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Harsh Words

English Words for Chinese Learners

Monica Hill

Publication Year: 2005

The book is written for teachers, whether training to be English teachers or taking refresher courses, postgraduate diplomas or Master's. While much of the content is applicable to all levels of learners, teachers in secondary schools and universities will find it most useful.

Published by: Hong Kong University Press, HKU

Cover Art

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Frontmatter

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Contents

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pp. v-

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Acknowledgements

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pp. vii-viii

When I first started to look more closely at English vocabulary learning, I found Paul Nation's work a godsend — written clearly and concisely in a way that even simple minds like mine could follow. I have made many references to his work here as he was, unknowingly, my first mentor and I appreciate his gentle wisdom and sound...

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1. Introduction

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pp. 1-5

One of the most difficult challenges for language learners is to learn the meanings and use of the words they need to master if they are to be able to understand and communicate in a second or foreign language. While grammar is also important, words are the building blocks to communication...

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2. Word Collecting

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pp. 7-20

A word can be described as the smallest unit of speech that has meaning and can stand alone. In its written form, a word is separated from another word by a space. We could also say that a word consists of one or more morphemes, or units of meaning. Are book and books one word or two? We'd probably count them as one word, because if we know the meaning of book and...

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3. Word Processing

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pp. 21-31

This chapter deals with an introduction to how we learn words and store them in our memory so that we can use them again. If we are aware of how words can be linked together in our brain it can make it a little easier to remember them. We also look at the importance of learning the sound, or pronunciation, of words as we learn them so that we can store them more efficiently and be...

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4. Training Independent Vocabulary Learners

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pp. 33-49

To help learners take control of their vocabulary learning, we need to teach them how to learn words more efficiently. Some strategies have been found to be particularly useful. Learning strategies involve the student in making some specific choices and taking control of their learning. Students need to be made aware of some of the choices that they can make to help their word...

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5. Direct Vocabulary Learning

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pp. 51-74

The previous chapter looked at ways that we can make our learners aware of how to increase their vocabulary through independent learning with vocabulary collections, word associations and memory strategies. We have seen the importance of selecting and collecting words and creating lexical networks. We have also noted that words should not be considered as isolated units but...

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6. Indirect Vocabulary Learning

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pp. 75-92

In the previous chapter we noted that discovery strategies include finding words and learning them directly, from word lists and word focused activities, using a dictionary or thesaurus. We also looked at ways of breaking words down into smaller units. Here we will put these strategies into effect by examining vocabulary in context and ways of guessing the meanings of unfamiliar...

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7. Vocabulary Size and Tests

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pp. 93-111

Why do we need to measure the vocabulary size of language learners and test their knowledge of these words? Some learners like to know how many words they have learned in their target language and may even keep track of their word count in a vocabulary notebook. Teachers also like to know whether or not their learners have understood the words they have presented in class or...

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8. Computer-aided Vocabulary Learning

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pp. 113-126

The use of computer-aided language learning (CALL) programmes in vocabulary acquisition has grown in popularity since they were first introduced in the late 1980s. Early software programmes catered mainly to young American children from kindergarten to primary level but there is now a fairly wide selection of material available for both L1 and L2 learners. Relatively...

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9. English Words and Chinese Errors

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pp. 127-135

Research on word errors of second language learners shows that many of the mistakes are related to confusion with meanings, and with the written or spoken form of a word. While English learners of German may confuse receipt and Recept (which means recipe) there are few cognates, or words with shared roots, between English and Chinese to cause a similar confusion. For this...

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10. Fun Vocabulary Learning Activities

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pp. 137-146

Most students enjoy learning in a fun way and so they ask for games to make the process more motivating and entertaining. Popular board games include Scrabble and Pictionary, but often there is a limit to the number of players. If there are enough materials, small groups can be formed, or substitute versions can be developed using the blackboard or an overhead projector. This chapter...

Answer Key

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pp. 147-161

References

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pp. 163-168

Appendix 1

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pp. 169-171

Appendix 2

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pp. 173-176

Index

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pp. 177-178


E-ISBN-13: 9789882201514
Print-ISBN-13: 9789622097179

Page Count: 188
Publication Year: 2005