TASHKENT STATE PEDAGOGICAL UNIVERSITY
NAMED AFTER NIZAMI
Foreign languages faculty
Department of Practical Course of English language
5111400 – Foreign language and literature (English)
COURSE PAPER
Developing resources for vocabulary teaching
Done by:
Sabirova Gulrukh
Group 201 “A” uzb
Scientific supervisor:
Sayfullin R.R
teacher of DPCEL
______________
“Recommended”
_____________
Head of the department
“Practical Course
of English language”
associate professor
O.N.Yusupov
________________
Tashkent − 2020
Content:
Introduction………………………………………………………………………….3
Chapter I. What is vocabulary?.........................................................................4
1.1.Vocabulary. Scientists` opinions about vocabulary and its importance………4
1.2.The importance of teaching vocabulary…………………………………………9
Chapter II. Teaching vocabulary………………………………………………….12
2.1. Vocabulary teaching strategies…………………………………………………12
2.2. Vocabulary: what should be taught……………………………………………17
2.3. How to teach? (methods and techniques)……………………………………..20
2.4. Exercises and games for vocabulary…………………………………………..24
Conclusion…………………………………………………………………………..32
Glossary……………………………………………………………………………..33
The list of used literature…………………………………………………………..34
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Introduction
Vocabulary is an important part in foreign language learning. The definitions of
new words are very frequently emphasized, whether in books or in verbal
communication. Vocabulary is considered as central in language teaching and is of
paramount importance to a language learner. Vocabulary is a basic of one learns a
foreign language. Few research indicate that teaching vocabulary can be considered
as problematic, as some teachers are not really sure about the best practice in the
teaching and sometimes not really aware how to start forming an instructional
emphasis on the vocabulary learning .
Deliberately teaching vocabulary is one of the least efficient ways of developing
learners= vocabulary knowledge but nonetheless it is an important part of a wellbalanced vocabulary programme . The main problem with vocabulary teaching is
that only a few words and a small part of what is required to know a word can be
dealt with at any one time. This limitation also applies to incidental learning from
listening or reading, but it is much easier to arrange for large amounts of independent
listening and reading than it is to arrange for large amounts of teaching. Teaching can
effectively deal with only a small amount of information about a word at a time. The
more complex the information is, the more likely the learners are to misinterpret it.
Where resourcing allows, it can be of considerable value to develop different
types of resources for vocabulary teaching. One is a set of good monolingual
dictionaries sufficient at least for pair work in class. Another is a bank of word
puzzles which a group of interested teachers can design themselves . topic based
crosswords, for example, are popular and can be put to good use in mixed ability
classes when some learners complete tasks before others and have time to fill.
An invaluable resource is a visual aids library for teachers to borrow from, with
pictures mounted on stiff card for durability and classified into topics such as
“activities”, ”food” and “animals”, and stored for essay access, for example in box
files.
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Indeed we have various ways of sharing vocabulary skills with our students like
mentioned above. But year by year it is getting more harder and harder to catch
students interest. So that`s why, we should find some more interesting methods for
teaching.
In this course work, I tried to give an information about vocabulary , its teaching
and types of modern methods of teaching it, which may make the process easier for
students and teachers as well.
Chapter I
What is vocabulary?
Vocabulary is a set of familiar words within a person's language. A vocabulary,
usually developed with age, serves as a useful and fundamental tool for
communication and acquiring knowledge. Acquiring an extensive vocabulary is one
of the largest challenges in learning a second language. As we said we can define
vocabulary as “a set of words used in a specific language”. It comprises of all the
words that we understand when we read or write something or listen to someone
speak. That is, our vocabulary consists of all the words that we understand, feel, or
comprehend in the correct context. Hence, the more effort we put in to understand the
meaning of a word, the stronger our vocabulary grows.
1.1 SCIENTISTS OPINIONS ABOUT VOCABULARY AND ITS
IMPORTANCE
What is vocabulary? As a rule , our answer likely has something to do with the
words of a language, which is perhaps how most people think of vocabulary, and that
is correct because vocabulary does deal with words. Yet vocabulary is much more
than just single words. Recent vocabulary studies draw on an understanding of lexis,
the Greek for word, which in English “refers to all the words in a language, the entire
vocabulary of a language” (Barcroft , Sunderman , &Schmitt,2011,p.571). So it is
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obviously that vocabulary also includes lexical chunks, phrases of two or more
words, such as “Good morning” and “Nice to meet you” ,which research suggests
children and adults learn as single lexical units. Phrases like these involve more than
one word but have a clear, formulaic usage and make up a significant portion of
spoken or written English language usage. Also called formulaic sequences (Alali &
Schmitt, 2012), they are central to English vocabulary learning and therefore worth
teachers’ attention as they teach vocabulary (Lewis, 1993). So, vocabulary can be
defined as the words of a language, including single items and phrases or chunks of
several words which covey a particular meaning, the way individual words do.
Vocabulary addresses single lexical items—words with specific meaning(s)—but it
also includes lexical phrases or chunks.
The Importance of Vocabulary .Vocabulary is central to English language
teaching because without sufficient vocabulary students cannot understand others or
express their own ideas. Wilkins (1972) wrote that “...while without grammar very
little can be conveyed, without vocabulary nothing can be conveyed” (pp.111–
112).This point reflects my experience with different languages; even without
grammar, with some useful words and expressions, I can often manage to
communicate. Lewis (1993) went further to argue, “lexis is the core or heart of
language” (p.89). Particularly as students develop greater fluency and expression
in English, it is significant for them to acquire more productive vocabulary
knowledge and to develop their own personal vocabulary learning strategies. Students
often instinctively recognize
the importance of vocabulary to their language
learning. As Schmitt (2010) noted, “learners carry around dictionaries and not
grammar
books” (p.4). Teaching vocabulary helps students understand and
communicate with others in English. One scientist purportedly said, “Language is
very difficult to put into words.” I believe English language students generally would
concur, yet learning vocabulary also helps students master English for their purposes.
Nation (2001) further describes the relationship between vocabulary knowledge and
language use as complementary: knowledge of vocabulary enables language use and,
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conversely, language use leads to an increase in vocabulary knowledge. The
importance of vocabulary is demonstrated daily in and out the school. In classroom,
the achieving students possess the most sufficient vocabulary.
Scientists` research has shown that second language readers rely heavily on
vocabulary knowledge and the lack of that knowledge is the main and the largest
obstacle for L2 readers to overcome (Huckin,1995). In production, when we have a
meaning or concept that we wish to express, we need to have a store of words from
which we can select to express this meaning or concept. Many researchers argue that
vocabulary is one of the most important-if not the most important- components in
learning a foreign language, and foreign language curricula must reflect this. Wilkins
(1972) states that: ‘‘There is not much value in being able to produce grammatical
sentences if one has not got the vocabulary that is needed to convey what one wishes
to say … While without grammar very little can be conveyed, without vocabulary
nothing can be conveyed’’( p97). Other International Journal of Teaching and
Education scholars state many reasons for devoting attention to vocabulary. “First, a
large vocabulary is of course essential for mastery of a language. Second language
acquirers know this; they carry dictionaries with them, not grammar books, and
regularly report that the lack of vocabulary is a major problem’’.
On the other hand, vocabulary has been acknowledged as L2 learners’ greatest
single source of problems (Meara, 1980). Another possible reason is that, unlike
syntax and phonology, vocabulary does not have rules the learners may follow to
acquire and develop their knowledge. In other words, it is not clear in L2 vocabulary
learning what rules apply or which vocabulary items should be learned first. Oxford
(1990)also claims that vocabulary is “by far the most sizeable and unmanageable
component in the learning of any language, whether a foreign or one’s mother
tongue, because of tens of thousands of different meanings” .Despite these difficulties
that language learners face in L2 vocabulary, they still have to deal with it in their
examinations as ‘‘vocabulary has traditionally been one of the language components
measured in language tests’’ (Schmitt, 1999, 189). Furthermore, many learners see
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second language acquisition as essentially a matter of learning vocabulary and
therefore they spend a great deal of time on memorizing lists of L2 words and rely
on their bilingual dictionary as a basic communicative resource. As a result, language
teachers and applied linguists now generally recognize the importance of vocabulary
learning and are exploring ways of promoting it more effectively.
Types of vocabulary
According to research of scientists of International Journal of Teaching and
Education (Vol. III, No.3/2015) some experts divide vocabulary into two types:
active and passive vocabulary. Harmer (1991) distinguishes between these two types
of vocabulary. The first type of vocabulary refers to the one that the students have
been taught and that they are expected to be able to use. Meanwhile, the second one
refers to the words which the students will recognize when they meet them, but which
they will probably not be able to pronounce. Haycraft, quoted by Hatch and Brown
(1995),indicate two kinds of vocabulary, namely receptive vocabulary and productive
vocabulary.
a. Receptive Vocabulary .Receptive vocabulary is words that learners recognize and
understand when they are used in context, but which they cannot produce. It is
vocabulary that learners recognize when they see or meet in reading text but do not
use it in speaking and writing (Stuart Webb, 2009).
b. Productive Vocabulary. Productive vocabulary is the words that the learners
understand and can pronounce correctly and use constructively in speaking and
writing. It involves what is needed for receptive vocabulary plus the ability to speak
or write at the appropriate time. Therefore, productive vocabulary can be addressed
as an active process, because the learners can produce the words to express their
thoughts to others (Stuart Webb, 2005).
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However we can divide vocabulary types according to learning skills also, there
are four types of vocabulary like reading, listening, speaking and writing vocabulary.
Listening and speaking vocabulary represent spoken vocabulary and reading and
writing represent written vocabulary. Children begin to learn spoken vocabulary
years before they learn written vocabulary. Written language is formed on the basis
of spoken language. Each type of vocabulary has a different purpose and fortunately
the growth in one type of vocabulary supports the growth in another type. Let`s see
the types of vocabulary..
Reading vocabulary. A literate person's vocabulary is all the words they can
recognize when reading. This is generally the largest type of vocabulary simply
because a reader tends to be exposed to more words by reading than by listening. This
vocabulary refers to the words we recognize when we read any text. We read and
understand many words, but we do not use them in speaking vocabulary. If a person
is a reader then this type of vocabulary happens to be the second largest vocabulary.
Needless to say, vocabulary grows with reading.
Listening vocabulary. A person's listening vocabulary is all the words they can
recognize when listening to speech. People may still understand words they were not
exposed to before using cues such as tone, gestures, the topic of discussion and the
social context of the conversation. This type of vocabulary refers to the words we
hear and comprehend. Fetuses in the womb can perceive sound when their age is
sixteen weeks. Moreover, babies keep on listening to various words when they are
awake and thus we grow up listening to different words, thereby learning so many
words throughout our lives. In our adulthood, most of us can identify and
comprehend almost 50000 words. Children who are deaf are exposed to visual
listening as they are exposed to sign language. But in this case, the number of words
developed is far less than a normal child’s secondary listening vocabulary.
Speaking vocabulary. A person's speaking vocabulary is all the words they use
in speech. It is likely to be a subset of the listening vocabulary. Due to the
8
spontaneous nature of speech, words are often misused. This misuse, though slight
and unintentional, may be compensated by facial expressions and tone of voice.
Speaking Vocabulary refers to the words we speak. Our speaking vocabulary is
restricted. Most of the adults use almost 5000 to 10000 words for communication (for
conversation and giving instructions). The number of words used in this case is far
less than listening vocabulary, the reason being the level of comfort in usage.
Writing vocabulary. Words are used in various forms of writing from formal
essays to social media feeds. Many written words do not commonly appear in speech.
Writers generally use a limited set of words when communicating. For example, if
there are a number of synonyms, a writer may have a preference as to which of them
to use, and they are unlikely to use technical vocabulary relating to a subject in which
they have no knowledge or interest. This type of vocabulary represents those words
which we regain while writing to express ourselves. It is very easy to explain
ourselves verbally by using facial expressions and modulation of voice, but using the
same words for communicating the same concept or thought through writing is not
that easy. Our writing vocabulary is intensely affected by the words we can spell.
Since English language has developed from Spanish, Anglo Saxon English, French,
Greek and Latin and several other languages, it has a huge vocabulary. English
vocabulary has about 450000 to 750000 words.
1.2.THE IMPORTANCE OF TEACHING VOCABULARY
Teaching vocabulary is a crucial aspect in learning a language as languages are
based on words (Alqahtani, 2015). It is almost impossible to learn a language without
words; even communication between human beings is based on words. Recent
research indicates that teaching vocabulary may be problematic because many
teachers are not confident about the best practice in vocabulary teaching and at
times do not know where to begin to form an instructional emphasis on word
learning (Berne & Blachowicz, 2008). Either teachers or students agree that
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acquisition of the vocabulary is a central factor in teaching a language
Teaching vocabulary is considered as one of the most discussed parts of
teaching English as a foreign language. When the teaching and learning process takes
place, problems would appear to the teachers. They have problems of how to teach
students in order to gain satisfying results. The teachers should be concerned
that teaching vocabulary is something new and different from student’s native
language. They also have to take into account that teaching English for young
learners is different from adults. The teacher should prepare and find out the
appropriate techniques, which will be implemented to the students, good teacher
should prepare himself or herself with various and up-to-date techniques.
Teachers should be creative and be able to master the material in order to be
understood by students, and make them interested. The teachers have to know the
characteristics of his/her learners. They more over need to prepare good techniques
and suitable material in order to gain the target of language teaching. Commonly,
there are several techniques concerning the teaching of' vocabulary. However,
there are a few things that have to be remembered by most English teachers if they
want to present a new vocabulary or lexical items to their students. It means that the
English teachers want students to remember new vocabulary then it needs to be
learnt, practiced, and revised to prevent students from forgetting. Techniques
employed by teachers depend on some factors, such as the content, time availability,
and its value for the learners . This makes teachers have some reasons in employing
certain techniques in presenting vocabulary. In presenting one planned vocabulary
item, the teacher usually combined more than one technique, instead of employing
one single technique. Teachers, furthermore, are suggested to employ planned
vocabulary presentation as various as possible (Pinter, 2006).
Vocabulary is the knowledge of words and word meanings. As Steven Stahl
(2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not
only implies a definition, but also implies how that word fits into the world."
Vocabulary knowledge is not something that can ever be fully mastered; it is
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something that expands and deepens over the course of a lifetime. Instruction in
vocabulary involves far more than looking up words in a dictionary and using the
words in a sentence. Vocabulary is acquired incidentally through indirect exposure to
words and intentionally through explicit instruction in specific words and wordlearning strategies. According to Michael Graves (2000), there are four components
of an effective vocabulary program:
wide or extensive independent reading to
expand word knowledge instruction in specific words to enhance comprehension of
texts containing those words instruction in independent word-learning strategies, and
word
consciousness
and
word-play
activities
to
motivate
and
enhance
learning.Vocabulary is one of the aspects of the language to be taught in school. It is
evident that the number of words should be limited because pupils have only twofour periods a week. It depends wholly on the syllabus requirements. The latter is
determination by the conditions and methods used. The vocabulary, therefore, must
be carefully selected in accordance with the principles of selecting linguistic material,
the conditions of teaching and learning a FL in school. Principles of selecting
vocabulary have been worked out. The words selected should be: a) frequently used
in the language; b) easily combined; c) unlimited from the point of view of style; d)
included in the topics the syllabus sets; e) valuable from the point of view of wordbuilding. The number of words and phraseological units the syllabus sets for a pupil
to assimilate is 800 words. The analysis of the words within the foreign language
allows us to distinguish the following groups of words: concrete, abstract and
structural. Words denoting concrete things, actions and qualities are easier to learn
than words denoting abstract notions. Structural words are the most difficult for
foreign pupils. The teacher should bear this in mind when preparing for the
vocabulary work during the lesson.
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Chapter II
Teaching vocabulary
2.1 VOCABULARY TEACHING STRATEGIES
As we discussed above to know a language means to master its structure and
words. Thus, vocabulary is one of the aspects of the language to be taught in school.
The problem is what words and idioms pupils should retain. It is evident that the
number of words should be limited because pupils have only 2-4 periods a week; the
size of the group is not small enough to provide each pupil with practice in speaking;
schools are not yet equipped with special laboratories for individual language
learning. The number of words pupils should acquire in school depends wholly on the
syllabus requirements. The latter are determined by the conditions and method used.
For example, experiments have proved that the use of programmed instruction for
vocabulary learning allows us to increase the number of words to be learned since
pupils are able to assimilate them while working independently with the programme.
There are some rules which teachers should follow:
Rule 1 for the teacher: While teaching pupils vocabulary, introduce words in
sentence patterns in different situations of intercourse. Present the words in keeping
with the structures to be taught. Information is composed of two kinds of elements:
simple (words) and complicated (sentences).A word may be both a whole which
consists of elements (speech sounds) and at the same time an element which is
included in a whole (a sentence). In teaching words attention should be given both to
a word as an element (in sentences) and a word as a whole (isolated unit) with the
purpose of its analysis.
Rule 2 for the teacher: Present the word as an element, i. e., in a sentence pattern
first. Then fix it in the pupils' memory through different exercises in sentence patterns
and phrase patterns. Speech is taken in by ear and reproduced by the organs of
speech.
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Rule 3 for the teacher: While introducing a word pronounce it yourself in a context,
ask pupils to pronounce it both individually and in unison in a context, too. Any word
in the language has very complicated linguistic relations with other words in
pronunciation, meaning, spelling, and usage.
Rule 4 for the teacher: In teaching words it is necessary to establish a memory bond
between a new word and those already covered.
Well, rules are here, but will our lesson be perfectly conducted only by
following the rules given above? Indeed no, maybe we need some strategies in order
to teach the vocabulary to our students? Exactly , so here are some recommended
strategies or even advice for English teachers.
1. Put yourself in your students’ shoes
To teach your students vocabulary (or anything) effectively, you’ll need to see
things from their perspective. Because while you may have known the meanings of
words like fortuitous or incremental, your students might not — consider your level
of education and the number of years you’ve had to gain exposure to literature. If
you’re an avid reader, it’s even more likely that you’ve developed a robust
vocabulary.
According to Steven Stahl’s publication on vocabulary learning, a person’s
understanding of various vocabulary words likely fits into four categories:
1. I have never seen that word before.; 2. I don’t know what it means, but I have
heard of it.; 3.The context helps me know if it has something to do with X.; 4.I
understand and use it.
Stahl uses an example cited from Atlantic Monthly so adult learners can
remember what it feels like to be in that vocabulary acquisition process. Consider the
word vicissitude in the following context: “America’s permanent election campaign,
together with other aspects of American electoral politics, has one crucial
consequence, little noticed but vitally important for the functioning of American
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democracy. Quite simply, the American electoral system places politicians in a highly
vulnerable position. Individually and collectively they are more vulnerable, more of
the time, to the vicissitudes of electoral politics than are the politicians of any other
democratic country. Because they are more vulnerable, they devote more of their
time to electioneering, and their conduct in office is more continuously governed by
electoral considerations.” Which category from the list above do you fit in for the
word vicissitude?
Why?
Can you gain any meaning from the context? What
measures would need to be taken for you to fully understand and include the word in
your writing and speech? Vicissitude is described in the dictionary as “a change of
circumstances or fortune, typically one that is unwelcome or unpleasant.” In a
traditional classroom setting, you’d be expected to write the definition repeatedly,
find it in a word puzzle, and then be tested, likely matching words to definitions. But
that’s ineffective — let’s look at a better way.
2.Make direct vocabulary instruction fun and engaging
When introducing a new term, teachers should:
• Supply illustrations, descriptions, examples, AND anecdotes — the keyword here is
AND. Students need to interact with words in both an auditory and visual way. If
possible, have students physically interact with the vocabulary, such as performing
physical actions to represent the word. Kinesthetic learners would remember a word’s
meaning easier if there was a specific action tied to it. For example, for the word
jocular, meaning characterized by joking, humorous, or playful, students could
pantomime laughing uncontrollably. In the earlier example, finding other texts where
vicissitude is used and comparing it to synonyms and antonyms could be helpful
• Consider ways to transition between grammatical forms, explicitly teaching roots
and affixes of words. Think of connections to easily confused words related to the
one at hand, and try to clear up any confusion your students might have. In our
example, you’d review the root “vic” and find that it means change, substitute, and
deputy; this would be a good start when looking for connections. Discussing the
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adjective form, vicissitudinary, can also help students connect affixes and possible
uses of the word.
• Have students develop their OWN connections, illustrations, and examples. In the
final step of direct instruction, students need to personalize the information and
capture experiences to develop a growing understanding of the contexts in which
words can be used. For example, if a student heard the word wrangle used in one of
their favorite movies, have them sketch the scene and describe why wrangle was
chosen by the scriptwriters. For our term, I wondered if vicissitude had anything to
do with victim. The prefix vic certainly helped me make this connection, but I can
also see a loose connection based on the definitions of the two words. This simple
inquiry could help me to both better understand and use the term vicissitude. One
graphic organizer that can help with direct vocabulary instruction is the Frayer model.
This model asks students to define the word, give characteristics of the word, list
examples and non-examples of the word, and, in some cases, create an illustration to
accompany the word. As helpful as the Frayer Model is, this, too, can turn into a rote,
ineffective practice if a teacher overuses it or neglects the best practices for direct
vocabulary instruction.
3. Indirect vocabulary instruction is key
Students can learn vocabulary from hearing and seeing words repeatedly in
different contexts. This includes exposure to vocabulary that is encountered in an
independent reading book or heard in conversation, whether that be in person, in a
movie, or online. Reading aloud to students, especially those with disabilities, can
indirectly instruct vocabulary as well.
4. Create quality vocabulary practices
What are some ways students can practice vocabulary without just copying
definitions from the dictionary? Let’s take a look at a few.
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• Sorting — Guided word sorts consist of telling students the categories in which to
sort a list of words. This could be “adjectives,” “nouns,” etc.. For example, students
might sort words related to ancient Egypt into people, places, the process of
mummification, religion, and agriculture based on the context of the word. The
teacher can even give clues, such as “There should be four words in column one and
three in column two.”Free word sorts allow students to make categories themselves
based on their own observations and methods of grouping. Some students may come
up with a completely unique method of classifying the words, which helps them
create their own understanding of the words. This works better with certain word lists
and when students have experience with the sorting process.
• On-purpose errors — The teacher or a member of a small group uses a vocabulary
word incorrectly in a sentence (either aloud or in print). Students are then tasked with
determining which word fixes the mistake and should replace the erroneous word in
the sentence. For example: “The vexed businessman was shocked at how quickly the
value of his stocks rose.” To fix the error, students would need to replace vexed with
incredulous (or one of its synonyms).
• Word races — Even older students like a good game. Have students line up in
teams and set up the parameters of the game. Then, you could say the definition and
have the students race to the whiteboard to write the word. You could make this more
complex, too. For example: “Write the adjective form of the word that means having
a quality deserving of praise, honor or distinction.” Students write: glorious
(changing from the base word glory).
• Mind mapping — Mind maps allow visual representations of connections through
the use of branches (like a tree) or colors or pictures. Students can use pencil and
paper or digital tools to create a semantic map of how they connect to the vocabulary
words. Some might choose images. Some might choose song lyrics, colors, or a tree.
This is where with instruction, individuals can develop their own creative methods of
building a vocabulary.
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• Inquiries — Like my example above in step three of direct vocabulary instruction,
sometimes allowing students to research their own questions about a word can help
them build stronger connections. Find out what they’re wondering about. See what
they assume about or connect to the word (possibly erroneously!), and spend time
researching any questions they have (if you don’t already know the answers).
5. Vocabulary instruction can be engaging!
Vocabulary instruction is often overlooked as necessary or important in our
classrooms. However, it can serve as an equalizer and an important asset for our
learners. Moving away from the dictionary-copying model of instruction and toward
explicit, direct instruction of vocabulary is a necessary change to empower our
students for long-term academic success.
2.2. VOCABULARY: WHAT SHOULD BE TAUGHT?
Rules, strategies and advice, we are familiar with them now. But what should we
teach? Only words which we will meet on our way? Let`s look..
1.Form: pronunciation and spelling
The learner has to know what a word sounds like (its pronunciation) and what it
looks like (its spelling). These are fairly obvious characteristics, and one or the other
will be perceived by the learner when encountering the item for the first time. In
teaching, we need to make sure that both these aspects are accurately presented and
learned.
2. Grammar
The grammar of a new item will need to be taught if this is not obviously
covered by general grammatical rules. An item may have an unpredictable change of
form in certain grammatical contexts or may have some idiosyncratic way of
connecting with other words in sentences; it is important to provide learners with this
information at the same time as we teach the base form. When teaching a new verb,
17
for example, we might give also its past form, if this is irregular (think, thought), and
we might note if it is transitive or intransitive. Similarly, when teaching a noun, we
may wish to present its plural form, if irregular (mouse, mice], or draw learners'
attention to the fact that it has no plural at all (advice, information]. We may present
verbs such as want and enjoy together with the verb form that follows them (want to,
enjoy -ing), or adjectives or verbs together with their following prepositions
(responsible for, remind someone of).
3. Collocation
The collocations typical of particular items are another factor that makes a
particular combination sound 'right' or 'wrong' in a given context. So this is another
piece of information about a new item which it may be worth teaching. When
introducing words like decision and conclusion, for example, we may note that you
take or make the one, but usually come to the other; similarly, you throw a ball but
toss a coin; you may talk about someone being dead tired but it sounds odd to say
*dead fatigued. Collocations are also often noted in dictionaries, either by providing
the whole collocation under one of the head-words, or by a note in parenthesis.
4. Aspects of meaning (1): denotation, connotation, appropriateness
The meaning of a word is primarily what it refers to in the real world, its
denotation; this is often the sort of definition that is given in a dictionary. For
example, dog denotes a kind of animal; more specifically, a common, domestic
carnivorous mammal; and both dank and moist mean slightly wet. A less obvious
component of the meaning of an item is its connotation: the associations, or positive
or negative feelings it evokes, which may or may not be indicated in a dictionary
definition. The word dog, for example, as understood by most British people, has
positive connotations of friendship and loyalty; whereas the equivalent in Arabic, as
understood by most people in Arab countries has negative associations of dirt and
inferiority. Within the English language, moist has favorable connotations while dank
has unfavorable; so that you could describe something as 'pleasantly moist' where
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'pleasantly dank' would sound absurd. A more subtle aspect of meaning that often
needs to be taught is whether a particular item is the appropriate one to use in a
certain context or not. Thus it is useful for a learner to know that a certain word is
very common, or relatively rare, or 'taboo' in polite conversation, or tends to be used
in writing but not in speech, or is more suitable for formal than informal discourse, or
belongs to a certain dialect. For example, you may know that weep is virtually
synonymous in denotation with cry, but it is more formal, tends to be used in writing
more than in speech, and is in general much less common.
5. Aspects of meaning (2): meaning relationships
How the meaning of one item relates to the meaning of others can also be useful
in teaching. There are various such relationships: here are some of the main ones. Synonyms: items that mean the same, or nearly the same; for example, bright, clever,
smart may serve as synonyms of intelligent. - Antonyms: items that mean the
opposite; rich is an antonym of poor. - Hyponyms: items that serve as specific
examples of a general concept; dog, lion, mouse are hyponyms of animal. - Cohyponyms or co-ordinates: other items that are the 'same kind of thing'; red, blue,
green and brown are co-ordinates. – Super ordinates: general concepts that 'cover'
specific items; animal is the super ordinate of dog, lion, mouse. - Translation: words
or expressions in the learners' mother tongue that are (more or less) equivalent in
meaning to the item being taught. Besides these, there are other, perhaps looser, ways
of associating meaning that are useful in teaching. You can, for instance, relate parts
to a whole (the relationship between arm and body); or associate items that are part of
the same real-world context (tractor, farmer, milking and irrigate are all associated
with agriculture]. All these can be exploited in teaching to clarify the meaning of a
new item, or for practice or test materials.
6. Word formation
Vocabulary items, whether one-word or multi-word, can often be broken down
into their component 'bits'. Exactly how these bits are put together is another piece of
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useful information - perhaps mainly for more advanced learners. You may wish to
teach the common prefixes and suffixes: for example, if learners know the meaning
of sub-, un- and -able, this will help them guess the meanings of words like
substandard, ungrateful and untranslatable. They should, however, be warned that in
many common words the affixes no longer have any obvious connection with their
root meaning (for example, subject, comfortable]. New combinations using prefixes
are not unusual, and the reader or hearer would be expected to gather their meaning
from an understanding of their components (ultra-modern, super-hero). Another way
vocabulary items are built is by combining two words (two nouns, or a gerund and a
noun, or a noun and a verb) to make one item: a single compound word, or two
separate, sometimes hyphenated words (bookcase, follow-up, swimming pool).
Again, new coinages using this kind of combination are very common. A good
modern dictionary should supply much of the information listed in this unit when you
look up a specific item. There are two stages in teaching vocabulary: presentation or
explanation, retention or consolidation.
The process of learning a word means to the pupils: Identification of concepts,
i.e. learning what the word means. Pupil’s activity for the purpose of retaining the
word. Pupil’s activity in using this word in the process of communication in different
situations.
Accordingly, the teacher’s role in this process is: To furnish explanation, i.e. to
present the word, to get his pupils to identify the concept correctly. To get them to
recall or recognize the word by means of different exercises. To stimulate pupils to
use the words in speech.
2.3. HOW TO TEACH? (methods and techniques)
Presenting new vocabulary
There are two ways of conveying the meaning of words: direct way and
translation. The direct way, is usually used when the words denote things, objects,
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their qualities, sometimes gestures and movements. It is possible to group them into:
visual and verbal (context, synonyms, antonyms, definitions, word-building elements
etc). The use of the direct way, however, is restricted whenever the teacher is to
present words denoting abstract notions he must resort to translation. Pupils are
recommended to get to know new words independently; they look them up in the
word list at the back of the book or the dictionary.
Explicit Vocabulary Instruction or direct way
Pre-teaching Vocabulary Words
One of the most effective methods of helping children learn new vocabulary
words is to teach unfamiliar words used in a text prior to the reading experience.
Adults (either alone or with the child(ren)) should preview reading materials to
determine which words are unfamiliar. Then these words should be defined and
discussed. It is important for the adult to not only tell the child(ren) what the word
means, but also to discuss its meaning. This allows the child(ren) to develop an
understanding of the word’s connotations as well as its denotation. Also, discussion
provides the adult with feedback about how well the child(ren) understands the word.
After pre-teaching vocabulary words, the child(ren) should read the text.
Repeated Exposure to Words
It may seem common sense that the more times we are exposed to a word, the
stronger our understanding becomes. Providing multiple opportunities to use a new
word in its written and spoken form helps pupils solidify their understanding of it.
Keyword Method
Like pre-teaching, the keyword method occurs before a pupil reads a particular
text. In this method, unfamiliar words are introduced prior to reading. However,
rather than encouraging the pupil to remember a definition for a new word, the
teacher teaches him a “word clue” to help him understand it. This “word clue” or
keyword might be a part of the definition, an illustrative example or an image that the
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reader connects to the word to make it easier to remember the meaning when reading
it in context. The idea behind the keyword method is to create an easy cognitive link
to the word’s meaning that the reader can access efficiently during a reading
experience.
Word Maps
The word map is an excellent method for scaffolding a pupil’s vocabulary
learning. Like the other explicit instructional methods, the teacher) should preview
reading materials to determine which words are unfamiliar. For each of these new
vocabulary words the pupil creates a graphic organizer for the word. At the top or
center of the organizer is the vocabulary word. Branching off of the word are three
categories: classification (what class or group does the word belong to), qualities
(what is the word like) and examples. Using prior knowledge the child fills in each of
these three categories. Word maps help readers develop complete understandings of
words. This strategy is best used with children in grades 3-12.
Restructuring Reading Materials
This strategy is particularly effective for helping struggling readers improve
their vocabularies. Sometimes grade level materials are inaccessible to readers
because there are too many unfamiliar words in them. Adults can restructure the
materials in several different ways to help readers comprehend them more easily. A
portion of the difficult words can be replaced with “easier” synonyms to help the
reader understand the overall text.
Implicit Vocabulary Instruction or indirect way
Incidental Learning
Incidental vocabulary learning occurs all of the time when we read. Based on the
way a word is used in a text we are able to determine its meaning. While you may not
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know what a specific word means, many times you can determine its meaning based
on what the rest of the sentence focuses on. Adults should model this sort of
incidental vocabulary learning for children to help them develop their own skills.
Context Skills
Context skills are the strategies that a reader uses for incidental vocabulary
learning. Texts are full of “clues” about the meanings of words. Other words in a
sentence or paragraph, captions, illustrations and titles provide readers with
information about the text that they can use to determine the meanings of unfamiliar
words. These features are often referred to as “context clues” because they are
contained within the context of the piece of writing rather than outside it. Young
readers should be taught to find and use context clues for learning new vocabulary
words. Adult modeling and practice are key for helping children develop this
important reading skill.
Retention of words
To attain the desired end pupils must first of all perform various exercises to fix
the words in their memory. For this purpose it is necessary to organize pupils work in
a way permitting them to approach the new words from many different sides, in many
different ways, by means of many different forms of work.
Two groups of exercises may be recommended for vocabulary assimilation.
Group 1 Exercises designed for developing pupils’ skills in choosing the proper
word.
Group 2 Exercises designed to form pupils’ skills using the word in sentences.
The desirable relationship between these two groups of exercises should be in the
ratio 1:2 that is most of the exercises must be connected with developing pupils’
skills in using the words in sentences and in connection with the situations offered.
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We got acquainted with common ways of teaching and practicing a vocabulary.
Now I searched for some new methods and techniques like games on the internet,
let`s see them..
2.4. Exercises and games for vocabulary
Semantic Maps
In this activity, the teacher chooses a word and displays it for the class on a
whiteboard, etc..Students read the word and then think of words that come to mind
when they see that word (this is awesome because it activates prior learning). A list is
created of all of the words that come to mind, and then those words are categorized.
This can be done as a whole class or in small groups. Students then create a “map”
using a graphic organizer and discuss it. Additional or substitute categories can be
suggested. As students read through the text, they can add related words to the map.
Eye Spy
Give students a list of words to search for in a text or have them find unfamiliar
words. You can award points to the words based on different criteria (longest new
word, word with most consonants, etc.). Invest in a set of inexpensive dollar store
magnifying glasses to make this more game-like. Do this as a pre-reading activity.
Making Choices
Students show their understanding of vocabulary by saying the word when it
applies, or remaining silent when it doesn’t. For example: “Say radiant if any of these
things would make someone look radiant.”
-Winning a million dollars.
-Earning a gold medal.
-Walking to the post office.
-Cleaning your room.
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-Having a picture you painted hung in the school library. (This idea is from the book
Bringing Words to Life, recommended in the books section.)
Sorting Hat
Use a Harry Potter theme to have students sort words into categories. They can
pull them out of a hat. If you give them the categories, it’s called a “closed sort.” If
they come up with their own categories, it’s called “open sort.”
Word Pairs
Give students words in pairs and have them evaluate if the words are the same,
opposite, go together, or are unrelated. (adapted from Word Power: What Every
Educator Needs to Know about Teaching Vocabulary)
Linear Array
In this strategy, students use a graphic organizer that is a rectangle, three ovals,
and then another rectangle, all in a line. The word in question goes in the rectangle on
the far left. The rectangle on the far right is filled in with a word that is the opposite.
The center three ovals are filled in with words that go from the far left to the far right,
gradually become less similar until they reach the opposite. For example,
microscopic, tiny, small, bigger, large. (adapted from Words, Words, Words:
Teaching Vocabulary in Grades 4 – 12)
Scavenger Hunt
Have a word scavenger hunt in books, magazines, articles on the net, or in the
school or home. Don’t just go for numbers; go for unusual words, academic
vocabulary, weird spellings, homophones, etc.
Vocabulary Photo Album
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Using a simple, inexpensive photo album, students create a visual glossary of
key words.
Relay for Words
Print out words on one set of cards (copy this set a few times) and definitions,
context, or sentences in which they could be used (fill-in-the-blank) on another set
(just one set). Jumble up the words in a pile in the middle of the floor, and jumble up
the definitions, context, and sentences to keep with you. Break students into teams of
five students. Call out the definition/context/sentence and give students some think
time (8 – 10 seconds) to talk about what word it might be. After the discussion time,
call out “Word!” One member from each team runs to the center and tries to find the
word in the pile. I like having multiple sets of the words so more than one team can
get it. Check to make sure they’re correct, and then discuss it briefly before the next
round.
Note: I got this idea from one teacher’s site, but I cannot for the life of me remember
where. I have searched Google for it, and can’t find it. A small prize to the person
who can figure out the originator of the idea!
Vocabulary Relay
This is a different relay activity than the one above. In this version, teams of
students race to fill in words responsive to a category that start with the letters of the
alphabet in order. Shared by Sarah Ressler, this activity is one that has a thematic
base, and would work really well to target academic vocabulary.
Vocab on the Move
Students all have a sentence strip with a word with which they are familiar in a
“crown” on their heads. (this is a review activity, not an initial teaching activity). The
students don’t know what word he or she has. They walk around the classroom
asking each other a series of questions to determine the meaning of their word.
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Brain Power Words
This is a strong academic vocabulary activity that takes a little bit of time, but
would really help get the words past the superficial level of understanding. Ask small
groups of students to preview sections of a text and identify difficult words. For long
chapters, assign different sections to different groups. Students place a Post-it next to
the words in the text they identify as potentially difficult. After identifying the words,
the group goes back and uses context clues to hypothesize what the words might
mean. Clues of substitution: A known word would make sense in the context and is
probably a good definition. Clues of definition: The word is defined in the text (many
textbooks do this). Clues of opposition: Words “not, unlike” etc. are excellent clues
to what a word is not and thus help define the words. After the Brain Power Words
list is identified and definitions sought, the students check their work with the
teacher. This strategy is from Becky McTague and Margaret Richek (it’s in the book
Reading Success for Struggling Adolescent Learners by Susan Lenski and Jill
Lewis).
The Concept Cube
Students receive six-square pattern on tag board that can be folded up and taped
into a three-dimensional cube, which will be 4 on each side. You can print out a
blank cube and have students print the responses below, or complete it online and
then print it out. Before folding, students write clearly in each square following the
directions below. Each student is given one challenging vocabulary word from a
recent reading and asked to:
Write the assigned vocabulary word in one square.
Write a synonym (word or phrase) in another square.
Write an antonym (word or phrase) in another square.
Write a category or categories it could belong to.
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Write the essential characteristics of the concept of this word.
Give one example. Cut, fold, and tape the cube. Roll the cube and read what comes
up on the “top”; the student must tell the relationship of that word or phrase to the
original word. After students know their own cube without any errors, they exchange
with a peer. This idea is from Bridge of Vocabulary: Evidence-Based Activities for
Academic Success
1. Mixed letters
A really fun way to review vocabulary at the end of the lesson or the week is to mix
up the letters of each word. Write a word or words on the board. The students then
race to identify the vocabulary.
nadb
band
tiexnobihi
exhibition
eruluct
culture
nudieace
audience
lageryl
gallery
rapt
part
veltrain
Interval
nesec
scene
ropset
Poster
wosh
show
erseteblls
bestseller
leanchn
channel
iwerve
Review
iondiet
edition
bluma
Album
acst
cast
2. CROSSWORD
Crossword games are helpful in improving your vocabulary. Crossword games
are also helpful in improving your memory and power of thinking.
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1
2
3
4
5
6
7
8
9
10
EclipseCrossword.com
1. part of an examination a piece of school work that involves detailed study of a
subject
2. to check a piece of work or an exam, showing mistakes and giving a letter or
number to say how good it is
3. a qualification from a school, college or university, or an official document
showing that someone has completed a course of study
4. information that you get from something such as an exam, a scientific
experiment, or a medical test
5. a long piece of writing that you do as part of an advanced university course
6. a number or letter that shows how good someone's work or performance is
7. to pass the exams that allow you to do a particular job
8. an official test of how much you know about something, or how well you can do
something
9. to choose someone or something that is suitable for a particular person, activity or
purpose
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3. WORD SEARCH GAME
l
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p
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Can you find these exam words in the puzzle?
essay
exercise
paper
subject
take
match
examination
project
admission
diploma
fail
mark
result
test
qualify
grade
pass
thesis
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4.GAP FILL SENTENCES
Find the word to complete the sentence using the picture clues below
1. We are going to decorate our Christmas ……………….
2. Look at the beautiful …………….. in the garden
3. I can’t wait for you to open your………………..
4. I get very excited on …………………..
5. Look out of the window, there is lots of…………………..
The Importance of a Variety of Activities
As future teachers, we always want to have a variety of activities so that
vocabulary instruction doesn’t become routine or boring. Keeping it fresh with lots of
different ways of learning will help students (and the teacher) avoid getting burned
out or tired of working with vocabulary.
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CONCLUSION
In this course work, I tried to find and present effective ways to develop
vocabulary in the learning process. Vocabulary is an important part of the English
teaching process. It is supposed to be a very effective communicative device as it
carries the highest level of importance within peoples´ verbal interaction. However,
language itself is not only individual lexemes put together, but it is necessary to
follow a set of grammar rules to assure correct comprehension of speaker’s intention.
Therefore, vocabulary together with grammar rules acquisition plays significant role
in foreign language teaching.
The first part is devoted to the scientists` opinions about vocabulary and its
importance. We could see that, vocabulary plays an essential role in learning
English, and in this process teachers should help students as they can. However. most
of scientists said that, it is somehow problematic and one of the difficult sides of
teaching. But there is no problem without a solution, if we use appropriate methods
we can achieve our goal.
Second practical part gives an information about techniques and methods which
will help us during our lessons and in vocabulary teaching process. Except traditional
methods we can face a lot of modern ones as well. Methods given above may be
already used in our classrooms , and some of them might be new for teachers. Using
them can make our mission much more easier. Conducting a lesson with various
methods will help us to keep our students enthusiasm for learning a foreign language.
In conclusion, first, teachers should prepare themselves for the following
principles and methods of teaching vocabulary in foreign language teaching, and
always be keep in touch with modern methods, cause conducting a lesson with
various methods will help us to keep our students enthusiasm for learning a foreign
language.
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GLOSSARY
acquisition
the process by which we gain knowledge or learn a skill
compensate
to replace or balance the effect of something bad
modulation
to change a sound of your voice
implement
to take action or make changes that you have officially decided
should happen
assimilation
the process of understanding and using new ideas
unison
if people speak or do something in unison, they say the same
words at the same time or do the same thing at the same time
vicissitude
the continuous changes and problems that affect a situation
myriad
very large number of something
parenthesis
one of the pair of signs put around words to show extra
information
denotation
the literal or primary meaning of a word, in contrast to feelings
or ideas that the word suggests
connotation
quality or an idea that a word makes you think of that is more
than its basic meaning
hyponym
a word of more specific meaning than a general or
super ordinate term applicable to it
retention
the ability to keep something in your memory
solidity
the quality of something that is permanent and can be
depended on
scaffolding
in education, scaffolding refers to a variety of instructional
techniques used to move students progressively toward
stronger understanding and, ultimately, greater independence
in the learning process
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REFERENCES
Tricia Hedge “Teaching and learning in the language classroom”135-136 p
M. Alqahtani (2015) “The importance of vocabulary in language learning and how
to be taught”
Schmitt (2010) “Researching Vocabulary: A Vocabulary Research Manual”.
London: Palgrave Macmillan UK.
Nation P. “Learning vocabulary in another language”
Meara, (1980) “Vocabulary acquisition: a neglected aspect of language learning”
Oxford (1990) “Language learning strategies. What every teacher should know”
New York. Newbury house
Harmer J (1991) “The Practice of English Language Teaching.”
Hatch and Brown (1995) “Vocabulary ,semantics and language education”
Cambridge
(Stuart Webb, 2009). “Receptive and productive vocabulary size of L2 learners”
Berne & Blachowicz, 2008 “The reading teacher”
(Pinter, 2006). “Teaching young language learners”
Steven A. Stahl (2005) “Teaching Word Meanings. Literacy Teaching”
Cambridge English “Vocabulary games and activities”
Also web-sites: giftedguru.com;classcraft.com;studfile.net and Wikipedia.org
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