Azkia Nasywa Rana 11220140000063 4B
Book Response Form
Book title : How to Teach Vocabulary
Author : Scott Thornbury
Publisher : Pearson Education ESL
Date Publish : March 2002 Pages : 192 Pages
Genre : Reference Book Code : ISBN-10; 0582429668
Chapter:
1. Chapter 1
This chapter is about an introduction of various types of words. I think this
chapter will explain how a word is a more complex phenomenon than at
first it might appear.
2. Chapter 2
This chapter talks about how words are learned. I think it will explore how
theories of learning might impact on the teaching of vocabulary.
3. Chapter 3
This chapter talks about the relation between teaching and learning, and
the teacher’s role in vocabulary development. I think this chapter will also
explain the five possible sources of vocabulary input for learners.
4. Chapter 4
This chapter will continue investigating sources of vocabulary input, with
special reference to texts, dictionaries, and that more recent phenomenon.
5. Chapter 5
This chapter talks about how to present/teach vocabulary. I think this
chapter will talk about some ways the teacher can make the presentation of
vocabulary maximally affective, both in terms of word form and word
meaning
6. Chapter 6
This chapter talks about how to put words to work. I think this chapter will
explain the classroom activities that the teacher might employ and educate
students on how to use words effectively.
7. Chapter 7
This chapter talks about teaching word parts and word chunks. I think in
this chapter will explain how parts of words combine in systematic ways
to form whole words and how whole words combine a systematic ways to
form chunks.
8. Chapter 8
This chapter will talks about how to test vocabulary. I think this chapter
will look at ways of testing vocabulary knowledge, both before, during
and at the end of instruction.
9. Chapter 9
This chapter talks about explore the subject of vocabulary learning
strategies in more detail. I think this chapter will explain how to train good
vocabulary learners.
Table of Content:
[Link]’s in a word? 1
1.1 Introduction 1
1.2 Identifying Words 2
1.3 Word Classes 3
1.4 Word Families 4
1.5 Word Formation 5
1.6 Multi-Word Units 6
1.7 Collocations 7
1.8 Homonyms 8
1.9 Polysemes 8
1.10 Synonyms and Antonyms 9
1.11 Hyponyms 9
1.12 Lexical Fields 10
2. How Words are Learned 13
2.1 How important is vocabulary? 13
2.2 What does it mean to ‘know a word’? 15
2.3 How is our word knowledge organized? 16
2.4 How is vocabulary learned? 18
2.5 How many words does a learner need to know? 20
2.6 How are words remembered? 23
2.7 Why do we forget words? 26
2.8 What makes a word difficult? 27
2.9 What kind of mistakes do learners make? 28
2.10 What are the implications for teaching? 30
3. Classroom Sources of Words 32
3.1 Lists 32
3.2 Coursebooks 34
3.3 Vocabulary books 44
3.4 The teacher 48
3.5 Other student 49
4. Texts, Dictionaries and Corpora 53
4.1 Short texts 53
4.2 Books and readers 58
4.3 Dictionaries 60
4.4 Corpus data 68
5. How to Present Vocabulary 75
5.1 Presenting vocabulary 75
5.2 Using translation 77
5.3 How to illustrate meaning 78
5.4 How to explain meaning 81
5.5 How to highlight the form 84
5.6 How to involve the learners 87
6. How to put words to Work 93
6.1 Integrating new knowledge into old 93
6.2 Decision-making tasks 93
6.3 Production tasks 100
6.4 Games 102
7. Teaching Word Parts and World Chunks 106
7.1 Teaching word formation and word combination 106
7.2 A lexical approach 112
7.3 Teaching lexical chunks 115
7.4 Teaching word grammar 122
7.5 Teaching phrasal verbs 123
7.6 Teaching idioms 127
8. How to Test Vocabulary 129
8.1 Why test vocabulary? 129
8.2 What to test 130
8.3 Types of test 132
8.4 Assessing vocabulary size 137
8.5 Doing action research 1393. Classroom Sources of Words 139
9. How to Train Good Vocabulary Learners 144
9.1 Learner training 144
9.2 Using mnemonics
145
9.3 Word cards 145
9.4 Guessing from context 148
9.5 Coping strategies for production 150
9.6 Using dictionaries 151
9.7 Spelling rules 155
9.8 Keeping records 156
9.9 Motivation 159
Question and Answer:
[Link]’s in a Word?
1.1 Introduction
Q: How introduction in this book?
A: The introduction to this book explains about words and what problems arise
when learners produce a language.
1.2 Identifying Words
Q: What is identifying words?
A: There are words that are repeated but have a distinct part of
speech, two variations of the same term, and two words that combine
to form a new word, such as the word "second-hand."
1.3 Word Classes
Q: What are word classes?
A: Is used to describe the function of words in a sentence. It divided into 8 parts:
nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and
determiners.
1.4 Word Families
Q: What is word families?
A: Word families refer to groups of words that are related in meaning or form.
1.5 Word Formation
Q: What is word formation?
A: Word formation refers to the process of analysing vocabulary items and
identifying their individual components.
1.6 Multi-Word Units
Q: What are multi-word units?
A: Multi-word units are words that can function as a single meaning unit.
1.7 Collocations
Q: What are collocations?
A: Collocations are combinations of words that frequently occur together in a
language. They are not just single words, but rather multi-word units that are used
in specific contexts.
1.8 Homonyms
Q: What are homonyms?
A: Homonyms are are words that have the same spelling and pronunciation but
different meanings. They can cause confusion for learners because they look and
sound alike, but their meanings are different.
1.9 Polysemes
Q: What are polysemes?
A: Polysemes is having multiple but related meanings.
1.10 Synonyms and Antonym
Q: What are synonyms and antonym?
A: Synonyms are words that share a similar meaning. Antonym are
words with opposite meanings
1.11 Hyponyms
Q: What are hyponyms?
A: Hyponyms are words that are related to a more general category or
superordinate term.
1.12 Lexical Fields
Q: What is lexical fields?
A: lexical fields are are groups of words that are related to a particular topic or
theme. They are a way of organizing vocabulary around a central idea or concept.
2. How Words are Learned
2.1 How important is vocabulary?
Q: How important is vocabulary?
A: According to Thornbury, vocabulary is the foundation of a language and is
essential for effective communication. He emphasizes that vocabulary knowledge
is necessary for understanding reading and other subjects, as well as for
improving verbal ability, which is aided by phonological awareness.
2.2 What does it mean to ‘know a word’?
Q: What does it mean to ‘know a word’?
A: It means to have a comprehensive understanding of the word, including its
meaning, pronunciation, spelling, and usage in context.
2.3 How is our word knowledge organized?
Q: How is our word knowledge organized?
A: How our minds store words in a highly organized and
interconnected fashion is called the mental lexicon.
2.4 How is vocabulary learned?
Q: How is vocabulary learned
A: Vocabulary is learned through a combination of explicit instruction and
implicit learning.
2.5 How many words does a learner need to know?
Q: How many words does a learner need to know?
A: The majority of researchers today advise having a core
vocabulary of at least 3,000 words families.
2.6 How are words remembered?
Q: How are words remembered?
A: Words are remembered through a combination of explicit and implicit learning
strategies.
2.7 Why do we forget words?
Q: Why do we forget words?
A: Words are forgotten due to several reasons, including the lack of retrieval
practice, the absence of contextual connections, and the lack of meaningful
connections to existing knowledge.
2.8 What makes a word difficult?
Q: What makes a word difficult?
A: The factors that make some words difficult are pronouncation, spelling,
meaning, collocation, frequency and distribution, appropriateness.
2.9 What kind of mistakes do learners make?
Q: What kind of mistakes do learners make?
A: There are various types of mistakes, making incorrect associations,
overgeneralising, mispronouncing words, etc.
2.10 What are the implications for teaching?
Q: What are the implications for teaching?
A: Learners need tasks and strategies to help them organize their mental lexicon
by building networks of associations – the more the better; Teachers need to
accept that the learning of new words involves a period of ‘initial fuzziness’; etc.
3. Classroom Sources of Words
3.1 Lists
Q: What are the lists?
A: Vocabulary learning requires a rich and nourishing diet. So, this
diet will need to consist of words that have been selected for active
study. Learners were given lists of terms that were intended for
active study as a resource.
3.2 Coursebooks
Q: What are the coursebooks?
A: Coursebooks content includes both segregated and integrated vocabulary work.
3.3 Vocabulary books
Q: What are the vocabulary books?
A: vocabulary books likely refers to textbooks or other educational materials
specifically designed to help learners acquire and improve their vocabulary.
Supplementary vocabulary books are usually thematically organised, but cover a
range of vocabulary skills.
3.4 The teacher
Q: How is the teacher in teaching vocabulary?
A: The teacher is potentially fruitful source of vocabulary input, not only terms of
incidental learning, but also as a means of introducing vocabulary through teacher
talk.
3.5 Other student
Q: How is the other students in learning vocabulary?
A: Each learner can contribute to the shared class lexicon through activities such
as brainstorming, and research findings suggest that learner input is as powerful, if
not more so, than other vocabulary sources.
4. Texts, Dictionaries and Corpora
4.1 Short texts
Q: What are short texts?
A: Short texts are brief written or spoken passages that are ideal for vocabulary
building purposes.
4.2 Books and readers
Q: What are books and readers?
A: Books are written texts that can be used for various purposes, including
vocabulary building. Readers, on the other hand, are collections of texts that are
designed to be read by learners.
4.3 Dictionaries
Q: What are dictionaries?
A: Dictionaries are both tool and a resource of vocabulary learning, since that
contain a wealth of information about words.
4.4 Corpus data
Q: What is corpus data?
A: Corpora are the latest addition to the resources available for vocabulary input.
5. How to Present Vocabulary
5.1 Presenting vocabulary
Q: How is it presenting vocabulary?
A: To present vocabulary, the teachers need to decide how many
words will be taught to the learners. Then, the teachers can decide
whether to present information in a way that puts the meaning first
or the form first.
5.2 Using translation
Q: How is using translation?
A: There are three different ways of incorporating translation into
the vocabulary: First, all the teacher’s talk is in their first language.
Second, the teacher uses only English (the target language), and the
L1 words are used to introduce meaning. Third, the presentation is
entirely in English, and their L1 is used only to check that the
learners have understood.
5.3 How to illustrate meaning
Q: How to illustrate meaning?
A: to illustrate meaning, the learners can use the direct method and
total physical response (TPR).
5.4 How to explain meaning
Q: How to explain meaning?
A: An alternative way to convey the meaning of a new word is
simply to use words and other words, such as providing an example
situation, giving several example sentences, giving synonyms, etc.
5.5 How to highlight the form
Q: How to highlight the form?
A: To highlight the form is by highlighting the stress and general
shapes of the word in order to retain the word and give much
attention to the individual sounds.
5.6 How to involve the learners
Q: How to involve the learners?
A: One technique to make the learners involve in the learning
process is elicitation.
6. How to put words to Work
6.1 Integrating new knowledge into old
Q: How is intergrating new knowledge into old?
A: To integrate new knowledge into old knowledge, learners need
to ensure long-term retention and recall; words need to be ‘put to
work’.
6.2 Decision-making tasks
Q: How to decision-making taks?
A: Decision-making tasks include the following types: identifying, selecting,
matching, sorting also ranking and sequencing.
6.3 Production tasks
Q: What is production task?
A: Production tasks can be classified into two main types:
completion (of sentences and texts) and creation (of sentences and
texts).
6.4 Games
Q: What are games like?
A: Games that draw atttention to newly learned words often encourage recall
through guessing and categorising.
7. Teaching Word Parts and World Chunks
7.1 Teaching word formation and word combination
Q: How to teaching word formation and word combination?
A: To teach word formation and word combination, the teachers can teach word
parts, chunks, and formation. Secondly, use a lexical approach and teach phrasal
verbs and idioms. The last, focus on word grammar and context.
7.2 A lexical approach
Q: What is a lexical approach?
A: A lexical approach to language teaching foregrounds vocabulary
learning, both in the form of individual, high-frequency words and
in the form of word combinations or chunks.
7.3 Teaching lexical chunks
Q: How to teach lexical chunks?
A: Encourage learners to identify and understand lexical chunks, which are word
sequences that have become conventionalized over time, such as collocations and
phrasal verbs.
7.4 Teaching word grammar
Q: How to teaching word grammar?
A: Distinguish the use of words based on the use of certain grammatical patterns
such as noun, verb, adjective, adverb, etc. Understand the distinction between
countable and uncountable nouns.
7.5 Teaching phrasal verbs
Q: How to teaching phrasal verbs
A: the teachers can teach learners how to use phrasal verbs, which are
combinations of a verb and a preposition or adverb, to express specific meanings
7.6 Teaching idioms
Q: How to teaching idioms?
A: The teachers can teach learners how to use idioms, which are expressions that
cannot be understood from the meanings of the individual words, to express
specific meanings.
8. How to Test Vocabulary
8.1 Why test vocabulary?
Q: Why test vocabulary?
A: Because testing vocabulary can provide a form of feedback, both
for learners and teachers.
8.2 What to test?
Q: What to test in vocabulary?
A: Most vocabulary tests target only one or two aspects of word
knowledge such as only focus on spelling, meaning and collocation.
8.3 Types of tests
Q: What are types of tests in vocabulary?
A: Types of tests in vocabulary such as multiple choice and gap-fill.
8.4 Assessing vocabulary size
Q: How to assessing vocabulary size?
A: Vocabulary tests can be assessed qualitatively and quantitatively.
8.5 Doing action research
Q: What is action research?
A: Action research cycle typically includes: a pre-test, an experimental treatment,
and a post-test.
9. How to Train Good Vocabulary Learners
9.1 Learner training
Q: What is learner training?
A: Learner training is training learners to learn effectively.
9.2 Using mnemonics
Q: What are the mnemonics?
A: Mnemonics is techniques for remembering things.
9.3 Word cards
Q: What are words cards?
A: word cards is an affective vocabulary learning technique.
9.4 Guessing from context
Q: How to guessing from context?
A: These are steps to guessing from context, such as deciding the
part of speech of the unknown word, looking for further clues in the
word’s immediate collocates, looking at the wider context,
including the surrounding clues and sentences, etc.
9.5 Coping strategies for production
Q: What are the coping strategies for production?
A: The coping strategies for production are strategies that can be
used in production, such as paraphrasing, describing, and using a
rough synonym.
9.6 Using dictionaries
Q: How to using dictionaries?
A: Using dictionaries can be productive for learners because they
can generate text and serve as resources for vocabulary acquisition. Their
usefulness depends on learners being able to access the information they contain
both speedily and accurately.
9.7 Spelling rules
Q: What is spelling rules?
A: Spelling rules are guidelines or conventions that help learners understand the
patterns and structures of words in a language.
9.8 Keeping records
Q: How to keeping records in vocabulary?
A: (1) Advise learners to have a special notebook solely for
Vocabulary (2) Ask learners regularly to compare and comment on their
vocabulary notebooks; (3) Allow time in the lesson for learners to
record vocabulary and to devise mnemonics.
9.9 Motivation
Q: How to giving motivation?
A: As a teacher, you should share your sense of excitement and fascination of
words with your students, because vocabulary learning never stops, new words
are being coined daily, and old words are assuming new meanings. You have to
share your own experiences and those of other learners, both successful and
unsuccessful with your learners.
