2. ADVANCED STUDENTS AND THEIR NEEDS Advanced learners can generally communicate well, having learnt all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropiately in a wide range of situations

3. The teaching of vocabulary Above elementary levels was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts Nowdays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis.

4. Aspects of lexis that need to be taken into account when teaching vocabulary (Gairns and redman, 1986) Boundaries between conceptual meanings. Homophyny Homonymy Polysemy Style, register, dialect Affective meaning Synonymy Translation Chunks of language Grammar of vocabulary Pronunciation

5. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. We must also go beyond that, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems.

6. MEMORY AND STORAGE SYSTEMS Understanding how our memory works might help us create more effective ways to teach vocabulary. Learning new items involve storing them… First in our short-term memory. Afterwards in long-term memory.

7. Oxford (1990) suggests memory strategies to aid learning, and these can be divided into: Creating mental linkages Applying images and sounds Reviewing wellEmploying action Grouping, associating, placing new words into a context Physical response or sensation, using mechanical techniques In a structured way Using imagery, semantic mapping, using keywords and representing sounds in memory

8. DEALING WITH MEANING The main ways to deal with discovering meaning Guided discovery Contextual guesswork Using dictionaries

9. USING LANGUAGES To turn the receptive vocabulary items Into productive ones Production will depend on motivation, and this is what teachers should aim at promoting, based on their awareness of students needs and preferences.

10. THE LEXICAL APPROACH LEWIS ‘Language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks’ Have some common pronciples Task -based learning Lexical approach Which have been influencing foreign language teaching