Teaching vocabulary: the case for a semantic curriculum

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Abstract
The paper addresses the question of how vocabulary can be systematically taught to language-handicapped children. Little statistical information about vocabulary development is available, though what there is suggests that traditional frequency norms are in need of revision. It is essential to replace the traditional emphasis on frequency by an approach which analyses the quality, range, and internal structure of vocabulary, using the notions of semantic fields, sense relations, and semantic features. The importance of dictionary-type definitions in the teaching process is emphasized. A procedure for working with vocabulary using these notions is outlined, and recommendations are made about the importance of developing a semantic curriculum.

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