts ("grammaring") rather than just a set of rules,
and enable effective communication. Learning highlighting how real communication often follows
English grammar is challenging due to few word intuitive rather than explicit rules.
endings and multiple word meanings.
3 Types of Constructed Grammars 4 Effective Grammar Learning

Different types of constructed grammars For effective grammar learning, it is crucial to start
(traditional, structural, and transformational) each with commonly used structures, like the Present
offer ways to understand language structure. A Simple, and focus on frequent errors. Grammar
major challenge for learners is shifting from native teaching should emphasize sentence-building skills,
language grammar to English, as each language has helping students recognize and use grammatical
unique structures. forms easily in communication.
Different Approaches to Teaching English Grammar
Conscious Approach
Focuses on teaching specific sentence patterns and rules, helping students consciously recognize grammar elements. For example, rules are often
presented in the native language to aid understanding. This approach encourages correct usage but recognizes that mastery comes from practice rather
than just memorization.
Practical Approach
Emphasizes teaching grammar that students need for immediate use in speaking or writing, such as the Possessive Case. Students learn through exercises
that apply the grammar in context.
Structural Approach
Introduces grammar through sentence patterns and structures, enabling students to form sentences based on learned patterns. This method supports
understanding spoken English and encourages sentence formation through analogy.
Situational Approach
Grammar items are taught within specific classroom situations to provide context and facilitate comprehension. For example, introducing the Possessive
Case through real objects in the classroom.
Communicative Approach
Mimics first language acquisition, emphasizing listening before speaking. This approach fosters natural language use and encourages communication,
supported by modern technology and interactive methods.
Different Approaches to Teaching English Grammar
Diagramming Sentences:
An older method visually maps sentence structures and relationships, helpful for visual learners but less common in modern teaching.
Learning Through Writing:

Encourages creative writing to help students internalize grammar naturally, addressing specific grammar issues as they arise.
Inductive Teaching:
Students learn grammar concepts by examining examples and deducing rules themselves, promoting natural retention and understanding.
Deductive Teaching:
Involves detailed explanations of grammar rules before practice, though this method is criticized for being too rigid and disengaging.
Interactive Teaching:
Incorporates games and activities to engage students and cater to diverse learning styles, making grammar lessons more dynamic and
memorable.
Types of Exercises for the
Assimilation of Grammar
Exercise Type Description Examples
Recognition exercises Easiest type where Listening for specific

pupils observe tenses, choosing
grammar items in correct verb forms
structures
Drill exercises More complex, Repetitive drill,
requiring reproduction substitution,
by pupils completion, answering
questions
Creative exercises Most difficult, requiring Making statements on

creative work from pictures, asking
learners questions, speaking
about situations
Grammar tests Used to check Filling blanks,

assimilation of transformations,
grammar material translations

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The Stages of

Made by Tuimebek Altynay; Taibek Akerke; Ebenova Assel

3 Stage 3: Further Improvement

1 Importance of English Grammar 2 Grammar as a Process

3 Types of Constructed Grammars 4 Effective Grammar Learning

Learning Through Writing:

Recognition exercises Easiest type where Listening for specific

Creative exercises Most difficult, requiring Making statements on

Grammar tests Used to check Filling blanks,

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