MAs in Applied Linguistics and TESOL Department of English

2022_2023 School of the Arts

The Initial Paper

FEEDBACK
The feedback was annotated into the essay but mostly noted the lack of proper
application of theory, generalised statements plus the lack of application of module
materials.

I have carefully reviewed the annotated feedback and made significant revisions based on
the comments. I recognized the omission of the TBLT (Task-Based Language Teaching)
and CLIL (Content and Language Integrated Learning) principles, which are central to
the module. In my revised version, I have ensured to incorporate and apply these
principles effectively, drawing direct connections between theory and practical
applications. Additionally, I've made a huge effort to integrate the module materials
throughout my essay, offering a richer and more comprehensive discussion. I truly value
the feedback and have done my best to address every concern raised.

Table of Contents
1. Introduction..................................................................................................................................

2. Discussion and Analysis..............................................................................................................

2.1. Stage 1: Pre-reading..............................................................................................................

2.2. Stage 2: Whilst reading.........................................................................................................

2.3. Stage 3: Post-reading / Presentation......................................................................................

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 2.4. Comprehension check (of Presentation).............................................................................

2.5. Teacher Review...................................................................................................................

3. Conclusion.................................................................................................................................

References......................................................................................................................................

APPENDICES...............................................................................................................................

Appendix 1: Typical German and Chinese Family Photos........................................................

Appendix 2: Lesson Plan Cover Sheet.......................................................................................

Appendix 3.................................................................................................................................

1. 1. Introduction

Teaching in any setting requires meticulous planning and tailored strategies, particularly
when imparting language skills to students. According to Nurtanto et al. (2021), the
process of creating a lesson plan is not merely a preliminary step but a vital component of
a teacher's competencies, integral to effective classroom or workshop management. More
than a simple reference during class, a well-structured lesson plan becomes an essential
tool that enables teachers to think in detail about the practicality of their strategies,
ensuring no critical elements are forgotten (Ur, 2012).

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The essence of a high-quality lesson plan lies in its clear teaching objectives, diverse
classroom activities, time management efficiency, and the design of a teaching situation
that resonates with students' levels and content needs (Nurtanto & Kholifah, 2021). In
aligning with these principles, I have crafted a lesson plan focused on the theme "Society
and Family" under Option 3. This plan is tailored specifically for vocational students in
Hainan, whose English proficiency is at a pre-intermediate level.
This comprehensive lesson plan unfolds across five distinct parts: information about the
target group, teaching aims, underlying assumptions, anticipated challenges with
corresponding solutions, and a staged approach. The stages themselves are methodically
divided into five interactive steps: pre-reading, while-reading and post-reading,
comprehension check, and teacher review. Each of these steps is meticulously aligned
with the material's content to delineate specific tasks and corresponding times.
Furthermore, this lesson plan embraces the methodologies of task-based language
teaching (TBLT) and content and language-integrated learning (CLIL). Recognized as
classical and commonly utilized approaches, these methods underscore the contemporary
trends in pedagogy for language educators. This multi-faceted approach ensures a robust
and adaptable framework for effective language instruction, facilitating a dynamic and
engaging learning experience for students.

2. 2. Discussion and Analysis

At the core of this comprehensive lesson plan lies the fusion of two influential language
teaching methodologies: Task-Based Language Teaching (TBLT) and Content and
Language Integrated Learning (CLIL). Task-Based Language Teaching (TBLT), taking a
learner-centered approach, prioritizes task performance in authentic contexts, aiming to
enhance students' communicative abilities (Prabhu, 1987; Chen & Wang, 2019). This
approach aligns well with the emphasis on understanding and mastering essential reading
skills, as it integrates activities such as skimming and scanning, which are vital in real-
life communication. However, in a multicultural environment, the potential lack of a
common language structure might lead to misunderstandings. In balancing
communicative tasks and linguistic accuracy, TBLT may require a more nuanced
approach in diverse settings (Seedhouse, 1999).

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Content and Language Integrated Learning (CLIL) involves teaching subject matter using
a foreign language, thereby creating an authentic learning environment (Marsh, 1994;
Maljers, 2005). In the context of the lesson plan that emphasizes pre-reading, whilst-
reading, and post-reading steps, CLIL's seamless integration of language and content
motivates students to understand and use language in real-world contexts (Dale &
Tanner, 2012). However, in a multilingual setting, CLIL might present challenges in
maintaining consistency across different languages and may demand a substantial
investment in resources and teacher training (Coyle, 2007).
The fusion of TBLT and CLIL offers a comprehensive approach to language teaching
that aligns with the primary objectives of the lesson plan, including boosting confidence
in English communication through interactive group dynamics (Ball, 2018). These
methodologies complement each other in cultivating communication skills and language
proficiency. Moreover, the integration of interactive technology tools and experiential
learning supports the dual aims of enriching reading skills and English proficiency
(Mehisto, 2008). Nevertheless, successfully integrating these methods may require
careful planning, ongoing monitoring, and expertise, as emphasized by the need for even
experienced teachers to meticulously prepare lesson plans (Ur, 2012).
In a multicultural environment, this integrative approach takes on additional complexity
and significance. By fostering intercultural competence and a learner-centered
environment, the lesson plan aims to nurture well-rounded language learners who can
confidently use English both within and beyond the classroom. The goal is to prepare
globally competent individuals, embracing the diversity of cultures and languages
(Slavin, 2016). While promising, this ambition can also be daunting, requiring educators
to balance a multitude of objectives, cater to diverse student needs, and ensure the quality
and relevance of instruction across various cultural contexts.
The utilization of TBLT and CLIL in a multilingual and multicultural setting presents
both opportunities and challenges. The opportunities lie in their potential to provide
engaging, real-world relevant, and holistic language education. They allow for
cooperative learning that promotes rich discussion and meaningful engagement with
language, thus boosting communication skills along with content comprehension.
However, the challenges include potential difficulties in ensuring consistent

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implementation across different languages and cultures, requiring careful adaptation and
potentially significant resources (Coyle, 2007).
In conclusion, the exploration and integration of TBLT and CLIL within the described
lesson plan offer a rich tapestry of opportunities, particularly in multilingual and
multicultural contexts. While their complementarity can lead to a more comprehensive
and engaging learning experience, the complexity of the integrative approach requires
thoughtful planning and execution. By carefully considering the opportunities and
potential pitfalls, educators can leverage these methodologies to foster not only language
proficiency but also critical thinking, intercultural competence, and global readiness in
today's interconnected world.

2.1 2.1. Stage 1: Pre-reading

Reading is a fundamental skill in foreign language learning, essential for students to

function effectively and confidently in a globalized world (Yusuf & Enesi, 2011). To
optimize students' reading abilities and foster a deeper understanding of society and
family from an English language perspective, this lesson employs a task-based language
teaching (TBLT) approach, along with content and language integrated learning (CLIL).
This section focuses on the pre-reading phase, highlighting active engagement strategies
for implementing TBLT and CLIL elements in the classroom.
The pre-reading phase commences with a captivating activity carefully designed to
activate the students' schema and immerse them in a real-life context for learning. To
achieve this, the teacher presents captivating photographs depicting German and Chinese
families (appendix 1). Leveraging the power of visual stimuli, known to trigger prior
knowledge (Yusuf & Enesi, 2011), these images instantly capture the students' attention
and set the stage for the upcoming reading material. This use of photographs is closely
aligned with Bartlett's schema theory (1932), where relevant schemas play a pivotal role
in guiding memory and enhancing comprehension (Zhang, 2010). By drawing upon the
students' cultural backgrounds and experiences, these photographs serve as a bridge that
facilitates their understanding of cross-cultural content and encourages connections to be
made between the two distinct cultures.

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Aligning with TBLT methodology, the pre-reading phase presents predictive questions to
pique students' curiosity and interest. As noted by Grellet (1981), prediction activities are
invaluable for building reading skills and spurring active, critical thinking. By prompting
informed guesses about the upcoming text, students feel compelled to verify their
hypotheses. This sense of anticipation energizes the classroom, with learners eager to
dive into the reading and uncover its meaning. Making predictions ignites an intrinsic
motivation to explore the text thoroughly. In this lively environment, students are primed
to deeply analyze the passage and extract key insights.
In line with CLIL principles promoting integrated language and content learning (Dale &
Tanner, 2012), the pre-reading phase includes small group discussions for active sharing
of perspectives. These conversations allow students to practice using relevant vocabulary
and language structures, developing their communicative fluency and skills. By
dialoguing meaningfully about predictions on the upcoming text, learners not only
mentally prepare for reading but also strengthen their conceptual knowledge.
Collaborative pre-reading discussions enable learners to sharpen both their linguistic
abilities and subject matter comprehension.
The pre-reading stage further engages learners by incorporating relevant visuals that
provide context, priming them for the reading per Bartlett's 1932 schema theory showing
background activation aids intake of new material. By strategically presenting images
tied to the reading, the teacher readies students for comprehension success. Blending
predictive questions, interactive discussions, and targeted visuals scaffolds schema
building powerfully, allowing learners to forge deep connections with the content before
reading. This multimodal preparation sequence sparks engagement on both intellectual
and emotional levels, effectively equipping students for the reading task ahead.
In summary, integrating TBLT and CLIL principles throughout the pre-reading phase
promotes active, meaningful language acquisition. Visuals, predictions, and discussions
motivate deeper exploration, sparking engagement. This multifaceted scaffolding
establishes a robust foundation, priming learners for enrichment. Activating schema,
eliciting anticipation, collaborative dialogue, and contextual images enrich understanding
on affective and intellectual levels. Real-world relevance grabs attention while building
communicative, analytical, and linguistic skills. Overall, active engagement strategies

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unlock reading proficiency by linking language and content through an authentic
experience. Students are empowered to thrive as thoughtful readers and communicators,
reaching their full potential. This comprehensive approach lays a strong foundation for
successful language learning, promoting active engagement in the reading process and
setting the stage for a successful lesson.

Aspect TBLT Approach CLIL Approach

Stage 1: Pre-
reading
Visual Stimuli Utilizes captivating Emphasizes integration of visual
photographs to activate stimuli with relevant language and
students' schema and immerse cultural content to enhance
them in real-life context understanding (Yusuf & Enesi,
(Bartlett, 1932). 2011).
Predictive Presents predictive questions
Questions to pique curiosity and build
reading skills through active,
critical thinking (Grellet,
1981).
Small Group Includes small group discussions to
Discussions develop communicative fluency
and skills, along with content
understanding (Dale & Tanner,
2012).

Table 1: Summary of Application of TBLT and CLIL in Stage 1

2.2 2.2. Stage 2: Whilst reading

In China, reading skills have always been considered essential skills that learners should
master for both English and non-English majors (Zhang, 2010). There are many different

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types of strategies in the field of reading strategy research. Prediction, skimming,
scanning, inference, conjecturing the meanings of new vocabulary, self-monitoring and
summarisation are valuable and efficient strategies for students (Fauz, 2018). From the
objectives of this lesson, the primary reading skills to concern and discuss are skimming
and scanning. First, skimming requires the reader to do a quick read to get an overview of
a section's overall idea or thrust (Fauz, 2018). In whilst-reading, there are two activities
for training the skimming skill. The first one is that students conclude the gist of the
whole text by skimming, and the second one is that students use skimming to find the
appropriate topic for each paragraph. Through two skimming applications, students
become more confident and familiar with and master this reading skill. This aligns with
the TBLT approach, where meaningful tasks are used for language acquisition.
Fauz's (2018) study presents an optimistic view that students employ strategic reading
techniques like skimming and scanning to efficiently extract information. However, it is
important to critically evaluate the feasibility of students mastering these skills in
practice. While scanning can enhance reading speed by locating specific details (Fauz,
2018; Gebhard, 1996; Marliasari, 2017), its effectiveness relies on the reader's familiarity
with the content and strong comprehension abilities. Without sufficient proficiency,
students may struggle to scan precisely. The textbook scanning activity aims to build this
strategic skill, but we must acknowledge the potential gaps between research ideals and
realities for developing readers. Rather than assuming mastery, it is essential to scaffold
students' scanning practice while providing meaningful contextual support. With
guidance and experience, students can work toward proficient usage of scanning
techniques. However, we must strike a thoughtful balance between skill development and
realistic expectations by meeting students at their current level of ability and building
competency over time. The goal is to encourage the growth of strategic reading while
recognizing the incremental nature of gaining expertise.
Another crucial aspect to consider in the reading class is the implementation of
cooperative learning, which fosters students' collaborative and communication skills. The
lesson plan aims not only to develop students' abilities to work in groups but also to
enhance their willingness to engage and communicate with their peers (Alina & Lavinia,
2017, pp. 135). Cooperative learning involves students with varying proficiency levels

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working together in pairs or groups to accomplish tasks like answering essential
questions, debating topics, or collaborating on projects (Alina & Lavinia, 2017, pp. 134).
To address potential challenges and boost confidence in group work, a step-by-step
approach will be adopted. In the early parts of the lesson, students will actively
participate in collaborative conversations, beginning with pairs and progressively moving
to larger groups. Studies done by Alina and Lavinia in 2017 have proven the
extraordinary benefits of cooperative learning, emphasizing its positive influence on
students' desire to explore new interests and improve their learning. Collaborating with
peers offers numerous benefits, including boosted self-assurance, improved remembering
of material, increased satisfaction in learning, and building essential communication and
social skills (Adams, 2013). Moreover, cooperative learning enables students to assume
more accountability for their own schooling.
To take advantage of the positives of cooperative learning, the lesson plan purposefully
integrates two paired undertakings and three group projects. This approach aims to
stimulate genuine interest in the subject matter and develop a dynamic and supportive
learning environment where students can actively engage and interact with one another.
A vital component contributing to the effectiveness of the learning experience is
providing teacher feedback. As described by Hattie and Timperley (2007), feedback
means providing valuable insights into students' individual performance and
understanding of the content. It functions as a powerful tool for students to consistently
evaluate their progress in knowledge, comprehension, and skills over the course of
lessons. Concurrently, it authorizes teachers to appraise students' learning results and
adapt their instructional techniques fittingly, as emphasized by Scott (2014).
The value of well-formulated feedback on students' learning experiences should not be
underestimated. Extensive research led by Leung, Fine, Blizard, et al. (2022) stresses the
merit of affirmative and constructive feedback from seasoned and trusted educators. This
feedback serves as a compelling motivator for students, inspiring them to embark on their
learning path with fervor and commitment. Additionally, timely and targeted feedback
enables students to refine their work and make corrections during the learning process,
rather than solely at the conclusion, as denoted by Wiliam (2011). Providing feedback

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throughout cooperative exercises will be fundamental for students' development and
understanding.
As students actively voice their outlooks during group talks, the teacher will furnish
thoughtful feedback, offering applause for exemplary contributions and constructive
direction for areas necessitating improvement. This personalized approach to teacher
feedback seeks to inspire and engage students on their learning path, solidifying their
comprehension and sparking a passion for continuous growth. In addition, the teacher can
utilize probing questions to encourage students to expand upon their ideas and make
connections to prior knowledge, as suggested by Cooper (2018). This Socratic method of
feedback promotes critical thinking skills and deeper learning.
In summary, cooperative learning is a fundamental element of the reading class,
promoting teamwork and an engaging learning environment. Moreover, supplying
effective feedback plays a vital role in ensuring students' ongoing progress and steadfast
motivation. By thoughtfully integrating these key components into the lesson plan, we
aim to develop a positive and enriching educational experience for all students,
empowering them to become eager and accomplished learners. Moving forward,
continued evaluation of the cooperative learning activities and feedback methods will
help ensure they are optimized to meet learning objectives.

Aspect TBLT Approach CLIL Approach

Stage 2:
Whilst
Reading
Skimming and Emphasizes meaningful tasks
Scanning and applications for skimming
and scanning as a way of
information extraction in line
with TBLT approach (Fauz,
2018).
Cooperative Incorporates cooperative learning
Learning and group projects to stimulate

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 engagement, interaction, and
communication (Alina & Lavinia,
2017; Adams, 2013).
Feedback Utilizes feedback as a tool for
students' consistent evaluation,
understanding of content, and
adaption of instructional
techniques (Hattie & Timperley,
2007; Leung, Fine, Blizard, et al.,
2022; Wiliam, 2011).

Table 2: Summary of Application of TBLT and CLIL in Stage 2

2.3 2.3. Stage 3: Post-reading / Presentation

The teaching of vocabulary is also an invaluable part of the reading lessons. Vocabulary
is one of the essential factors in learning a foreign language, among the three essential
components of phonetics, vocabulary, and grammar (Pan & Xu, 2011). According to Pan
and Xu (2011, pp. 1587), they have developed a strategy for teaching vocabulary,
"Teaching Vocabulary in Context," where context refers to the words, phrases, or
statements surrounding a word, helping learners to understand the meaning of words.
This method is suitable for this lesson because the students from Hainan need more
situational analysis skills. Students re-read the text in a limited time and find the
sentences in which the target vocabulary words (birth rate, childcare, employer, old-
fashioned, responsible, suitable) are found and understand the meaning of the words in
context.
As the world becomes increasingly digital in all forms of communication, the necessity of
reading is rising. We must create ways to make reading more engaging for students to
foster a lasting love of reading (Yusuf & Enesi, 2011). Depending on the situation of my
students, I chose a suitable method of learning vocabulary among the teaching strategies

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Yusuf and Enesi (2011, pp. 1584) have provided. To envision them creating an exciting
story with these six words, I would introduce a "Vocabulary Story Building" activity. In
this activity, students will work in groups, and each group will be assigned one or two
target vocabulary words. They have to collaboratively craft a creative and engaging story
that incorporates the assigned words in a meaningful context. In this regard, CLIL is
incorporated since it refers to the integration of language (vocabulary learning) and
content (reading) in the classroom. By involving all the target vocabulary words in their
stories, students will be encouraged to use the words in various contexts, promoting a
deeper understanding of their meanings and applications. The focus on using context to
aid vocabulary comprehension aligns with the TBLT approach, which emphasizes
meaningful tasks and real-life language use.
Moreover, Sarsani (2007, pp. 47-60) has pointed out that teachers need to foster and
promote students' creativity through encouragement, which is a significant educational
activity in school education. Verbal encouragement in the form of praise promotes self-
confidence and boosts students' motivation to learn (Ducca, 2014). Encouragement from
the teacher in the classroom positively impacts the students. Teachers should encourage
students as much as possible.
In conclusion, the teaching of vocabulary in the reading class holds immense importance
for language learning. Utilizing context-based methods like "Teaching Vocabulary in
Context" enhances students' word comprehension. To make vocabulary learning more
exciting, the "Vocabulary Story Building" activity can be introduced to foster creativity
and deeper engagement. Positive encouragement from teachers further motivates students
and creates a dynamic and enriching learning environment.
Aspect TBLT Approach CLIL Approach
Stage 3: Post-
reading
Vocabulary Emphasizes "Teaching Integrates vocabulary learning
Teaching Vocabulary in Context" with reading content through
strategy and "Vocabulary Story context-based methods and
Building" activity aligned with creative activities, aligning with
TBLT approach, focusing on CLIL principles (Yusuf & Enesi,

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 meaningful tasks and real-life 2011; Sarsani, 2007).
language use (Pan & Xu,
2011).

Table 3: Summary of Application of TBLT and CLIL in Stage 3

2.4 2.4. Comprehension check (of Presentation)

In light of Ur's (2012) extensive research, the implementation of comprehension checks

becomes a pivotal element in reinforcing reading lessons from diverse perspectives.
Within the framework of Task-Based Language Teaching (TBLT), comprehension
questions take on the role of meaningful communicative tasks that effectively reinforce
the reading material (Ellis, 2017). Building upon this principle, I have crafted a set of
thoughtfully designed questions, comprising two closed and one open-ended query, all
harmoniously aligned with the tenets of Content and Language Integrated Learning
(CLIL) (Ball et al., 2015). The utilization of closed questions allows for an assessment of
content comprehension, while the open-ended inquiry encourages critical thinking and
language production, thus fostering holistic language development (Ball et al., 2015).
To ensure comprehensive participation and to cater to the varied needs of my students, I
have thoughtfully orchestrated the response format. For the closed questions, students are
provided with the opportunity to respond individually in writing, granting them the
comfort of scaffolded support (Ur, 2012). This approach proves particularly beneficial
for the more reticent students, who may initially hesitate to voice their thoughts in a
public forum. By offering this supportive environment, I aim to cultivate a sense of
confidence and promote a sense of security in my students, thus encouraging active
engagement. Furthermore, the open-ended question is facilitated through collaborative
group discussions, expertly aligned with the objectives of CLIL that emphasize the
integration of content and communication (Coyle et al., 2010). This intentional choice
encourages students to interact with their peers, engaging in dynamic conversations that
foster a deeper understanding of the reading material. Through such discourse, students

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are not only encouraged to critically analyse the text but also prompted to employ their
language skills to articulate their thoughts effectively.
In line with the principles of TBLT, the teacher should employ a scaffolding approach
during these comprehension checks to provide optimal support to my students during the
task (Ellis, 2017). By circulating and monitoring their progress, the teacher should aim to
offer timely guidance, helping them navigate any challenges that may arise. This
individualized attention ensures that students can confidently tackle the questions,
enriching their learning experience and fostering a sense of accomplishment.
Furthermore, recognizing the diversity of learning preferences among students,
instructors should deliberately employee varying participation formats to create a
dynamic learning environment. This practice is rooted in the concept of successive
approximations, an integral element of TBLT that promotes incremental learning and
development (Ellis, 2003).

Aspect TBLT Approach CLIL Approach

Comprehension Utilizes comprehension Emphasizes the integration
Questions questions as meaningful of content and
communicative tasks to reinforce communication in crafting
reading (Ellis, 2017). questions (Ball et al., 2015).
Response Format Offers scaffolded support for Utilizes closed and open-
individual written responses and ended questions to foster
promotes confidence (Ur, 2012). holistic language
Encourages interactive group development, aligning
discussions aligned with content comprehension with
successive approximations critical thinking.
(Ellis, 2003).
Teacher's Role & Emphasizes a scaffolding Focuses on an intentional
Scaffolding approach with individualized choice of participation
attention and guidance during formats to create a dynamic

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 comprehension checks (Ellis, learning environment,
2017). encouraging interaction and
analysis.

Table 4: Summary of Application of TBLT and CLIL in the Comprehension check

2.5 2.5. Teacher Review

At the end of each class, teachers should engage in a reflective process that integrates
principles from Task-Based Language Teaching (TBLT) and Content and Language
Integrated Learning (CLIL). This reflective practice involves reviewing the class's
success, identifying innovative and effective teaching methods and techniques used
during the lesson, and analysing the practices that contributed to the teaching resonance
effect (Bailey, 1997). Additionally, teachers should assess the strategies they temporarily
adopted to cater to the specific class and individual learning needs, as well as evaluate the
effectiveness of the teaching design in achieving the desired outcomes and objectives.
The successes and insights gained from this reflective process should be meticulously
recorded, serving as valuable references for future lesson preparation and teaching
endeavours, incorporating TBLT's emphasis on meaningful tasks and CLIL's focus on
integrating language and content. Equally important during the reflection is the honest
evaluation of mistakes and omissions in teaching, aligning with TBLT's iterative and
adaptive nature and CLIL's continuous improvement approach (Maat & Zakaria, 2010).
By thoughtfully examining these shortcomings, teachers can proactively address them,
fostering a virtuous cycle of professional growth and enhancing the overall teaching
effectiveness.
Furthermore, post-class reflections can lead to new teaching inspirations, which are often
ignited by the dynamic teacher-student interaction and communication in the classroom,
mirroring TBLT's emphasis on student-centered learning and CLIL's encouragement of
collaborative learning (Olaya Mesa, 2018). Teachers should capture these moments of
inspiration through reflection and harness them to encourage critical thinking and active
student engagement, aligning with both TBLT's focus on learners' needs and CLIL's aim
to create meaningful language use contexts.

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Further Furthermore, post-class reflections can lead to new teaching inspirations, which
are often ignited by the dynamic teacher-student interaction and communication in the
classroom, mirroring TBLT's emphasis on student-centered learning and CLIL's
encouragement of collaborative learning (Mesa, 2018). Teachers should capture these
moments of inspiration through reflection and harness them to encourage critical thinking
and active student engagement, aligning with both TBLT's focus on learners' needs and
CLIL's aim to create meaningful language use contexts.

Aspect TBLT Approach CLIL Approach

Reflective Emphasizes meaningful Integrates language and content in
Process tasks, iterative and reflection, emphasizing continuous
adaptive nature in review, improvement and collaborative
and focuses on student- learning. Encourages honest
centered learning (Bailey, evaluation, professional growth, and
1997; Mesa, 2018). meaningful language use contexts
(Maat & Zakaria, 2010).
Recording Encourages meticulous Focuses on overall teaching
Success & recording for future lesson effectiveness and serves as valuable
Insights preparation, emphasizing references for aligning language and
learners' needs and content, fostering a virtuous cycle of
meaningful tasks. growth and enhancing teaching
effectiveness.
Inspiration & Captures moments of Harnesses dynamic teacher-student
Engagement inspiration through interaction to create meaningful
reflection to encourage language use contexts, encouraging
critical thinking and aligns collaborative learning and active
with the focus on learners' student engagement (Mesa, 2018).
needs.

Table 4: Summary of Application of TBLT and CLIL

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3. 3. Conclusion

The lesson plan above is strategically designed to cater to pre-intermediate students,

aiming to enhance their understanding of society and family extracts from TESOL course
books in the context of the English language. It incorporates elements from Task-Based
Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) to
foster effective language learning and meaningful content integration (Olaya Mesa,
2018). The plan consists of five distinct phases, ensuring a comprehensive development
of learners' English skills and their comprehension of social constructs.
The incorporation of TBLT and CLIL methodologies in the lesson plan empowers
students with engaging and efficient learning experiences. Pre-reading activities stimulate
students' schema and prediction skills, drawing upon research by Yusuf & Enesi, Zhang
et al. (2011), and Fang (2018). By activating prior knowledge through visuals and
guiding students to predict upcoming content, the lesson plan encourages active
engagement and improved comprehension.
Furthermore, the reading stage highlights the importance of skimming and scanning,
supported by the research of Fauz, Grellet, and Marliasari et al. These reading skills are
honed through cooperative learning in groups of varying sizes, in line with the principles
of TBLT and the benefits of collaborative learning (Slavin, 2016). Effective feedback
from the teacher boosts students' self-confidence and motivation, inspiring them to excel
in the English language.
Post-reading activities focus on vocabulary development, contextualization, and
storytelling, inspired by theoretical underpinnings. The utilization of 'word stories' aids
students in retaining new vocabulary more deeply. Comprehension checks, incorporating
closed and open-ended questions, align with Ur's (2012) research and encourage critical
thinking and understanding of the content.
The teacher review at the end of the class encompasses evaluating success, effective
teaching methods, and adaptations made to meet specific student needs. It draws upon
Bailey (1997) for assessing teaching resonance effect and accomplished teaching
objectives. Reflecting on mistakes and omissions promotes growth and improvement in
future classes (Maat & Zakaria, 2010).

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In conclusion, the lesson plan exemplifies a well-rounded approach to language learning
and content integration, encompassing TBLT and CLIL principles. By employing these
methodologies, the plan aims to create a highly motivated and proficient group of
students, well-equipped to apply the English language effectively in diverse contexts.
Continuous reflection and improvement reinforce the effectiveness of the teaching
process, promoting students' language proficiency and overall learning experience.
.

4. References

Adams, A. R. (2013). Cooperative learning effects on the classroom. Michigan: Northern

Michigan University, p. 51. [Online] Available at:
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Adams_Anthony_MP.pdf.
Alina, B., & Lavinia, N. (2017). Developing Teamwork and Reading Skills in the ESP
Classroom. Case Study. Ovidius" University Annals, Economic Sciences Series, 17(1).
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Bailey, K. M. (1997). Reflective teaching: Situating our stories. Asian Journal of English
Language Teaching, 7(1), 1–19.

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Ball, P. (2018). Supporting learning through cooperative learning and Content and
Language Integrated Learning. Clar, 11(1), 7-12.
https://doi.org/10.14705/clar.2018.11.1.752
Bartlett, F. C., & Bartlett, F. C. (1995). Remembering: A study in experimental and social
psychology. Cambridge University Press.
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Chen, S., & Wang, J. (2019). Effects of Task-Based Language Teaching (TBLT)
Approach and Language Assessment on Students' Competences in Intensive Reading
Course. English Language Teaching, 12(3), 119-138.
Dale, L., & Tanner, R. (2012). CLIL activities with CD-ROM: A resource for subject and
language teachers. Cambridge University Press.
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5. APPENDICES
5.1 Appendix 1: Typical German and Chinese Family Photos

German Family pic 1: DW (2019) - https://learngerman.dw.com/en/family-in-

germany/l-38180506/rs-39549341

21
German Family Pic 2: Deutschland (2020) -
https://www.deutschland.de/en/topic/life/how-families-live-in-germany

22
Chinese Family Pic 1: Mandarin House (2021) - https://mandarinhouse.com/7-
cultural-facts-about-china-you-must-know

23
Chinese Family Pic 2: I-Stock Photos (2023) -
https://www.istockphoto.com/photo/family-enjoying-meal-in-traditional-chinese-
clothing-gm459111185-31918310

5.2 Appendix 2: Lesson Plan Cover Sheet

Name:
Length of lesson: 1 hour
No. of students: 15

24
 -------------------------------------------------------------------

Timetable fit (What was taught before your lesson and will be taught immediately after
you teach?)
Last lesson, the learners mastered skimming, reading, and working in groups. The next
lesson will focus on scanning reading and the difference between skimming and
scanning. Students become familiar with scanning as a reading skill by completing
corresponding exercises.
Information about the group (Language, social, religious background; age profile;
interests, etc.)
The class is made up of 15 vocational students who are from Guangdong, China, aged
17-19 years old. All of them are bilinguals; Cantonese is their L1, and Mandarin Chinese
is their L2. Many are left-behind children whose parents have gone to work in the city,
leaving them to live with their grandparents and then sending them to vocational schools
to study. They are interested in Western culture and need English as a skill to get a job,
and a minimal number of them have the idea of studying abroad. Their English level is
pre-intermediate.
Aims
By the end of class, learners will be able to:
1. Master two reading skills: skimming and scanning, and they will be more
confident to use these skills.

2. Understand and master the methods of skimming and scanning in reading.

3. Know the definitions of target words to enable them to use them better in daily
life or work.

4. Improve their confidence to speak English by cooperating with groupmates.

Assumptions

25
 1. Learners already know and are skilled in skimming but need help with scanning
skills.

2. Learners show interest in German culture and would like to know more about it.

3. Learners are not very confident in group learning and communication and are
unwilling to share their ideas with their group members.

Anticipated problems and suggested solutions

1. Learners may need help managing the speed and time of reading.

 Ask them to finish the reading within a limited time.

 Suggest they skip some new or complex vocabulary to speed up their

reading.

2. Learners may need help with summarizing the gist of the article.

 Give them some clues.

 Divide them into small groups and work together.

3. Learners may need clarification about the difference between skimming and
scanning.

 Clarify the difference between skimming and scanning.

 Give some clear and simple examples for students to understand better.

4. Learners are not interested in working in groups and keep silent in group work.

 Start with a two-person discussion with the person next to you.

 Explain the benefits and importance of group work.

 Have a competition between groups to raise learners' interest.

 Have a competition between groups to rise learners’ interest.

STAGE PROCEDURE INTERACTION MATERIALS TIMING

Please note: where activities are

26
 written in red (e.g.
activity 2a), these refer to the
activity numbers from
original materials
1 Pre-reading-activating schema Whole class Six pictures 6
about the life of minutes
Germany and
Chinese family.
Teacher shows some photos about
family life in Germany and China
separately to engage students'
interest.
Students guess the title of the
article through teacher’s guidance,
and then answer the following
questions.
- Why does Germany have a low
fertility rate?
- Is it different from a Chinese
family?
- What does the future look like if
Germany keeps its fertility rate
low?
After the students have answered
the questions, teacher gives some
effective feedbacks and presents
their ideas on the computer through
PowerPoint.
Teacher helps students recall what
they have learned about skimming
skills in the last lesson, and gives a
brief introduction to scanning.
2 Whilst reading Individual Activity 2b, 2c, 30
and 2d minutes
Skimming: Pairs
Students do activity 2b from
materials, read the article and get
the gist of the article.
Some volunteers share their
answers and then teacher gives
some effective feedback.
Skimming: Pairs
Students read the article again and
get the gist of each paragraph to
finish activity 2c.

27
 Students discuss the following
questions with the person next to
them and some volunteers answer
these questions:
- What is the central sentence of
each paragraph?
- Is there a central sentence for each
paragraph?
- If there is no central sentence,
how do you know the main idea of
the paragraph?
Teacher gives some feedback
according to students’ answers and
summarizes the method of
skimming reading and repeats what
scanning is.
Scanning: GW
Teacher randomly divides the
students into three groups of five
students each and asks them to
work in small groups.
The group members read the text
individually first and then judge the
correct or incorrect sentences in
activity 2d based on the content of
the text. Next, students exchange
answers with the other group
members and produce an agreed
answer, writing down how to
correct the false and what the
reasons are.
Each group sends a student as a
representative to share their answer
and talk about how they go through
the steps.
Teacher gives the correct answer
and analyzes with the whole class
the reasons for these false sentences
and how to correct them.
Students summarize the method of
scanning reading and teacher gives
some effective feedback.
3 Post-reading / Presentation Whole class Activity 2a 12
minutes
Teacher shows these words ‘birth
rate, childcare, employer, old-

28
 fashioned, responsible, suitable’ via
PowerPoint.
Students re-read the passage and
find the sentences in which the
target vocabulary.
Students match these words with
their definitions by teamwork in
activity 2a.
Teacher gives the correct answer.
Students work in groups and use all
the target words to compile a story.
Teacher encourages students to be
as imaginative and creative as
possible.
Two groups send a student as a
representative to retell their stories
to the class.
GW
4 Comprehension check (of GW Activity 3 6
Presentation) minutes
Students answer the following
questions after group discussion:
- What are skimming and scanning?
- What are the differences of
skimming and scanning?
- What do you think of Ms von der
Leyen’s plan (activity 3)?
Students write down their answers
on paper or a notebook.
Teacher gives them some clues and
monitors when they write.
Teacher chooses two or three
groups of students to share their
ideas and gives feedback.
5 Teacher Review Whole class 6
minutes
Teacher summarizes the difference
of between skimming and scanning
and emphasizes the importance of
these two skills in reading.
Teacher reviews the methods of
reading for skimming and scanning.
Teacher highlights the importance
and benefits of group work.
Note: GW stands for group work.

29
The revised paper
ENGL 670 Lexis and Vocabulary Teaching
Coursework Submission Coversheet

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Assignment Option Option 1

answered

Word Count 3775 words

(excluding words in the list
of references or words in
tables or in examples)
Please keep a copy of your work.

Rectified Paper

synonymy, antonymy and hyponymy

Introduction
Learning a second language ( L2 ) is a great challenge for teachers and students. Some
people spend lots of time and energy on it, but the results could be better. The critical
point of the problem is that language learning is not a mechanical memory process, and
language theory also plays a crucial role in guiding language acquisition. In the process
of learning an L2, we should break the initial way of teaching and apply relevant
semantics theories to vocabulary teaching so that students can more effectively expand
their vocabulary and use vocabulary accurately, remember the differences between the

30
mother tongue and L2, improve students' awareness, and guide students to understand
and master vocabulary correctly.
A synonym is a word or expression with the same or nearly the same meaning as another
in the same language. In other words, replacing the original word with it will not change
the meaning of the sentence ( Carter, 2012 ). Antonym refers to a word that means the
opposite of another word. The two words are complementary. Hyponymy is a
relationship of inclusion featured by a branch-like hierarchy (Cruse, 1986). These three
semantic relations can help the brain integrate and organize words so the brain can
understand vocabulary and master these words more easily. The use of semantics, a
branch of linguistics, to guide teaching activities makes classroom teaching rise to a new
theoretical level, thus improving the teaching model improving the efficiency of L2
learning so that students can spend less time and energy, thus obtaining more learning
gains. This essay will illustrate the application of synonymy, antonymy and hyponymy in
semantics in classroom teaching and the enlightenment it brings to teaching through
examples.

6. Lexical Relation
6.1 Previous Research
Language and its subtleties have fascinated experts worldwide. Firstaly discussing the
natter on synonym which refers to word or phrase that means exactly or nearly the same
as another word or phrase in the same language, for example “shut” is a synonym
of “close”. Many scholars have illuminated language use and terminology. This literature
review examines many corpus-based studies on synonyms and prepositions that
examined word use and collocations. British English preposition analysis by Graeme
Kennedy (2000) is a landmark study. Kennedy's study focuses on prepositions, but its
importance to language use and synonyms becomes obvious. Kennedy studied English
prepositional use with a focus. His research showed that the preposition "of" was
regularly used to enlarge noun groups by merging previous and subsequent nouns.
However, stiff prepositional constructions seldom have it. Other prepositions like "at,"

31
"from," "between," "by," and "through" also followed descriptive grammar rules,
according to Kennedy's study.
He added that these prepositions' collocation patterns were quite different, suggesting
they couldn't be employed interchangeably. Kennedy's research on prepositions in British
English helps to language use and synonym discussions by revealing how certain
prepositions operate. It helps us grasp how language pieces operate in sentences and
structures, but it doesn't address synonym use. Furthermore research, such as Rundell
(1992) and Biber (1998), have examined synonyms like "began" and "started." Rundell
found considerable differences in written and spoken English word frequency. Biber also
found considerable collocation variations between "begin" and "start". This study
illuminates synonym use situations, enhancing our vocabulary with subtleties.
Biber's 1993 study stresses the need of employing huge text corpora to enhance
dictionary lexical knowledge. He believes corpus-based methods may semi-automatically
verify word definitions and use.The corpus based method is an approach that relies on
the analysis of a large and structured collection of written or spoken texts, known
as a "corpus," to study and understand the usage patterns, definitions, and
contextual nuances of words and language. This method helps lexicographers,
language learners, and educators comprehend word use in real circumstances. Summers
(1993) discusses synonym dictionaries and regularity synchronization. Summers uses
"sure" and "confident" to demonstrate how corpus data analysis may provide surprising
word use insights. His results that "sure" is widely used in spoken language for positive
replies and has comparable use patterns to "specific" in written language demonstrate the
dynamic nature of synonyms and context.
Leech (1997) also notes that these two terms have different registers, adding to the
controversy. "Specific" is common in social research, but "sure" belongs in fiction.
Leech's use of corpora in language education, influenced by Tim John's data-driven
learning (1991a), shows corpus linguistics' applicability for language learners. John's
technique, which enables learners to identify language patterns using corpora samples,
supports corpus-based approaches to synonyms and language use. These studies help us
understand synonyms, prepositions, and language use in various circumstances. They

32
show how corpus-based techniques illuminate word use and collocations. Each subject
has a specific concentration, but they all contribute to comprehending language and
enhancing our vocabulary with the complexities and nuances that make communication
so intriguing.
Graeme Kennedy (2000) examined "at," "from," "between," "through," and "by" in a
large British English corpus. His study focused on prepositions, although it may not be
obvious how it applies to synonyms and language use. Kennedy studied English
prepositional use in depth. He noticed that "of" was commonly used to broaden noun
groups by mixing previous and subsequent nouns. However, stiff prepositional
constructions seldom have it. Kennedy also found that "at," "from," "between," "by," and
"through" were used prepositionally according to descriptive grammar. He found that
these prepositions' collocation patterns varied greatly, suggesting they couldn't be
employed interchangeably. Kennedy's research on prepositions in British English is
significant to language use and synonyms because it illuminates how they are used. His
research does not directly address synonym use, but it helps us grasp how language parts
work in sentences and structures.
6.2 Application
Synonym, as one of the six semantic lexical relationships (including homonymy,
polysemy, synonymy, antonymy, hyponymy and meronymy), has always been one of the
main focuses of language teaching class activities. Synonyms refer to two or more
different terms which have the exact component definition and become synonyms. The
relationship between them is synonymous. Synonyms account for a large proportion of
the vocabulary of a language. The correct and appropriate use of synonyms is an essential
link for L2 learners to break through vocabulary, and it is also the key to improve L2
learning ability and the usage of L2 in daily life. Language teachers and learners widely
accept that vocabulary is the only and most crucial language component. Many people
falsely assume that vocabulary size is equivalent to lexical competence, even language
proficiency level. More specifically, the study of vocabulary knowledge, the acquisition
of lexical competence, needs to be addressed. Hence, the importance of applying
synonyms to language learning increases gradually.

33
Teachers may employ synonymous connections to assist pupils develop their vocabulary
while teaching vocabulary. When teaching the word "beautiful," for example, pupils
might be taught to identify synonyms such as lovely, charming, stunning, and so on.
Teachers must correctly teach the meaning and application of words. This procedure may
assist pupils in analyzing and mastering the distinctions between synonyms, hence
reducing their challenges. People are often perplexed when the terms genius and talent
are spoken, since there are minor variances between them. Genius, on the other hand,
refers to a high IQ (Intelligence Quotient), while talent focuses on exceptional skill that
may be nurtured and fostered in specific areas. Students may grasp and utilize the two
terms appropriately when the difference is correctly made. Teachers can deduce
synonyms from context. Context is critical to pupils' language learning. It is just
necessary to explain with context.

Only in the specific context, especially in the text sentences that students are familiar
with, can we achieve twice the result with half the effort. Learning synonyms is not only
a teaching process but also a process of summarizing and deepening. When students are
encouraged to associate synonyms, they should also help students analyze the semantic
differences between synonyms. For example, when mentioning the synonyms of a
statement, frugal or black and so forth. We should distinguish them from the synonyms
with derogatory meanings: political, misery, nigger. Students should be encouraged to
remember synonyms together. In addition, the specific usage and semantic differences of
each synonym should be emphasized in vocabulary teaching. This method can increase
students' vocabulary and diversify their expressions.

7. Lexical Relation
7.1 Previous Research
Most linguists have given their understandings concerning the application of antonymy in
language teaching. Leech (1981) has pointed out that there are opposite or opposite
semantic relations between antonyms. Words with opposite or opposite meanings are
called antonyms. Lyons (2000) put forward the negative grade antonym, whose word

34
item does not refer to another word item in semantics. Both the scholar Leech (1997) and
the scholar Cruse (1986) believed that the rank antonym did not completely separate the
domain of discourse, and there was a middle zone between the two terms. The "grading"
mentioned by Sapir (1944) can be compared with the same, more and most comparative
structure. However, it can also compare the attributes of the same object in different
degrees due to different conditions. Therefore, such attribute values have different
representations of "having a certain attribute to a greater or lesser extent", which means
that they can be graded, or "hierarchical".
To sum up, scholars have done more research on the asymmetry of antonyms, and more
and more research has been done on adjectives. Most of the research ideas in the
abovementioned scholars' studies are consistent. They describe the asymmetry
phenomenon through all levels of language description. Most of them are theoretical
studies, and their guiding role in practice needs to be further verified and investigated.

7.2 Application
In vocabulary teaching, Antonymy refers to terms having conflicting or contradictory
meanings. If there is no foreign language context for L2 learners and they do not
comprehend antonyms, problems in real language usage will arise. To fully grasp the
meaning of a word in a foreign language, we should look for words with opposite
meanings (antonyms) to better understand the emotional or cultural associations that a
word carries beyond its literal meaning (connotation). Antonym teaching is an important
component of L2 instruction. However, the network of antonyms is complicated, and the
relationship of an antonym is not a one-to-one match. For instance check the word “Sad”
and “Happy” are antonyms because they represent opposite emotional states.
Understanding the antonym relationship between these words helps individuals
comprehend the emotional spectrum associated with each term. Antonyms' intricacy has
made teaching them challenging. Antonymy learning allows students to utilize L2 more
freely, and it plays an important role in L2 learning that instructors and learners cannot
ignore. For example, while teaching phrases like whisper, seldom, intelligence, dead,
hazy, stale, heavy, students may be taught to speak terms with opposing connotations,

35
such as yell, usually, stupid, alive, clear, fresh, light. Teachers might also play games in
the classroom to keep students interested. "Sweet as honey, bitter as gall," for example.
The shape of this proverb is symmetrical, while the meaning is contrasting. It's
memorable and catchy.
It is highly beneficial for English language learning and more vivid and engaging than
plain memory, which may help pupils recall the words instantly and be amazed. Teachers
may also couple words with similar or dissimilar forms and opposing or relative
meanings to explain them in pairs. For example, hospitable and hosptile, inhale and
exhale, precipitator and successor, and so on. When teaching new terms, instructors may
also provide their antonyms combined to enhance pupils' vocabulary, such as interior and
exterior, fortune and misfortune, degrade and upgrade, and so on.
For antonyms with opposing meanings, words of the same kind but different degrees
might be added between the two poles of the antonym. Explaining this to pupils may help
them broaden their scope of word choices, appreciate the intricacies of words, and
increase their ability to utilize words flexibly. For example, this pair of antonyms
representing the semantic aspect of "frequency of occurrence" may be combined with a
set of adverbs representing the semantic feature of "degree." Learn to discern these terms;
the instructor may appropriately choose words with meaning and emotion "equivalent" to
explain their meaning. Antonyms for relativity are quite widespread in English.
Mastering a large number of such antonyms aids with linguistic expressiveness. Teachers
might use the pair teaching technique based on the characteristics of antonyms. Starting
with the sense, instructors may provide pupils with a list of symmetrical usages and
particular instances. Next, for students, identify a collection of asymmetrical ways with
the same form but various meanings, provide instances, and lastly, explain the fixed
collocation so that students may have a better grasp of the causes for antonym
asymmetry. The symmetrical section should lead students to actively employ the analogy
approach, compare the positive analogy with the incorrect analogy, describe the
properties of symmetrical terms, excite students' enthusiasm, and mobilize the learning
environment in the classroom. Teachers may list the kinds of asymmetry, notice the
aspects of word meaning, utilize collocation and summarize its norms, and then apply

36
rigorous practice to improve learning. This will help students learn and apply antonyms
more effectively.

8. Lexical Relation
8.1 Previous Research
Lyons (1977) believed that hyponymy could be transferred. If x is the hyponym of y and
y is the hyponym of z, then x is the hyponym of z. For example, a spaniel is the hyponym
of a dog, and the dog is the hyponym of an animal, so a spaniel is the hyponym of an
animal. In his work semantics, John I. Saeed (2000) distinguished and analyzed the
hyponymic relationship and the whole part relationship: the whole part relationship
describes the relationship between parts and the whole of words. For example, the cover
and page are both parts of a book. The components will change with the close
relationship between them and the whole. For example, the nose is a part of the face, but
the basement is not necessarily a necessary part of the house because a house without a
basement is also a house. Gairns and Redman (1986) put forward that vocabulary consists
of various interconnected systems and is not just a random collection of items. Present
items to a student in a systematized way which will explain the organized nature of
vocabulary and, at the same time, enable him to internalize the items coherently.

8.2 Application
Hyponymy is another crucial concept in semantics. When teaching vocabulary, teachers
should consider the internal structure of each vocabulary and choose the appropriate
structure to explain. According to the theory of semantics, vocabulary can be combined
under the control of a familiar concept. Under this common concept, words with a
general meaning belong to the upper-meaning words and are dominated by the
lowermeaning words. Teacher can teach vocabulary according to this theory. For
example, when teaching the subject, which is the supersaurus of a class, we can extend
the subordinate words dominated by it, namely, mathematics and physics, chemistry,
biology, geology, politics and so forth.
Another example is the words car, van, lorry, bus and so on, which can be extended when
teaching the synonym vehicle. Through this teaching method, students can not only learn

37
new words and review the words they have learned but also understand the hyponymy
between words. Expand vocabulary through hyponymy so students can understand the
structure and composition system of vocabulary. While summarizing and sorting out the
same topic vocabulary, they also accumulate many topic vocabularies so that they can
smoothly extract vocabulary from the corpus and use it correctly when expressing related
topics.
The hyponyms provide a new way to cultivate students' ability to accurately understand
the meaning of words and correctly use words by establishing language context. They can
establish the cohesion of the text, which helps students guess the meaning of new words.
For example, there are chairs..., sofas..., tables..., and all the infrastructure. In this
sentence, furniture repeats the words chairs, sofa, and tables above, unifying the different
components of the text under the exact synonym, furniture. When students interpret the
text, they can infer the meaning of furniture with the help of this semantic relationship.
Teachers can also use the hyponymic semantic field theory to help students expand their
vocabulary in class. Hyponymic semantic field theory" refers to a teaching or
pedagogical approach that uses hyponyms to help students understand and remember
unfamiliar words and expand their vocabulary. When encountering a strange word, the
teacher can use the synonym of the word to explain it. For example, when coming across
a new word, slim, the teacher can use the hyponymy of the word and appropriate
modifiers to explain it to deepen the memory of the word. Slim can be interpreted as very
small.
The use of hyponyms appears in different forms in the language according to different
texts and contexts. It can be a single word, a phrase or phrase, or a sentence. Foreign
language teaching, whether it is listening teaching, reading teaching or teaching writing,
will involve the application of hyponymic words or phrases or sentences. Analyzing,
understanding and mastering this theory will promote language learning and
improvement. Using hyponymy to analyze listening dialogue, we can eliminate
interfering information or get the correct answer. The introduction of hyponymy in the
teaching of writing can help learners build a reasonable structure of the article, enrich the
wording and rhetorical devices of the article, and thus improve the quality of writing. It
can gradually cultivate students' ability to capture information in articles accurately,

38
highly generalize and quickly reflects in language communication. Of course, the
understanding and mastery of upper and lower words must be based on solid language
and rich cultural background knowledge. Because the text and context usually limit the
hyponymy of words, that is, the words associated in one article may be irrelevant in
another article; In addition, the reader's cultural background knowledge also plays a vital
role in the cognition of lexical relations. Therefore, to confirm the hyponymy of words or
sentences, we should not only base our knowledge on solid language knowledge
(including pronunciation, grammar and vocabulary) but also accumulate rich cultural
background knowledge to enhance familiarity with the content of the text. The teaching
method of second language teaching can be used to summarize and sort out words and
similar things through hyponymy.
Moreover, the theory of hyponymy also plays an indispensable role in determining the
article's title and writing the central idea. These are all effective methods in English
learning and teaching. Lewis (2019) pointed out that a good article must have an easy
layout to trap readers. That is, the article can gradually guide readers so that they can
understand the connection between various parts and ultimately understand the
expression of the article's theme. Hyponymy plays a vital role in paragraph structure and
text structure. In a paragraph, every sentence and every sentence should be linked
logically and clearly. Using hyponymy helps achieve a natural and smooth cohesion
(Lewis, 2019). Generally speaking, when it does not need to state details, the upper sense
can help to achieve the purpose of expression because it is very general and concise.
However, too much use of synonyms will lead to too strong generality, resulting in vague
concepts and plain language. Therefore, proper use of hyponyms can make language
expressions vivid, transparent, and accurate. Teacher can improve students' reading and
dictation abilities if we skillfully use synonyms.

Conclusion
The position of semantics in linguistics has gradually stabilized. The constant
introduction of theory as support in teaching practice makes teaching more scientific and
professional. In this situation, people began to apply the theory of semantics to teaching,
especially vocabulary teaching. Therefore, if semantics can be applied appropriately, it
will significantly improve the teaching quality, help students correctly understand and use

39
vocabulary, and improve their ability to recognize, master and use language. The research
and development of semantic theory have opened up a more expansive space for
language teaching and created more effective teaching methods. Therefore, in the L2
teaching practice of vocabulary, we should consciously teach students the hyponymy,
synonymy, and antonymy of crucial words in combination with the relevant theories of
semantics and require them to consciously use reference books to learn and practice other
words in the same way during extracurricular review and preview, to inspire them to
wholly and systematically expand their vocabulary. At the same time, learning and
mastering hyponymy, synonymy and antonymy in the semantic field of semantics can
help students understand vocabulary correctly so that they can use them to choose words
and make sentences more accurately.
According to the semantic relationship of words, some belong to synonymy, some belong
to antonymy, and some belong to hyponymy. The discrimination of synonyms is a crucial
and challenging point for native and L2 learners. It is also a key and difficult point for
teachers to teach. The difficulties of foreign language learners in identifying synonyms
stem from many aspects. Modern vocabulary has various types and complex word
formation methods. It can establish the relationship between different words through
semantic field theory. It can divide words into semantic fields through meaning, establish
the relationship between words for learners, summarize, analyze and even infer the words
learned by themselves through word formation and semantic field, and expand their
vocabulary. With the help of semantic field theory, it can lay a foundation for students'
subsequent vocabulary learning and mastering. After consolidating and broadening
students' vocabulary through the semantic field, students can be more proficient in using
vocabulary in communication and use it reasonably. and use it reasonably. In teaching
synonyms, teachers are required to use the theory of semantic field to establish different
semantic fields to find the solution points and skills of word meaning discrimination for
learners and improve teaching strategies. Antonymy is very important when students
learn foreign language vocabulary. Antisense relations involve many different aspects. If
students do not understand these antonyms, their errors in vocabulary learning will
spread, and multiple errors will be caused by one error. Therefore, in foreign language
vocabulary teaching, when teaching a word, it is better to teach students its antonym at

40
the same time. For words with only one antonym, this is very helpful for students to grasp
the antonym relationship of two words. For polysemy words, this teaching method is of
great importance.
After knowing the multiple antonyms corresponding to polysemy, each sememe will
become more apparent. For L2 language learners, when learning vocabulary, they should
not only focus on learning a word but also pay attention to the relationship between
words. When learning a word, students should find out its antonym simultaneously so
they can remember more firmly and lay a solid foundation for the future skilled use of
L2. Hyponymy is irreplaceable in listening, speaking, reading and writing in L2 teaching.
In L2 teaching, the theory of hyponymic semantic field is the understanding of word
meaning, which establishes the discourse context; It provides a way to choose words for
English writing; It provides a shortcut to grasping the theme of the article for English
reading quickly. Therefore, the theory of the hyponymic semantic field provides a new
way of thinking for improving English teaching methods and has an important guiding
significance for the development of foreign language teaching. Teachers should use
hyponymy to help students master reading and writing skills, improve listening and
speaking abilities, and cultivate student's ability to summarize.
This paper discusses the application of synonymy, antonymy and hyponymy in L2
teaching, which are included in the semantics of the linguistic branch. It demonstrates
that linguistic knowledge can better guide teaching and provide a reference for educators
and language learners. Integrating modern semantics into the teaching practice of L2
teaching can not only enable students to understand the surface meaning of words but
also their internal collocation and enable students to understand and use vocabulary in
different contexts correctly. L2 learning should pay more attention to the cultivation of
comprehensive ability, and the ability to listen, speak, read and write should reach the
standard. Although it is not L1 learning, L2 learners should learn more effectively to
reach a higher level. Teachers should use the theories of linguistics and its branches to
guide teaching practice so that students can take their L2 to a higher level.

41
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