Synonyms and Opposites—Saying the Same Thing in Various Ways
When we have enough vocabulary knowledge to communicate our basic needs and simplest ideas, we can begin learning various ways to express the same, similar, or opposite thoughts. If we learn synonyms (words with the same or similar meanings) and opposites (words with contrasting meanings), we will be able to make word and phrase choices. In other words, we will begin choosing better and better ways to say or write what we mean. We’ll be able to communicate and express ourselves more precisely and effectively.
Why is it useful to know synonyms and opposites?
We can’t control other people’s use of vocabulary, of course. Therefore, we need to understand the words they choose to use in speaking and writing. Then we can understand more and more complex and sophisticated language.
For good style in speaking and writing, it helps to use synonyms. That’s because repetition of the same words over and over again sounds childish and unsophisticated. In contrast, the use of similar words makes our language clearer—easier for others to understand.
Can we simply substitute one synonym for another in all situations?
Words carry different feelings with them. For example, some words are more sophisticated than others with the same or opposite meanings. Other words are less formal, more casual, or friendlier. Some words are associated with positive feelings and others with negative feelings. Still others are neutral. Because our word choices carry more than simple meaning, we need to know which synonyms and opposites to use in which contexts.
Occasionally, one word carries exactly the same meaning and feeling as its synonym, so we can use it as a vocabulary substitute to avoid repetition.More often, however, words have slightly different meanings or belong in somewhat different contexts. If we are aware of the differences among synonyms, we can better choose the most appropriate words and phrases to express our meaning and feeling.
Choosing the Best Synonym
Sometimes synonyms are interchangeable. In other words, we can use one or another synonym in the same context without changing the meaning—or even the feeling—of the sentence. The purpose of using different words and phrases with the same or similar meanings is to add variety to our speech and writing—to improve the “style” of our language usage.
On the other hand, not all synonyms are interchangeable. They may follow slightly different grammar patterns or have slightly different meanings. Or they may express somewhat different feelings or give somewhat different impressions. Also, some words fit into special phrases or idiomatic expressions, while their synonyms don’t.
When we choose among synonyms, we should know which words or phrases best fit the context, the situation, and the message we want to communicate. Also, we want to choose the words and phrases that sound best.
How can we choose the best word, phrase, or expression for a situation or a context? Again, the most efficient, effective way is to develop a feel for the language—through experience in listening, reading, and communicating.
Another way to choose appropriate vocabulary items is to look up words or phrases with similar meanings in the dictionary. Some special kinds of dictionaries, perhaps called lexicons or thesauruses, focus on the comparison among groups of synonyms and opposites.
What should we consider when we try to choose the most appropriate synonyms?
Choose the word that is most commonly used in each context, but avoid repetition of exactly the same word in the same sentence—or even in the next sentence. (If there is no good synonym, it is better to substitute a pronoun—like it or they or them—than to repeat the exact word.) If varying the vocabulary improves the sound of your speech or writing—especially if it makes your message clearer—then you are doing well in your use of synonyms.
Monday, February 22, 2010
Saturday, February 20, 2010
ESL Lesson Plan - Teaching Nouns: Countable vs Uncountable
How to Teach or Learn about Kinds Of Nouns (Countable Vs. Uncountable)
by Elaine Kirn
Authors and Editors
So how can language instructors teach—and language students learn—how to use countable and uncountable nouns in meaningful situations that include real communication? Specialists in applied linguistics or experienced second-language instructors suggest these steps:
Teachers present and/or students read the relevant grammar rules, principles, and patterns. Explanations should include sufficient examples. To demonstrate comprehension of the principles, learners can explain them in their own words—to other students or the whole group. As they paraphrase what they have understood, they are likely to ask or elicit good questions about the concepts. The answers should help both questioners and other learners to grasp the grammar principles at their present level of language proficiency.
Learners practice the principles, with appropriate feedback and correction, in controlled exercises or activities. (A “controlled” grammar lesson in one in which—if they follow the rules and principles appropriately—learners will probably get the correct answers.) Such activities may or may not give participants the opportunity to express their own information, thoughts, or opinions.
Learners apply the principles to their speech and writing in less controlled, more communicative exercises or activities. For example, they might explain what they have understood from a reading, an audiotape, or a videotape or TV program. (In lessons about kinds of nouns, of course, the selected materials should contain a large number of countable nouns, both singular and plural, and uncountable nouns from different meaning categories.)
Finally, in contexts that make ample use of the presented and practiced grammar rules and patterns, students demonstrate that they have mastered the principles for use in “real life” self-expression and communication. For example, they might speak for a specified time on a topic that naturally elicits the grammar, including a wide variety of noun vocabulary items. Or they might do some “free-writing” on the same kinds of topics. Ideas for topics with which learners can “prove” their mastery of the principles of countable and uncountable nouns appear in this book.
How can students learn to apply rules and patterns to new items in their constantly expanding vocabularies? Probably, the most effective method is to request and pay attention to correction of their speech and writing by linguistically-educated native speakers of English. A second useful technique is to observe—and imitate—the oral and written language of articulate and expressive native speakers and writers. To improve their grammar in noun usage, of course, learners should focus on the common noun vocabulary they hear and see, and how those words are used in phrasing. And finally, both students and teachers will benefit from looking up words in an English learners’ dictionary, one that identifies each noun as “countable” or “uncountable” in its various meanings and uses. They should focus on the dictionary examples, using them as phrasing models for their own use of noun vocabulary.
by Elaine Kirn
Authors and Editors
So how can language instructors teach—and language students learn—how to use countable and uncountable nouns in meaningful situations that include real communication? Specialists in applied linguistics or experienced second-language instructors suggest these steps:
Teachers present and/or students read the relevant grammar rules, principles, and patterns. Explanations should include sufficient examples. To demonstrate comprehension of the principles, learners can explain them in their own words—to other students or the whole group. As they paraphrase what they have understood, they are likely to ask or elicit good questions about the concepts. The answers should help both questioners and other learners to grasp the grammar principles at their present level of language proficiency.
Learners practice the principles, with appropriate feedback and correction, in controlled exercises or activities. (A “controlled” grammar lesson in one in which—if they follow the rules and principles appropriately—learners will probably get the correct answers.) Such activities may or may not give participants the opportunity to express their own information, thoughts, or opinions.
Learners apply the principles to their speech and writing in less controlled, more communicative exercises or activities. For example, they might explain what they have understood from a reading, an audiotape, or a videotape or TV program. (In lessons about kinds of nouns, of course, the selected materials should contain a large number of countable nouns, both singular and plural, and uncountable nouns from different meaning categories.)
Finally, in contexts that make ample use of the presented and practiced grammar rules and patterns, students demonstrate that they have mastered the principles for use in “real life” self-expression and communication. For example, they might speak for a specified time on a topic that naturally elicits the grammar, including a wide variety of noun vocabulary items. Or they might do some “free-writing” on the same kinds of topics. Ideas for topics with which learners can “prove” their mastery of the principles of countable and uncountable nouns appear in this book.
How can students learn to apply rules and patterns to new items in their constantly expanding vocabularies? Probably, the most effective method is to request and pay attention to correction of their speech and writing by linguistically-educated native speakers of English. A second useful technique is to observe—and imitate—the oral and written language of articulate and expressive native speakers and writers. To improve their grammar in noun usage, of course, learners should focus on the common noun vocabulary they hear and see, and how those words are used in phrasing. And finally, both students and teachers will benefit from looking up words in an English learners’ dictionary, one that identifies each noun as “countable” or “uncountable” in its various meanings and uses. They should focus on the dictionary examples, using them as phrasing models for their own use of noun vocabulary.
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