Teaching vocabulary to advanced learners has its own specific set of challenges and the approaches we use successfully with lower-level classes are not always appropriate for upper-intermediate and advanced groups. Here are four factors it’s worth taking into account if you’re planning a vocabulary activity for a higher-level class:
If advanced-level students think they’re not making much progress, or they’re struggling with motivation, it’s time to try some new ideas. Rachel Appleby, co-author of the Business one:one series, shares hers with us.
This article was originally published in Dialogue Magazine.
“Basically, they can operate quite well in English, perhaps with a few mistakes. And their vocabulary’s OK, though they sometimes avoid complex grammar. They don’t seem very motivated, because they don’t easily see their progress, yet I’m sure their English could be much better.”
Sound familiar? It’s certainly pretty common at the start of any of my advanced courses. But a few simple tricks to determine what they need and what you want them to do, and you’ll be teaching advanced learners successfully before you can say ‘advanced Business English’.
My advanced students often simply state that they want more sophisticated English, but what do they mean by that? Well, I believe they want to communicate in a more appropriate style, and sound like a native speaker. They also want access to a wider range of expressions, and of course, they need to ‘lose’ some of their ingrained mistakes.
So how can we do this? Well, ﬁrst and foremost, they need exposure to lots of listening and reading materials – texts which are carefully selected and exploited in advanced-level course books, as well as a wide range of authentic material. Encourage them to be active readers and listeners, by suggesting they highlight or note down phrases they’d like to add to their repertoire.
Set a challenge
With one of my current groups of advanced learners, we were practising phrases for meetings, but they weren’t really using them. So the next week, I produced a tick-box form of phrases (see below) and put students into groups of three – two students to have the meeting, one student to listen and tick boxes. The students swapped roles so there were three meetings altogether. I told them that at the end we’d be counting up the ticks. Well, now the challenge was on, the results vastly improved, and their satisfaction by the end was greatly enhanced – as was mine!