11 LEXICAL AND SEMANTIC FIELDS OF ENGLISH
Lexical and semantic fields of English ● Necessary vocabulary for socialization, information and expressing attitudes ● Typology of activities related to teaching and learning vocabulary in FL classroom ●
11.1. Introduction ●
Reflection on the meaning of the topic: –
The lexicon of a language is not a jumble of independent words, but a partly structured list, with words with sense relationship.
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It is extremely important to know as much vocabulary as possiple.
11.2. Lexical and Semantic Fields of English Lexical field
Semantic field
Brother: brotherhood, brotherlike...
Food: meat, vegetables, fish...
There are different theories attempting to group the enormously rich Eng Vocab: â—?
The field theory
Vocabulary is the central to language and of critical importance for the learner. Semantic field theory: lexical
content should betreated as a collection of interrelating networks of relations between words. Semantic functions are related in one or more ways to the same area of situational environment or culture. So, words can be grouped together according to different semantic criteria, eg:
Physical features Animals Animals with a tail
Non -physical features Pet, wild, food...
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Basic English (Ogden, 1889 – 1957) –
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Auxiliar international language of 850 words comprising system covering everything necessary for everyday purposes. A simplified version of English (also grammar simpler) ●
All words pluralized with -S: not -ES or -IES
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Some adjectives can be turned into verbs adding: -LY
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Some adjectives can be inverted with: UN-
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He put his words through lots of test and adjustments: Basic English: A General Introduction with Rules and Grammar (1930).
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For its promotion: Orthological Institute.
General Service List –
A list of 2000 words as basis of material for learners of English FL. They are not the most frequent.
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Each word is a headword for a word family.
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Organized like a dictionary (alphabetically, with brief definition and example sentences) and numbered.
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Threshold level (Council of Europe, 1975) –
Criteria developed by experts about the learner should be able to DO when using the language for communication in everyday life: then necessary knowledge and skills. Active/ Passive Vocabulary: produced (-) / comprehended (+) Initial Threshold: basic adapted models for particular linguistic situations. Influenced planning of language programmes, as a basis for national curricula, textbooks, multimedia courses, assessment... ●
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Common European Framework of Reference for Languages (2001) –
Extension to cover specification of levels lying immediately below and above the threshold level. (Waystage, Threshold, Vantage -1990). The origin of the six scale CEFRL.
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Pays particular attention to socio-cultural components or learner autonomy (+ vocab, grammar and functions), communication point of view (Lindfors+)
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It is the common reference for language teaching and certification. For English: EnglishProfile.org
11.2.1. Learning Vocabulary ●
The more words one knows, the more s/he will able to communicate.
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Suggestions for teachers:
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Words that are relevant for the subject.
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Frequent words in listening/ reading & writing/speaking
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No rare or useless words.
Techniques for learning words: –
Writing down in a notebook
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Using cards: word // definition
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Repeating the word
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Reagrouping words with different criteria
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Making associations (with pictures or other words)
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Asking someone for testing
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Using words in own speaking/writing production
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Ticking the words already check in the dictionary, then for trying to remember if they know the meaning.
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Learning combination of words: apologize -> say sorry
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Semantic Fields (according to the Threshold Level, 1975): active and passive vocabulary –
Personal identification: What's your name? / Are you male or female?
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House and home: Peter lives in a flat / In the morning we turn the central heating on
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Life at home
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Education and Career
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Free Time, Entertainment
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Travelling
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Relationship
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Health and Welfare
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Shopping
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Food and drink
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Public Service
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Places (passive only)
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Foreign language (active)
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The weather (passive)
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Semantic Fields (according to CEFRL) –
English Profile Vocabulary Online based on the Cambridge Learner Corpus.
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Words, phrases and collocations.
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Frequency as a priority also for ordering items. And word complexity (eg. compound nouns from B1 on)
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Select the level and the language BrE / AmE Waystage
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Carrying out certain transactions (making arrangements, making purchases, ordering food and drink) Giving and obtaining personal and nonpersonal info Establishing and maintaining social and professional contacts (meeting people, inviting and organizing events, exchanging feelings...)
Threshold ●
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Vantage
Transactional situations As Threshold but with (contacts with officials, extended vocab and arrangement for structures accomodation, for meal, shopping, public and private transport...) Social interaction Compensation strategies Social conventions Interpretation strategies Socio-cultural aspects.
11.3. Necessary vocabulary for socialization, information and expressing attitudes Socialization
Part from real situations related to students' environment. Formal and informal levels Oral and written expression More than one form / function
Explaining information
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Expressing attitudes
Emotional attitudes
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Intellectual attitudes
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Meeting people (greeting, introducing, leaving, agreeing to meet) Asking or request (for things, for permission, others to do sth, attention) Offer things or to do sth Apologizing, congratulating, expressing sympathy, thanking. Identification (names, numbers, physical characteristics, health, work, origin...) Places (location, distances...) Things (prices, quantities, comparisons...) Time People (correction, reporting) Weather
Liking, intention and desire (pleasure, preferences, intention/inquiring, desire/inquiring...) Gratitude, apologizing and grantingforgiveness Feelings (satisfaction, disappointment, approval...) Agreeing (or disagreeing, denying sth) Offering (intivations, to do sth) Knowledge (about sth known, remembered, considered as logical conclusion, certain) Possibility, ability and permission (can, must, may...) Obligation
11.4. Typology of activities related to teaching and learning vocab in the FL classroom Activities to combine communicative structures with vocab development
Word cards with definition and example sentence
Word Maps
Simon says with actions
Mind Maps Activities for working with Vocabulary Visual techniques
Verbal explanation (synonyms, opposites...)
Mime Games for presentation
Use of dictionaries