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The text contrasts active, passive, and potential vocabulary, arguing that simply adding more word items does not automatically increase fluency. It then outlines theoretical foundations for vocabulary teaching, including conceptual boundaries, polysemy, homonymy, synonymy, affective and socio-cultural meaning, style and register, translation awareness, lexical chunks, vocabulary grammar, and pronunciation. It emphasizes memory, motivation, perception, and strategy-based learning for effective retention and communication.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-vocabulary-for-active-use/417520/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-vocabulary-for-active-use/417520.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does “active vocabulary” mean in the text?","Question",{"text":113,"@type":114},"Active vocabulary refers to forms needed for productive communication, especially speaking and writing. It also includes the ability to understand, explain, and use word meanings freely.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why does the text claim that learning more vocabulary items may not increase fluency?",{"text":118,"@type":114},"The text argues that extra vocabulary items become progressively less useful and that increasing vocabulary does not automatically improve fluency in either speech or writing.",{"name":120,"@type":111,"acceptedAnswer":121},"Which theoretical aspects of vocabulary teaching are highlighted?",{"text":122,"@type":114},"The text highlights conceptual boundaries, polysemy, homonymy, synonymy, affective meaning, socio-cultural associations, style/register/dialect, translation awareness, lexical chunks, vocabulary grammar, and pronunciation.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},417520,1790716440,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","TEACHING VOCABULARY FOR ACTIVE USE  \nDr. Irfan TOSUNCUOGLU  \nKyrgyz-Turkish Manas University  \nVocabulary is a primary concern for language teachers, applied linguists and article-writers in journals etc. How can we teach it to our students, or rather, help them to be able to communicate by reading, speaking ,writing ,auding on the basis of good command of vocabulary? FLT Methodology specialists distinguish active vocabulary (for productive forms of speech activity–i.e. for speaking and writing), passive vocabulary (for receptive forms of sp. activity, i.e. for listening and reading) and potential vocabulary which implies knowledge of suffixes, prefixes, word- derivativesand conversion. By teaching vocabulary for active use we mean to enable students to understand correctly the meaning of words, explain their meaning and freely use vocabulary (active, passive, or potential), as well as to to expand it. \"Learning\" more and more vocabulary items does not necessarily increase a person's fluency. By defination, the extra items are less and less useful. Despite this obvious fact, teachers, and even more so students, feel that increasing their vocabulary will increase their fluency-either in speech or in writing. This is very far from the truth.  \nIt is a word that \"induces\" all sorts of knowledge an individual has and which are very important for communication: language knowledge meta-language knowledge, encyclopedia knowledge, lingua & socio-cultural knowledge. This aspect of a word , its ability to \"awaken\" different types of knowledge while reading , speaking , listening and writing makes it extremely important for communication. On the other hand it becomes absolutely clear that teaching vocabulary for avtive use implies that the vocabulary properly masterel must be able to \"induce\" all sorts of knowledge.  \nTheoretical background of for teaching vocabulary for active use  \nNowadays it is generally accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and -regular basis. Some authors, led by Lewis ( 1993) argue tha vocabulary should be at the centre of language teaching, because'language consists оf grammaticalised lexis, not lexicalised grammar'. There are several aspects of lexis that need to be taken into account when teaching vocabulary. The list below is based on the work of Gairn and Redman ( 1986) :  \nBoundaries between conceptual meaning: knowing not only what lexis refers to, but alsc where the boundaries are that separate it from words of related meaning (e.g. cup, mug bowl) .  \nPolysemy: distinguishing between the various meaning of a single word form will  \nseveral but closely related meanings (head: of a person, of a pin, of an organization) .  \nHomonymy: distinguishing between the various meaning of a single word form whicl has  \nseveral meanings which are NOT closely related (e.g. a file: used to put papers in o: a tool). Homophones. 'understanding words that have the same pronunciation but different spellings and meanings (e.g. flour, flower) .  \nSynonymy: distinguishing between the different shades of meaning that synonymous words have (e.g. extend, increase, expand) .  \nPDF created with FinePrint pdfFactory Pro trial version [http://www.pdffactory.com](http://www.pdffactory.com)  \n132 TEACHING VOCABULARY FOR ACTIVE USE  \nAffective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation Socio-cultural associations of lexical items is another important factor.  \nStyle, register, dialect: Being able to distinguish between different levels of formality the effect of different contexts and topics, as well as differences in geographical variation. Translation: awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates) .  \nChunks of language: multi-word verbs, idioms, strong and weak collocations, lexical phrases.  \nGrammar","cbCaisk0qvJCfsfv","https://ap.wps.com/l/cbCaisk0qvJCfsfv","pdf",355112,24,"English","# The Goal of Teaching Vocabulary for Active Use\n## Active, Passive, and Potential Vocabulary\n## Why More Words Do Not Guarantee Fluency\n# Word Meaning and Communication Knowledge\n## Inducing Multiple Knowledge Types Through Words\n# Theoretical Background for Vocabulary Teaching\n## Vocabulary at the Center of Language Teaching\n## Lexical Meaning Aspects and Distinctions\n# Teaching Techniques and Learner Use Opportunities\n## Psychological Factors: Memory and Motivation\n## R. Oxford Memory Strategies","[{\"question\":\"What does “active vocabulary” mean in the text?\",\"answer\":\"Active vocabulary refers to forms needed for productive communication, especially speaking and writing. It also includes the ability to understand, explain, and use word meanings freely.\"},{\"question\":\"Why does the text claim that learning more vocabulary items may not increase fluency?\",\"answer\":\"The text argues that extra vocabulary items become progressively less useful and that increasing vocabulary does not automatically improve fluency in either speech or writing.\"},{\"question\":\"Which theoretical aspects of vocabulary teaching are highlighted?\",\"answer\":\"The text highlights conceptual boundaries, polysemy, homonymy, synonymy, affective meaning, socio-cultural associations, style/register/dialect, translation awareness, lexical chunks, vocabulary grammar, and pronunciation.\"}]","TEACHING VOCABULARY FOR ACTIVE USE | PDF",1790609465]