1. Vocabulary Teaching Unit 2: Importance

2. Vocabulary subsequent – a) underlined b) inferior c) following d) earlier distort – a) deliberately misinterpret b) make difficult c) falsify d) totally disagree with proponent – a) opponent b) supporter c) proposer d) initiator disparate – a) disappointing b) despairing c) different d) similar a constellation – a) a set b) a situation c) a position d) a star-shape rigorous – a) carefully performed b) neatly written out c) well-organized d) fully comprehensible attest – a) provide examples of b) provide tests for c) provide evidence for d) provide experiments for

3. What do our learners need to know about a lexical item?

4. Form spoken (pronunciation) written (spelling) grammatical variations (suffixes, prefixes, irregular forms)

5. Meaning: denotation L1 equivalent connotation register, appropriateness

6. Paradigmatic associations synonyms antonyms co-hyponyms (lexical sets) hyponyms superordinates

7. Syntagmatic associations grammatical connections collocational connections

8. How important is each for a learner to know, on a scale of 10 (essential) to 1 (completely unnecessary)?

9. Which of these are most important for learners to know? Pronunciation productive: 8 receptive: 10 Spelling productive: 6-7, receptive: 10 Grammatical variations 7-8 Denotation 10 L1 equivalent 8 Connotation 5-7/8 Appropriate use 5 – 7/8 Synonyms 3 Antonyms 3 Co-hyponyms 0 Hyponyms 8 Superordinates 0 Grammatical links 8 Collocational links …8

10. Words to learn Guess from context, then look up in a dictionary to check magnitude, unprecedented, demographic, distribution, caveat, bolster, plausibility Describing the sheer magnitude of the spread of the English language as unprecedented, he pointed to the changing demographic distribution of the language… These caveats and sentiments taken together bolster the plausibility of the construct.