Sts Unit 2Teaching Vocabulary.docx
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Sts Unit 2Teaching Vocabulary.docx
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StsUnit2TeachingVocabulary
Unit2TeachingVocabulary
Objectives:
Towardstheendofthisunit,thestudentsshouldbeableto
✓developanunderstandingofroleplayedbyvocabularyinEnglishlanguagelearning.
✓usesomefrequentlyemployedtechniquestopresentnewwords
✓applysometechniquestoteachwordsintexts
✓developanunderstandingofthebasictenetsofthelexicalapproach
✓helplearnerstoemployeffectivestrategiesofmemorizing,learningandusingnewwords
2.1TheRoleofVocabularyintheLanguageClassroom
Thestatusofvocabularywithinthecurriculumhasvariedconsiderablyovertheyears.Itsufferedsignificantneglectduringthe1950sand1960swhenaudio-lingualismhadadominantinfluenceonmethodology,butmadesomethingofacomebackduringthe1970sundertheinfluenceofcommunicativelanguageteaching.Sincethen,however,thestatusofvocabularyhasbeenenhanced.Proponentsofthisapproachpointoutthatintheearlystagesoflearningandusingasecondlanguageoneisbetterservedbyvocabularythangrammar,andthatonecan,ineffect,“bypass”grammaringoingformeaningifonehasareasonablevocabularybase.WecanuseWilkins’s(1972)oft-qutotedviewtosummarizethis:
“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed.”Thatis,ourvocabularyknowledgeanduseplayanimportantroleinsuccessfulcommunication.Withoutanextensivevocabularyandstrategiesforacquiringnewvocabulary,learnersoftenachievelessthantheirpotentialandmaybediscouragedfrommakinguseoflanguagelearningopportunitiesaroundthemsuchaslisteningtotheradio,listeningtonativespeakers.
Activity2.1ThevalueofvocabularyintheEFLclassroom,however,hasnotbeenfullyrecognizedbyEFLteachers.SometeachersthinkthatvocabularyshouldnotbetaughtintheELTclassroomanditisthestudents’jobtolearntorememberandusethewords.Theirmainargumentsagainstvocabularyteachingcanbesummarizedasfollows:
a.Grammarshouldbeemphasizedmorethanvocabulary.Studentswouldmakemistakesinsentenceconstructioniftoomanywordsarelearnedbeforethebasicgrammarhasbeenmastered.
b.Wordmeaningscanbelearnedonlythroughexperience,andtheycannotbeadequatelytaughtinaclassroom.
c.Wedonothavetospendmuchtimeonvocabularysincestudentswillknowbythemselveswhatthewordmeansandhowtopronounceorspellitfromthedictionaryorwordlist.
d.Therearetoomanywordstoteachandthereisalottolearnabouteachword.Directteachingcouldonlyhaveaverytrivialimpactonsuchknowledge.Tohaveanimmediateeffectonvocabularyknowledge,substantialtimehastobespentonteachingeachword.
e.Thereareotherwaysofincreasingvocabularysizewhichrequirelessteachereffortandlessclassroomtime,andwhichhavenumerousotherbenefits.
Now,examinetheseargumentsanddecidetowhatextentyouapproveofthem,andthendiscussthefollowingquestionswithyourpartners:
QuestionsforDiscussion:
●Towhatextentdoyoufindtheseargumentsagainstvocabularyteachingjustifiable?
●WhatifvocabularyisNOTtaughtintheELTclassroom?
●Whatmightbetheteacher'sroleifvocabularyshouldbetaughtintheELTvocabularyclassroom?
✧What’sinaword?
Toteachawordmeansmorethanshowingstudentsthespelling,pronunciationandmeaningoftheword.Infact,tobuildknowledgeaboutawordinthelearner'smindcanbevastlymorecomplexthanitmayappear.Let'stakethewordknowledgeasanexample,manyChineseseniormiddleschoollearnersknowhowtospellorpronouncetheword,butquiteanumberofChineselearnerswillincorrectlycollatethewordwiththewordlearn,asinthesentence:
"Ilearnedalotofknowledgeinmyuniversityyears".Thestudentswhomadethissentenceknewverywellaboutthespelling,thepronunciation,themeaningaswellasthegrammaticalfunctionofthewordknowledge,buthedidnotseemtoknowwhatverbscouldcollatewithit.
Itmaynowbecleartoyouthatlearningvocabularyisamultifactedenterprise.Thesedifferentaspectsofourvocabularyknowledgecanconvenientlyfallintothreebroadcategories:
●Form:
Whatdoesthewordlookorsoundlike?
●Meaning:
Whatdoesthewordmean?
●Use:
Howisthewordused?
Activity2.2Givenbeneathisaquizdesignedtoexaminehowmuchknowledgeyouhaveaboutthewordobservable.Youaregiventenstatementsabouttheword.Youneedtodecide:
1.Whichdomainofvocabularyknowledgeisthiswordconcernedwith?
and
2.Isthestatementtrueorfalse?
PleasemarkF(forForm),M(forMeaning)andU(forUse)inthebracketbeforethestatementandT(forTrue)orF(forFalse)inthebracketattheendofthesentence.
[]1.Thiswordhasthesamemeaningwiththewordobservant.()
[]2.Thewordconsistsofthreemeaningfulparts:
ob-,-serve-,and–able.()
[]3.Thewordcanbeusedinabroadrangeofcontexts,i.e.,informalandinformalcontexts.()
[]4.BoththewordobservableandobservantareadjectivesinEnglish.()
[]5.Thiswordcancombinenaturallywithsuchwordsasdata,pattern,behavior,change,holidays,clearly,barelyandof.()
[]6.Thiswordisoppositeinmeaningtothedisobservable.()
[]7.ThewordislessfrequentlyusedinEnglishlanguagethanthewordobserve.()
Thesesixstatementsinvolvesuchareasofourlexicalknowledgeassynonymy,word-building,style,grammaticalfunction,collocation,andantonymy.Pleasereorganizetheseareasintothethreecategories,anddiscusswithyourpartnersthefollowingquestions:
QuestionsforDiscussion:
●Shouldalltheseareasoflexicalknowledgebetaughtsimultaneouslywhenweteachthewordobservable?
Ifnot,whatareasofknowledgewouldyouchoosetoteachwhenyoupresentthiswordforthefirsttime?
●Whatmaythismultifacetednatureofourvocabularyknowledgesuggestforteachingvocabulary?
To"know"awordinatargetlanguageaswellasthenativespeakerknowitmaymeantheabilityto:
●Recognizeitinitsspokenorwrittenform,
●Recallitatwill,
●Relateittoanappropriateobjectorconcept,
●Useitintheappropriategrammaticalform,
●Inspeech,pronounceitinarecognizableway,
●Inwriting,spellitcorrectly,
●Useitwiththewordsitcorrectlygoeswith,i.e.,inthecorrectcollocation,
●Useitattheappropriatelevelofformality,
●Beawareofitsconnotationsandassociations.
(Wallace,1982)
Thedifferenttypesofwordknowledgearenotnecessarilylearnedatthesametime.Beingabletouseawordinoraldiscoursedoesnotnecessarilyentailbeingabletospellit.Similarly,alearnerwillprobablyknowatleastonemeaningforawordbeforeknowingallofitsassociativeforms.Eachoftheword-knowledgetypesislikelytobelearnedinagradualmanner,butsomemaydeveloplaterthanothersandatdifferentrates.Fromthisperspective,vocabularyacquisitiontakesplaceinanincrementalmanner,sinceitisclearlyimpossibletogainimmediatemasteryofallthesewordknowledgesimultaneously.
2.2Techniquesofteachingvocabulary
✧Presentingnewvocabulary
Thewordpresentmeans“tointroducesomethingnewformallyorofficially”.Topresentvocabularymeanstointroducevariousaspectsofthewordsthatthestudentshavenotencounteredbefore.
Vocabularycanbepresentedinmanydifferentwaysanddifferentteachersmayprefertopresentvocabularyindifferentways.Foreffectiveteachingofvocabulary,itisalwaysusefulforateachertohavearepertoireoftechniquessothathe/shecanchooseatechniqueaccordingtothetypeofvocabularyanddifferentagelevelofthelearners.
Listedbelowaresomefrequentlyusedtechniquesofpresentingnewvocabularytothestudents.
●Illustration:
Thisisveryusefulformoreconcretewords(dog,rain,tall)andforvisuallearners.Ithasitslimitsthough,notallitemscanbedrawn.
●Mime:
Thislendsitselfparticularlywelltoactionverbsanditcanbefunandmemorable.Trytocreateasinglemovementfor(ifpossible)allthenewwordspresented.Evenifitisonlywavingyourhandinaspecificwayortouchingyourcheek,thechancethatthestudentswillrememberawordbetterismuchgreater.
●Synonyms/Antonyms/Gradableitems:
Usingthewordsastudentalreadyknowscanbeeffectiveforgettingmeaningacross.
●Definition:
Makesurethatitisclear(maybecheckinalearnerdictionarybeforethelessonifyouarenotconfident).Remembertoaskquestionstochecktheyhaveunderstoodproperly.
●Translation:
Ifyouknowthestudents'L1,thenitisfastandefficient.Rememberthatnoteverywordhasadirecttranslation.
●Context:
Thinkofaclearcontextwhenthewordisusedandeitherdescribeittothestudentsorgivethemexamplesentencestoclarifymeaningfurther.Ifthepossibilitiesarelimitedmakeuseoftheblackboardorfurnitureintheclassroom,donotbeashamedtodressup!
Ifpossible,usesoundrecordingstocreatearequiredatmosphereintheclassroomorwatchathematicallyrelatedvideobeforehand.
●FlashcardsandPictures:
Asvisualsappealagreatdealtolearners,haveasetofflashcardsorpicturesreadyforanynewwordsorphrasesyouwanttointroduce.Rollthecardsoverinmanydirections,showforasecondandcoveragain,letthemslowlyappearfromthebackofabook.Notonlywillitmakeyourstudentsenjoythisstagemorebutitwillalsomakethemrememberthenewwordsbetter.
●Realia:
Wheneverpossiblebringrealiatotheclassroom.Thereisnobetterwaytomakeapersonremembersomethingthantosee,smell,touchandtasteit.Anotherwayofmakingthelessonmoreattention-grabbingislettingthelearnersbring
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