Question

17. पुढील प्रश्नांची सविस्तर उत्तरे लिहा :
(1) क्षेत्रभेटीदरम्यान सातत्याने कोणकोणत्या गोष्टींची काळजी घ्याल ?​

Answer 1

Answer:

Vocabulary acquisition is a key aspect of

language learning, but not all words are

equally important to know. Which words will be

immediately useful to learners and help them

achieve their communicative aims at different

points in the language learning journey? How

can teachers and learners focus on the high-

frequency, high-value words that are especially

worth attention in language teaching and

learning? Which words are appropriate to

learn at different language levels? This paper

addresses these questions in the context of the

Oxford Learner’s Word Lists.

These word lists—the Oxford 3000, the Oxford 5000, the

Oxford Phrase List, the Oxford Phrasal Academic Lexicon,

and topic lists—have been designed to help English language

learners at any level focus on the most important words and

phrases to learn. (The Appendix provides further information

on each of the different word lists.)

In Section 1, vocabulary acquisition is briefly discussed in the

context of high-frequency vocabulary and the revised Oxford

3000, emphasizing the value for teachers and learners of

focusing their efforts on the most useful words to learn.

In Section 2, important features of the revised Oxford 3000

and the new Oxford 5000 are explained. The revisions made to

the Oxford 3000 were prompted by the growing need among

learners for immediately useful language to support their

language learning goals and by the changing use of language.

The new Oxford 5000 was created to meet the vocabulary

learning needs of advanced learners.

There is also a brief introduction to the Oxford Phrase List,

which supports learners in taking their vocabulary learning

beyond individual words.

INTRODUCTION

In Section 3, vocabulary development and the CEFR are

discussed, in particular how CEFR levels were assigned to the

Oxford 3000 and the Oxford 5000. The importance of revisiting

and recycling vocabulary that has been learned as a way of

reinforcing learning is also discussed.

In Section 4, the benefits for learners of using the Oxford 3000

for vocabulary learning are discussed. In particular, the ways in

which it provides coverage of high-frequency, high-value words;

ensures comprehension across a range of text types; allows

learners to track their progress; and introduces new words, new

uses of words, and increased coverage of topic areas.

In Section 5, ways of using the Oxford Learner’s Word Lists

to guide learning—to develop a vocabulary syllabus, create

classroom materials, and for self-study—are explored.

Through discussion and analysis, this paper explores the

development of the Oxford Learner’s Word Lists. It sets out

some of the practical ways in which they can help guide

syllabus designers, materials writers, teachers, and learners to

focus vocabulary learning around high-frequency, high-value

words that will provide high returns for the time and effort

spent on them.

Learning the vocabulary of a

new language is an enormous

challenge. Teachers may feel a

heavy burden of responsibility,

but with it comes the potential

to bring about positive change.

Knowing vocabulary empowers

language learners.

MARLISE HORST

© Oxford University Press 4