Texts, dictionaries and corpora (Chapter 4) (How to teach vocabulary- Scott Thornbury, 2007)

For vocabulary building purposes, texts- whether spoken or written- have enormous advantages over learning words from the lists. (THORNBURY, 2007, p. 53)

Short texts are ideal for classroom use, since they can be subjected to intensive grammatical and lexical study, without overtaxing ‘learners’ attention or memory. (THORNBURY, op. cit, p. 53)

Different kinds of texts (or genres) are likely to display lexical features. (THORNBURY, op. cit, p. 54)

Narrow reading is reading around the same topic over the course of a number of texts. (THORNBURY, op. cit, p. 59)

For a long time the use of dictionaries in class was discouraged, generally on the grounds that dependence on a dictionary might inhibit the development of more useful skills, such as guessing from context. (THORNBURY, op. cit, p. 60)

On the whole, learners tend to favour bilingual dictionaries over monolingual ones. They are easy to understand, and the time taken to refer to them only minimally interrupts reading or listening. (THORNBURY, op. cit, p. 61)

Bilingual and monolingual dictionaries- tipos de dicionários
Native spearkers´and learners´dictinary- tipo de linguagem
Alphabetically or according to the meaning categories (THORNBURY, op. cit, p. 62)
Picture dictionary (THORNBURY, op. cit, p. 64)
Dictionary specialised functions (THORNBURY, op. cit, p. 64)

A corpus is a collection of texts that has been assembled for the purposes of language study. (THORNBURY, op. cit, p. 68)

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