Word formation. Major and minor ways of word formation content introduction

 
 
 
 
 
2.3 TEACHING AND LEARNING VOCABULARY 
If 
vocabulary acquisition
is largely sequential in nature, it would 
appear possible to identify that sequence and to ensure that children at a 
given vocabulary level have an opportunity to encounter words they are 
likely to be learning next, within a context that uses the majority of the 
words that they have already learned."
Although additional research is sorely needed, research points us in 
the direction of natural interactions as the source of vocabulary learning. 
Whether through free play between peers . . . or an adult 
introducing literacy terms (e.g., 
sentence, word
), as children engage in 
play with literacy tools, the likelihood that vocabulary will 'stick' is 
heightened when children's engagement and motivation for learning new 
words is high. Embedding new words in activities that children want to 

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do recreates the conditions by which vocabulary learning takes place in 
the crib. 
Second – language learners and vocabulary aquision:
 
The mechanics of vocabulary learning are still something of a 
mystery, but one thing we can be sure of is that words are not 
instantaneously acquired, at least not for adult second language learners. 
Rather, they are gradually learned over a period of time from numerous 
exposures. This incremental nature of 
vocabulary acquisition
manifests 
itself in a number of ways. . . . Being able to understand a word is 
known as 
receptive knowledge
and is normally connected with listening 
and reading. If we are able to produce a word of our own accord when 
speaking 
or 
writing, 
then 
that 
is 
considered 
productive 
knowledge
(
passive/active
are alternative terms). . . . 
Mastery of a word only in terms of receptive versus productive 
knowledge is far too crude. . . . Nation proposes the following list of the 
different kinds of knowledge that a person must master in order to know 
a word. 
These are known as types of 
word knowledge
, and most or all of them 
are necessary to be able to use a word in the wide variety of language 
situations one comes across. 
Several of our own studies . . . have explored the use of annotations in 
second-language multimedia environments for reading and listening 
comprehension. These studies investigated how the availability of visual 
and 
verbal 
annotations 
for 
vocabulary 
items 
in 
the 
text 

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facilitates