ERIC Number: ED296585
Record Type: RIE
Publication Date: 1988-Mar
Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learner's Lexicon.
Robinson, Peter J.
A discussion of approaches for teaching foreign language vocabulary is based on the distinction between "declarative knowledge" of the meanings of words and the procedures used for achieving this declarative knowledge. These procedures form part of individuals' knowledge of how to negotiate meaning. It is proposed that a communicative view of the interactive nature of lexical negotiation requires that language instructors focus as much on procedures as on the more narrowly defined declarative meanings of words. This requires an approach to vocabulary development that is richer than traditional impoverished approaches that concentrate on building a store of definitional meanings. It is suggested that previously-developed theory on the four dimensions of communicative competence (Canale and Swain, 1980) be used to create exercises that address these dimensions lexically as a prelude to task-based vocabulary learning. The use of several exercise types in the classroom is described. Eighty-one references are listed. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (22nd, Chicago, IL, March 8-13, 1988).