esta presentacion tienie como objeto proporcionar actividades que permitan el desarrollo de vocabulario en lengua extranjera.

1. Without grammar very little can be
conveyed, without vocabulary
nothing can be conveyed
David Wilkins

2. How does vocabulary learned?
• Knowing a word involves knowing its form
and its meaning.
• The mind seems to words neither radomly
nor in the form of a list, but in a highly
organised and interconnected fashion called
the mental lexicon.
• the brain is better disposed to begin search via
the meaning based lexicon than the form
based one.

3. • Acquire knowledge requires not only labelling
but categorising.
• The second language learner simply maps the
word directly onto the mother tongue
equivalent.
• It may be the case that , for a good many
second language learners, most of the words
in their L2 lexicon are simply acquantainces.

4. How many words does a learner need
to know?
• Educated native speaker: 20.000
• Longman dictionary of contemporary english:
80.000 words and phrases
• Oxford english dictionary: 500.000
• A lucky learner: 5.000 words

5. How are words remembered?
• Short term store (STS) : store only few seconds.
• Working memory: cognitive tasks such as
reasoning, learning, and understanding depend
on working memory
• Long term memory: as a kind of filling system.
Some strategies to develop memory are
repetition, retrieval, spacing, pacing, use, cogniti
ve depth, personal
organising, imaging, mnemonics, motivation, att
ention

6. Why do we forget words?
• It has been estimated up to 80% of material is
lost within 24 hours of initial learning.
• Overload students with vocabulary , may
students forget the old ones.
• Don’t recycle words.

7. VOCABULARY STRATEGIES
LEARNING VOCABULARY THROGH MNEMONIC
TECHNIQUES
Mnemonic work by utilizing some well-known
principles of psychology: a retrieval plan is
developed during encoding, and mental imagery,
both visual and verbal is used. They help
individuals to learn faster and recall better because
they aid the integration of new material into
existing cognitive units and because they provide
retrieval cues. Mnemonics can be adopted
voluntarily, and once learned are difficult to forget.

8. VOCABULARY STRATEGIES
a. Linguistic mnemonics
The peg method: allows unrelated items to be recall by linking
these items with a set of memorized “pegs” or “hooks” which
can vary from rhyming words to digits.
Example: one is a bun, two is shoe, three is tree, four is a
door, five is a hive, six are sticks, seven is heaven, eight is a
gate, nine us a line, ten is hen. (Paivio and Desrochers, 1979).
The key word method: it calls for establishment of an acoustic
and imaginal link between an L2 word to be learned and a
word in L1 which sounds familiar. (Atkinson and Raugh, 1975).
Example: the Spanish word pan can be learned by imagining a
loaf of bread in a pan.

9. • b. Spatial mnemonics
• The Loci method: to use this ancient technique, which
dates back to the Romans, one imagines a familiar
location, then one mentally places the first item to be
remembered in the first location, the second item in the
second location, and so forth. To recall the items, one takes
an imaginary walk along the landmarks, mentally examines
each one, and retrieves the item one has “put” there
(Yates, 1966).
• Spatial grouping: rearranging words on a page to form
patterns, such as a triangle (Decker and Wheatley, 1982).
• The finger method: a variation of the spatial method is to
associate the item to be learned with a finger.

10. THE PHYSICAL RESPONSE METHOD: Physically enacting
the information in a sentence results in a better recall
than simple repetition.
THE VERBAL ELABORATION METHODS
Grouping: organized material is easier to store in a
retrieve from long term memory (Bousfield, 1953)
The word chain: instead of associating each item with a
cue, each item in a list is associated with the preceding
and following one (Delin, 1969). Example: car, house,
flower.
The narrative chain: one links the words in a list together
by a story (Bower and Clark, 1969).

11. OTHER MEMORY-ENHANCING TECHNIQUES
Self-testing: testing students in a learning session involving the memorization of words
(Mandler, 1967, Tulving, 1968).
Spaced practice: long periods of study are less helpful to L2 learners than shorter but
more frequent study periods.
Real-life practice: the participation in real life communicative situations during
language training should be attempted at all levels of proficiency to ensure a greater
match between coding and retrieval conditions (Jones, 1979).
Word cards: learners write a word to be learned on one side of a small card and its
mother tongue translation on the other.
Guessing from context: make intelligent guesses as to the meaning of unknown words.
Coping strategies for production: paraphrasing, describing, using synonyms, using
gesture and mime, using L1 word.
Using dictionaries: when guessing from context strategies fail. They can be used
productively, both for generating text and as resources for vocabulary acquisition.

13. Activities to teach Vocabulary

14. The author Wilga Rivers said once:
• “Vocabulary cannot be taught”
It can be presented, explained, included in all
kind of activities.

15. What are the activities that can help
the students to get the words they
need?

16. Types of
activities for vocabulary
• Identifying activities: It is a kind of activity
that involves detecting words . For example:
word soup, unscramble, etc.

17. • Selecting activity: Here you can recognize
words and make choices amongst them. For
example: Choosing the odd one out, choosing
words for descriptions etc.

18. • Matching activity: This one involves first
recognizing and then pairing them. For
example: Pelmanism.

19. • Sorting activity: It requires learners to sort
words into different categories. Example:
Word field.

20. • Ranking and sequencing: It requires the
learner to put the words in order. Example:
chronologies.

21. • Producing activities: they are divided in two:
• Completion: completing sentences or texts.
Example: Gap filling.

22. • Creation: it requires the learner to create
context for given words. Example: making
sentences, including words in dialogues etc.