Claudia Yáñez

Advanced students and their needs Advanced learners can communicate well Advanced learners can communicate well Through The basics structures of the language

Advanced students and their needs Advanced learners need to broaden their vocabulary For expressing themselves more clearly and appropriately in a wide range of situations The productive use of a wide range of vocabulary is normally limited in students.

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

Boundaries between conceptual meaning Polysemy Homonymy Homophyny Synonymy

Affective meaning Style, register, dialect Translation Chunks of language Grammar of vocabulary Pronunciation

We must give learner opportunities to use the items learnt and help them to use effective written storage systems

Learning new items involve storing them First in our short-term memory And afterwards in long-term memory

Creating mental linkages: grouping, associating new words Applying images and sounds: using key words and representing sounds in memory. Reviewing well, in a structured way Employing action: physical respose or sensation. Oxford (1990) suggests memory strategies to aid learning:

Guided discovery Contextual guesswork Using dictionaries These should be the main ways to deal with discovering meaning.

Using language Another strategy for advanced learners is to turn their receptive vocabulary items into productive ones. The decision to incorporate a word in ones productive vocabulary is entirely personal and varies according to each student’s motivation and needs.

The lexical approach and task-based learning, both approaches regard intensive, roughly-tuned input as essential for acquisition, and maintain that successful communication is more important than the production of accurate sentences.