प्र.७) सविस्तर उत्तरे लिहा.
लोकसंख्येच्या वितरणावर परिणाम करणारे आर्थिक व सामाजिक घटक कोणते?
Answers
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