Communicative word use что это

communication word

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Communication theory — is a field of information and mathematics that studies the technical process of information[1] and the human process of human communication.[2] Contents 1 History 1.1 Origins … Wikipedia

Word of mouth (disambiguation) — Word of Mouth may refer to:*word of mouth, a method of communication * Word of Mouth (The Kinks album) * Word of Mouth (Jaco Pastorius album) * Word of Mouth (Vicious Rumors album) * Word of Mouth (The Blueskins album) * Word of Mouth (John… … Wikipedia

word-of-mouth — adjective expressed orally a viva voce report the film had good word of mouth publicity • Syn: ↑viva voce • Similar to: ↑spoken * * * ˈ ̷ ̷ ̷ ̷ˈ ̷ ̷ adjective Etymology … Useful english dictionary

Word of mouth — is a reference to the passing of information by verbal means, especially recommendations, but also general information, in an informal, person to person manner. Word of mouth is typically considered a face to face spoken communication, although … Wikipedia

Communication accommodation — theory is a result of the work of Howard Giles, Communication professor at the University of California, Santa Barbara. This is a pragmatic theory that looks at the phenomena of interactants changing the way they communicate when in differing… … Wikipedia

Word — Word, n. [AS. word; akin to OFries. & OS. word, D. woord, G. wort, Icel. or[eth], Sw. & Dan. ord, Goth. wa[ u]rd, OPruss. wirds, Lith. vardas a name, L. verbum a word; or perhaps to Gr. rh twr an orator. Cf. .] [1913 Webster] 1. The spoken… … The Collaborative International Dictionary of English

Word blindness — Word Word, n. [AS. word; akin to OFries. & OS. word, D. woord, G. wort, Icel. or[eth], Sw. & Dan. ord, Goth. wa[ u]rd, OPruss. wirds, Lith. vardas a name, L. verbum a word; or perhaps to Gr. rh twr an orator. Cf. .] [1913 Webster] 1. The… … The Collaborative International Dictionary of English

Word deafness — Word Word, n. [AS. word; akin to OFries. & OS. word, D. woord, G. wort, Icel. or[eth], Sw. & Dan. ord, Goth. wa[ u]rd, OPruss. wirds, Lith. vardas a name, L. verbum a word; or perhaps to Gr. rh twr an orator. Cf. .] [1913 Webster] 1. The… … The Collaborative International Dictionary of English

Word dumbness — Word Word, n. [AS. word; akin to OFries. & OS. word, D. woord, G. wort, Icel. or[eth], Sw. & Dan. ord, Goth. wa[ u]rd, OPruss. wirds, Lith. vardas a name, L. verbum a word; or perhaps to Gr. rh twr an orator. Cf. .] [1913 Webster] 1. The… … The Collaborative International Dictionary of English

Word for word — Word Word, n. [AS. word; akin to OFries. & OS. word, D. woord, G. wort, Icel. or[eth], Sw. & Dan. ord, Goth. wa[ u]rd, OPruss. wirds, Lith. vardas a name, L. verbum a word; or perhaps to Gr. rh twr an orator. Cf. .] [1913 Webster] 1. The… … The Collaborative International Dictionary of English

Word painting — Word Word, n. [AS. word; akin to OFries. & OS. word, D. woord, G. wort, Icel. or[eth], Sw. & Dan. ord, Goth. wa[ u]rd, OPruss. wirds, Lith. vardas a name, L. verbum a word; or perhaps to Gr. rh twr an orator. Cf. .] [1913 Webster] 1. The… … The Collaborative International Dictionary of English

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Memory in language acquisition

There are the following stages of the memory processes: encoding, storage and retrieval (Eyesenck, M. and M.Keane.1997. Cognitive psychology. Psychology Press). The process of memorizing words is shown by the flow-chart:

Primary memory

Attention

Short-term memory

Rehearsal

Long-term memory

Primary memory functions during the first seconds of the word perception. It has an extremely limited capacity (magic number of +-7 digits) (Miller, G. 1991. The Science of Words. N.Y.) It is a very fragile storage of words in mind as any distraction causes forgetting the information. The last few items are usually much better remembered than the previous items. Short-term memory processes the meaning of words and at this stage the form of the word can be lost while the meaning remains in store. Long-term memory keeps the meaning of the word together with meaning-and-form associations. When it is necessary to retrieve a word from memory, both meaning and form can be sought in mind and a “substitute word” can be produced instead of the original one. This means that insisting on the learners to produce exactly the words that were once practiced in class does not fully conform with the natural memory mechanism.

Exploratory task 2.2

Try to memorize the given words in the two ways. The first way is to read List 1 and to write the words that you were able to recall in the space provided. The second way is to read List 2 and to write the words that you were able to recall in the space provided. How do you account for the difference?

Teaching and learning words is organised with vocabulary exercises (Oxford, R. 1990. Language Learning Strategies. Mass.: Newbury House.) The studies show that not surprisingly the learners’ main approach is simply to try to memorise the words they do not know. Beginners prefer learning words in a list, while more advanced learners find context more effective (Ellis, R. 1994.The Study of Second Language Acquisition. OUP. P. 553-554). Exercises to acquire vocabulary are meaning interpretation (facilitating word understanding), word reinforcement (making learners practice the use of vocabulary in vocabulary focused activities) and communicative use (creating communicative conditions for using the instructed vocabulary), mnemonic exercises (using the technique to facilitate memorisation) are used. The activities for teaching vocabulary are given in the table:

SAQ 2.1

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Communicative word use что это

Stylistic classification of the English vocabulary

Common literary words
They are used mainly in writing or in polished oral speech. Sometimes it is very difficult to distinguish between colloquial, literary and neutral words. So in order to decide you have to make an opposition of words like in example: kid, child, infant; daddy, father, parent; go on, continue, proceed.
Common colloquial vocabulary usually overlaps into the Standard English vocabulary and therefore is to be considered as a part of it.

Special literary vocabulary
Literary words both general and special possess much of seriousness, sophistication, learnedness. They are used in official papers and documents, in scientific communication, in poetry and prose. Among special literary words we differentiate the following groups: terms; highly literary words and poetic words; archaic, obsolescent and obsolete words; barbarisms and foreignisms; literary coinages.

Poetic and highly literary words
These are words that are used to produce an elevated effect. They are mostly used in poetry to veil the reality, to stylize the reality somehow, to show the necessary atmosphere. The main function of these words is to make the aesthetic effect on the reader or listener.

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Методика развития речи учителя Учебное пособие для студентов старших курсов Самара

The aim of this unit

To make you think about teaching vocabulary

To reflect upon the activities for teaching vocabulary

What do you have to do in this unit?

Warming-up discussion

Mark the following statements as “true”(T), “false”(F) or “debatable”(D).

1. Vocabulary is more important in communication than grammar

2. By vocabulary we mean single words

3. Teaching vocabulary includes teaching form, grammar, meaning, collocation,

4. Vocabulary is stored in our memory as collocations

5. Vocabulary is stored in our memory as networks

6. One word of the same language means the same for different people

Share your results in the group.

Input reading 1

What is vocabulary and what needs to be taught?

What is vocabulary?

What needs to be taught?

Form: pronunciation and spelling

The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling).

The grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules. An item may have an unpredictable change of form in certain grammatical contexts or may have some idiosyncratic way of connecting with other words in sentences.

Aspects of meaning (1): denotation, connotation, appropriateness

The meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary.

A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not. Thus it is useful to know that a certain word is very common, or relatively rare, or tends to be used in writing but not in speech, or is more suitable for formal than informal discourse, or belongs to a certain dialect.

Aspects of meaning (2): meaning relationship

How the meaning of one item relates to the meaning of others can also be useful in teaching. There are various such relationships: here are some of the main ones:

Synonyms: items that mean the same, or nearly the same; for example, bright, clever, smart may serve as synonyms of intelligent.

Antonyms: items that mean the opposite.

Translation: words or expressions in the learners’ mother tongue that are (more or less) equivalent in meaning to the item being taught.

All these can be exploited in teaching to clarify the meaning of a new item, or for practice or test materials.

Another way vocabulary items are built is by combining two words (two nouns, or a gerund and a noun, or a noun and a verb) to make one item: a single compound word, or two separate, sometimes hyphenated words (bookcase, follow-up, swimming pool).

In coursebooks for schools find some activities for teaching vocabulary that are built on these ideas.

Teaching and learning words is organised with vocabulary exercises. Exercises to acquire vocabulary are meaning interpretation (facilitating word understanding), word reinforcement (making learners practice the use of vocabulary in vocabulary focused activities) and communicative use (creating communicative conditions for using the instructed vocabulary), mnemonic exercises (using the technique to facilitate memorisation). The activities for teaching vocabulary are given in the table.

Mnemonic exercises can help memorising the words. Learners can try remembering the words using association pairs with other familiar words. They can practice memorised words by using rhyme, rhythm and motion (marking the rhythm with wavering one’s hand etc.). They can use imagination and think of a story with the newly remembered words.

Match the following activities to teach/learn words with the types of exercises.

e the new words in a story of your own

2. Describe the computer parts and how it works

3.Give an associated word with each of the new vocabulary items

4. Describe the most fashionable clothes designs from the picture

5. Label the picture of the kitchen with the names of things

6.Give the synonyms to the following words

7. Guess the meaning of the words from the context

Communicative word use

Exam practice: Teaching Vocabulary

In the exam you are supposed to do a number of tasks to demonstrate your ability to teach vocabulary.

Task 1. Work out a topical vocabulary list to the text. Consider the level of knowledge of your imaginary pupils.

The Rio Carnival in Brazil

This festival is by far the largest in the world. Hundreds of thousands of visitors come every year for the celebrations before the start of Lent (a fasting period of forty days before Easter). The carnival takes place in the Sambadrome, a huge stadium. There, samba schools compete with each other for the best costumes and dancing. They spend a lot of time and money on carnival preparations, making fantastic costumes, masks, decorations, mobile floats and teaching the samba. In the past, the carnival procession was held in the streets of Rio, where beautifully clothed people threw streamers and confetti and danced for four days. Nowadays, the world’s biggest street party has become a pleasure only for those who can afford the entrance fee.

The Fallas Festival

The most spectacular of Spain’s thousands of festivals must be Valencia’s Fallas Fiesta, a two-day event celebrating the end of winter. The Fallas Fiesta and street party start at noon on St. Joseph’s Day, 19th March, with a deafening explosion of fireworks. Then there are contests for the best paella – a traditional Valencia rice dish. People gather in the streets to admire the costumes of the men dressed up as the Moors who occupied the city until the 13 th century. In the months before the fiesta, craftsmen create around 370 papier mâché sculptures, the fallas, which are detailed caricatures of local people. At midnight, when the fallas are burnt, the burst of flames and fireworks symbolically forces out the winter.

The Tibetan Butter Lamp Festival

Buddhists believe that nothing is permanent, and on the 9 th of March they celebrate this belief. Long before the festival begins, monks make their preparations by mixing brightly coloured dyes into huge quantities of iced butter. It takes them several months to carve the frozen butter into highly decorated statues, some of them as much as 8 metres high. On the day of the festival itself, the sculptures – supported by wooden frames – are carried through the streets and greeted with cheers from the excited crowds. Afterwards, the figures are thrown into a river by the monks who made them to demonstrate the idea that not even the most beautiful things last forever.

The Dragon Boat Festival

In China, towards the end of June, people celebrate a holiday known as the Dragon Boat Festival. The festival is held to honour the memory of Qu Xuan, a politician and poet who, in the year 278 B.C., is said to have committed suicide by jumping into a river. It is said that local people threw rice dumplings into the water to save Xuan’s soul from the evil spirits in the river. Nowadays, boat races are held every year to remind people of the search for the body of the dead poet. Spectators eat rice cakes and crews row large dragon-shaped boats.

(From: Enterprise 4 by Virginia Evans-Jenny Dooley)

This task can be done in different ways. But whatever technique you choose it’s useful to remember the following:

You will get better results if the words you teach have clear, easily comprehensible meanings.

Draw a chart and put down words and word combinations (collocations) under the headings.

Источник

Memory in language acquisition

There are the following stages of the memory processes: encoding, storage and retrieval (Eyesenck, M. and M.Keane.1997. Cognitive psychology. Psychology Press). The process of memorizing words is shown by the flow-chart:

Primary memoryfunctions during the first seconds of the word perception. It has an extremely limited capacity (magic number of +-7 digits) (Miller, G. 1991. The Science of Words. N.Y.) It is a very fragile storage of words in mind as any distraction causes forgetting the information. The last few items are usually much better remembered than the previous items. Short-term memoryprocesses the meaning of words and at this stage the form of the word can be lost while the meaning remains in store. Long-term memory keeps the meaning of the word together with meaning-and-form associations. When it is necessary to retrieve a word from memory, both meaning and form can be sought in mind and a “substitute word” can be produced instead of the original one. This means that insisting on the learners to produce exactly the words that were once practiced in class does not fully conform with the natural memory mechanism.

Exploratory task 2.2

Try to memorize the given words in the two ways. The first way is to read List 1 and to write the words that you were able to recall in the space provided. The second way is to read List 2 and to write the words that you were able to recall in the space provided. How do you account for the difference?

Teaching and learning words is organised with vocabulary exercises(Oxford, R. 1990. Language Learning Strategies. Mass.: Newbury House.) The studies show that not surprisingly the learners’ main approach is simply to try to memorise the words they do not know. Beginners prefer learning words in a list, while more advanced learners find context more effective (Ellis, R. 1994.The Study of Second Language Acquisition. OUP. P. 553-554). Exercises to acquire vocabulary are meaning interpretation (facilitating word understanding), word reinforcement(making learners practice the use of vocabulary in vocabulary focused activities) and communicative use (creating communicative conditions for using the instructed vocabulary), mnemonic exercises (using the technique to facilitate memorisation) are used. The activities for teaching vocabulary are given in the table:

SAQ 2.1

Match the following activities to teacher/learn the words with the types of exercises

Make up a word square of your own. The beginning has been done for you

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