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Date Posted: 13:47:47 04/16/07 Mon
Author: Filomeno Issenguel
Subject: Re: Task One Group Three
In reply to: sonia nagy varga prado gonçalves 's message, "Re: Task One Group Three" on 14:35:17 04/11/07 Wed

Good afetrnoom my classmate.
Your text is very good but it´s not well organized. When I was reading I could not understand what and where is your (thesis statement).


>>Task One
>>Learning vocabulary is more than learning words. The
>process of acquiring English language items is not so
>simple as it seems to be.
>First of all, vocabulary gives power to communicate.
>“Knowing a minimum of 3000 words can guarantee an
>effective reading at University, while 5000 ones
>indicate an academic success”. But to get to this
>point , it takes time once learning happens gradually.
>It is advisable an everage of 8 to 12 productive items
>per lesson. It is important to mention a distinction
>between receptive and productive vocabulary to
>illustrate this subject. The first refers to language
>items which can only be recognized and comprehended in
>the context of reading and listening material. The
>second relates to the ones that can recall and use
>appropriately in speech and writing.
>Secondly, “ It is not enough to know what words mean,
>but how they are used” as well. It is necessary to be
>aware of collocation, that is, “ the items that
>co-occur or are used together frequently simply
>because the combination reflects a common real world
>state of affairs”. For instance, “pass” and “salt”
>used in expression like, pass me the salt please!
>occurs only because people often want to pass salt.
>Besides it, the learners need to know about different
>sorts of registers and its respective uses; the
>right words pronunciation which includes notions of
>sounds, spelling and stress ,and also , have notions
>about syntax which focuses on the way language
>items are organized to convey messages. Moreover, so
>as to have an effective result in learning, the
>learners need to do exercises, “ acquire a habit to
>take notes of words and expressions in class each
>week” , revise the vocabulary, associate new words
>with their life, using them to talk about their own
>feelings. According to Felicity O´dell, personalizing
>language in this way not only makes for enjoyable
>lessons but also help to fix new vocabulary in the
>learner´s mind.
>Thirdly, despite all the difficulties the learners can
>face there is a great possibility to have fun while
>they learn English language. It comes easily through
>activities such as reading, writing, listening and
>speaking .For example, they can read a book according
>to their interest, choose their favourite song to
>listen to and understand the lyrics, write and talk
>about special events that occurred to them. They can
>also choose to go beyond the class, navigating on the
>internet , doing researches, talking in a chat and etc.
>In summary, learning English vocabulary takes time and
>requires a lot of hard working from the learners’part.
>It includes notion about a complex system which
>relates to semantics, phonology, syntax and
>pragmatics. As a result, the learners can have fun
>and power to communicate.
>
>
>Works Cited:
>O’dell , Felicity. “ Vocabulary”. English Teaching
>Professional. 2004.
>Gairns, Ruth., and Redman Stuart. A guide to teaching
>and learning vocabulary.Cambridge University Press
>,1986
>
>>

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