Study On The Reflection Paper

Study On The upbraiding PaperChapter I. Whats in a intelligence activity? solely languages perk up nomenclature. All terminology maintain distinguishable conveys, different function and they belong to different groups and classes as well, some carry grammatical function other run-in carry more than than learning. One thing is for sure, veritable(a) today we go out revolutionary meaning of alert talking to or we squargon up tender haggling even in our number 1 language. Understanding meaning of sassy speech communication in second language is untold more difficult, in that location atomic number 18 many a(prenominal) backchats that atomic number 18 used in refreshed re limnations and that confuse learners of second language. In this concept it is crucial for due south Language Learner to perceive both(prenominal) meaning and the use of item newsworthiness, and to be able to prep ar it when necessary, and to develop their own strategy of instructi on latefangled wrangle. It is rattling(prenominal) valuable for learners to know and define distinction betwixt different forms of same word, this helps S.L.L (Second Language Learners) to identify the word class and to produce and use proper meaning. From my personal consider I would standardised to cover some of the problems that usually occur. E.g I bequeath take like as verb and as a preposition.What is London like? (Prep) What do you like? (Verb). To understand differences in meaning and in concept of target word students take a crap to take in consideration and word class. It is not only start of grammar difference, change of word classes and switch from one to another, exclusively besides new phraseology word with new meaning and form. another(prenominal) in truth grave issue is word families. Different languages have already the same anatomical structure that gathers nomenclature, form new words, or new meanings to existing words. I will try actually br iefly without getting in details to dish out my opinion based on growings class discussions and my own experience. Both suffixes and prefixes look in English and Albanian. Being a native learner of Albanian language is very easy for me to identify and use words in different forms and meanings in Albanian Lang, only for E.F.L learners it is quite difficult even they are familiar with the models of inflexional or derivative words. What I have find the most is the difficulty of ESL learners to master the process of Word Formation in English, it differs a lot and it is far more complex than, in this theatrical role Albanian. Compounding, conversion, blending and clipping express very firmly the complexity of this process. another(prenominal) of the essence(p) point that it is worth to be mentioned in Vocab informing is radical of words that form units as if they were single word units. These are called multi word units, their meaning is usually subject of change upon the parts that word unit contains, these do-nothing phrasal verbs with either literal or non-literal meaning, as reprobate frames and multi part verbs. The occurrence of words mentioned above is another important , words happens very often to co- occur next to each other and to repay new meaning to the sentence as a whole.It is very important to be able to notice the difference in meaning, of words that section the same form. At this point we can come to shoemakers last that it is very difficult for foreign learners because many word have different but overlapping meanings, in this line homonyms, homophones, homographs can really confuse learners, and in the other hand polysemy is a real challenge for compilers as they are real headache for learners. E.g the word graceful that has different meaning in every our example long fair hair Skripton fair fair cook. Other meanings of words we have the words that occur in line with other words ang give new meanings. To sum up and not to go fur ther in detail and to give conclusion of what we have learnt about words is that language first emerges as words and going farther into structures and forms we use them to produce language that we have learnt.Chapter-II. How words are learned.How important is wording- without grammar very little can be conveyed, without vocabulary nothing can be conveyed (David Vilkins). The importance of vocabulary is very high, you can master the grammar very well but without proper knowledge of vocabulary spoken language will be of lowest levels. Also it is very important when you visit a foreign country, you dont bring a grammar take for but a vocabulary and people usually try to learn more common expressions in their very first days. There were many various problems with vocabulary training because it wasnt on the fore in the require Method or Audio Lingual Method- which gave greater priority to grammar discipline and grammar structures. Number of words taught on these courses were very lo w and the words learnt were elect because were easy to demonstrate. But nowadays teaching a vocabulary is presumptuousness a special importance, and courses and course books are giving much more space to teaching new words and communication. In guild to have a better communication L2 learners pack to have a circumstantial mass of vocabulary to get the over threshold of second language. In this context they should develop their own and unique style about call up the words. These styles can be developed with teachers help their role in this lawsuit is to guide students toward their culture styles and strategies.Looking back in the early accomplishment in the era of Direct Method and A.L.M, students had to learn, repeat the words that they have learnt. Of course nowadays these models are old fashioned and things have changed. From my experience when I was in primary school- teachers translated for us the key words, but without much effort to make us understand more. Of course these words were lay in short term memory, and after a while couldnt be recalled and used properly when needed. In comparison with this I as E. L teacher am using different models to explain the meaning of new words, avoiding as much as accomplishable translation to L1, and old fashioned methods like learn words by heart. I found for my students very helpful eliciting meaning of new words, or new meaning of existing words, too using flashcards, pictures, word games not only that make students encounter more relaxed. Another fact that we should take in consideration is the first language, having a good command of first language is helpful but some epochs can be a potential block to the schooling of second language vocabulary, it can come to this because the patterns of every language are different and when learners try to make links, sometimes they may succeed but sometimes not. In second language learning vocabulary is important and recite, pronunciation and length. All this c an cause errors because words with difficult pronunciation, with spelling mismatches, long and complex words, appear to more difficult to be learnt and remembered.Chapter III- How to Teach lexiconIn this chapter the main issue is teaching vocabulary, sources and methods and techniques that best moderate and explain these sources. Here are mentioned at least five possible sources that provide vocabulary input for learners.-Lists-Course books-Vocabulary books-The teacher Other students.Based on class discussions and readings about lists and shared experiences vocabulary learning requires a obstruct attention at being done activities in order to fetch new words or new meanings to existing words. One of vocabulary sources as it is mentioned above are lists, they provide students with new words, some of these words will be learnt actively and some occidental. One of the main tasks should be, these lists should lie down of words that are selected for active study. Criteria of usefuln ess, frequency or lexical dont seem to be applied. One reason that students would like to learn from lists is the economical focus of organizing vocabulary for learning and it doesnt matter if they arent put in random way. In order to be successful with lists it is necessary that learning activities be structured into lesson plan activities in classroom. Another source of teaching vocabulary are course books, usually in course books are some criteria of choosing vocabulary. Usefulness- it sum that can be put to immediate use, e.g. classroom objects in mere(a) level. Frequency- words that appear most give awayly express the most frequent meanings in the language, and importance of these words. Learnability- includes careful choice of words in syllabus, particularly for beginners.Teach ability is very important because we make words for students very easy to understand through different activities by demonstrating or illustrating them. Vocabulary work in course books is organiz ed in segregated activities that present practice of lexical sets, word formation rules, test of words indicated before, snap activities integration of vocabulary into skill works, usually a pre-task or post-task activities.Another source are Vocabulary Books, due to priority given to learning new words in a foreign language (English) at that place is a wide selection of supplementary books available. Usually these books are targeted as books needed for specific purposes, such as business or technology. The bearing is to test vocabulary knowledge rather than to teach it. Activities used in this kind of books such as brainstorming of ideas or meanings to new words and eliciting students with new meaning of words appears to be very useful for students.teacher is also considered as a useful source of acquiring new words, phrases or expressions that teachers use most commonly in classroom. Teachers own stories also can be very valuable to students. They can ask students to make simil ar stories or new stories with given words in order to practice both use and meaning of words.It is in human temper that all develop their own lexicon. Sharing of their knowledge either in brainstorming activities, pair working or spoken activities in classroom is very useful. This leads to student- student lexicon combination and ability to recall and express when necessary.Chapter IV- Texts, Dictionaries and CorporaFrom what we discussed in last chapter about offering vocabulary teaching through lists. In our days texts are being more explicit and the vocabulary teaching has been incorporated into text books. Comparing to lists short texts have great advantages in vocabulary teaching and building purposes. The fact that words are in context increases the chances of learners to appreciate not only the meaning, but and their structural and word order in sentences. Texts usually display connected sets of words. Short texts are very useful for classroom use since they can be subjecte d to intense grammatical and lexical study. Advantage of short texts to long texts is that students do not usually get bored and their attention is not overtaxed. Authentic texts are usually rich in vocabulary especially literary texts. commodious reading provides the opportunity for students to meet words in their context of use, and also supplies repeated encounters with many of these words. Words are usually repeated up to six times, and as more as they repeat it is easily for learners to arrive at the meaning or to get it from context of the sentence. In this context words that are introduced once should at least be reminded once more or if possible more. This has to do with linking between the lessons. It is very important the learners need to enjoy and to get as much as possible, and this type of reading shouldnt be regarded as hard work.Dictionaries are regarded as tools and as vocabulary resource because they contain rich information of the words. For a long time use of di ctionaries has been discouraged in class. It was argued that use of these may encourage learners to focal point only in native words if it is mono-lingual, and might inhibit the development of more useful skills such as guessing from context. Kinds of dictionaries available monolingual and bilingual dictionaries.It is very important to make the difference between these 2 kinds. From my experience I prefer monolingual dictionary of target language, because not only we understand the word we want but also and words related to the meaning or context.The benefit for teachers and learners of corpus data is that it provides both with easily accessible information about real language use, frequency and collocation. Before the advent of corpora, teachers had to rely largely on intuitions about the way words are actually used. Before the advent of corpora, frequency information was also largely guesswork- or involved a great batch of pen-paper counting. Corpus information is typically pre sented in the forem of concordances they display the results of a word search as individual lines of text, with targeted word or words reorient to the centre. Corpora are the latest addition to the resources available for vocabulary input. Concordancing and keyword programs are both of the tools that make corpus data available for classroom use.For the end I would like to say these words Vocabulary teaching and learning is like exploring universe.Burim Sopa i.d- 119325