३) मील व्यवसायासाठी प्रसिदत्व समाश भारत
१) गुजरात २)शज्यश्यान ३) बिहार तामिळनाडू


३) मील व्यवसायासाठी प्रसिदत्व समाश भारत
१) गुजरात २)शज्यश्यान ३) बिहार तामिळनाडू
ल विल लोकसंख्या असलेली भारतातील शव्य
उत्तरदिश शहिमाचल प्रदेश उत्तरा
2) अचल संविधा

Doris 1 year 2021-08-27T10:54:44+00:00 0

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    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.


    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.


    © Oxford University Press 4

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