- •Exploratory task 1.1
- •M oney
- •Match the following vocabulary units with the types of “vocabulary sets”
- •Exploratory task 1.2
- •Exploratory task 1.3
- •Express the following messages in the given situations using any strategy of communicating the meaning (words, phrases, exclamations, gestures etc)
- •Exploratory task 1.6 Find the equivalents to the given words in your native tongue
- •Exploratory task 1.8
- •Exploratory task 1.10 Give adjectival collocations to the following
- •Exploratory task 1.11
- •Exploratory task 1.12 Combine the goods and the activities with them to cook food. The beginning has been done for you
- •Word observation sheet
- •Exploratory task 1.16
- •Exploratory task 1.17
- •Make up your own “cobweb” association with the word
- •H ouse
- •Input reading 2
- •Vocabulary acquisition
- •Exploratory task 2.1
- •Exploratory task 2.2
- •Match the following activities to teacher/learn the words with the types of exercises
- •Exploratory task 2.8
- •Exploratory task 2.11
- •Three-phase framework of teaching vocabulary
- •Exploratory task 2.12
- •Micro-teaching task
- •Integrated task
- •Answer Keys
- •Exploratory task 1.12
- •Exploratory task 1.13
- •Glossary
- •References and further reading
Express the following messages in the given situations using any strategy of communicating the meaning (words, phrases, exclamations, gestures etc)
Situation |
Expression |
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The use of words in both speech production and comprehension is the result of the cognitive processes. It starts with the perception of the situation that makes it necessary to look for a word in the “master-file”(the main storage of words). A process of cognition produces the meaning, that a person is willing to communicate in the circumstances. It is necessary to consider the “word pragmatics”, i.e. to see that word does not elicit an unwanted reaction from other participants in the communication. Using a word means recognising certain grammar obligations. Finally, the word is accessed in memory and is produced either in the graphical or oral form (After Garman, M. 1990. P. 249, 272)
Exploratory task 1.5
Analyse the situations, clarify the meaning to be expressed, indicate the words that can produce an unwanted effect and should be excluded and name the word that fits the situation best.
Situation |
Meaning |
Pragmatics |
The word! |
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Mental lexicon and culture
Interesting data on mental lexicon has come from cross-cultural studies in colour categories. Some cultures have terms for a wide variety of colours. In Western Europe there is diversity from “magenta” to “sky-blue”. Other cultures have very few terms. "Blue" and "green" tend to become merged together with increasing proximity to the equator. In extreme cases one word is used to name "black", "blue" and "green". In Papua New Guinea there are only two colour terms for black and white to show all the diversity of colours around (Eysenck, M. and M. Keane. 1997. Cognitive Psychology. Psychological Press. P. 243). There is an interesting hierarchy of using the colour terms in languages. If a language has two basic colour terms available, they must correspond to "black and white". The next colour will be "red" etc. A hierarchy of colours is shown below:
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White |
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Red |
Yellow |
Green |
Blue |
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Brown |
Purple |
Pink |
Orange |
Grey |
(Harley, T. 1997. The Psychology of Language. Psychology Press. P. 344-345). "Colours" have proved to be the most fruitful way to investigate the "strong version" of Sapir-Whorf hypothesis about “language relativity” claiming that languages influence the way people perceive the world. Other lexical areas (e.g. number of words for "snow" in Eskimo language have proved to be less fruitful as Eskimo has only two words for snow: "snow on the ground" and "snow in the air" (Harley, T. 1997. P. 341).