Teaching Vocabulary

Definition of Vocabulary

·         Hornby et al., (1984)defined vocabulary as “the total number of words which make up a language; and a range of words known to, or used by a person”

·         Vocabulary is defined as “total number of words we know and are able to use” (Nandy 1994, p. 1; Sesnan 2001, p. 123)

What is word?

·         Word is “a unit formed of sounds or letters that have a meaning” (Sheeler and Markley 2000, p. 2)

·         Richards et al. (1992) define the term word as “the smallest of the linguistic units which can occur on its own in speech or writing” (p. 406)

The Importance of Vocabulary

·         Wilkins (1972, p. 111) states “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed”

·         Harmer (1991, p. 153) asserts that choosing words carefully in certain situations is more important than choosing grammatical structures because language learners cannot use structures correctly if they do not have enough vocabulary knowledge.

·         Lewis (1993, p. iii) views the importance of vocabulary as being a basic for daily communication. He indicates that if language learners do not recognize the meanings of the key words used by those who address them, they will be unable to participate in the conversation, even if they know the morphology and syntax.

Approaches and Strategy to vocabulary instruction

•          Explicit/Direct Approach

ü  Memory Strategies

ü  Cognitive Strategies

•          Implicit/Indirect Approach

ü  Metacognitive Strategies

ü  Social Strategies

  Explicit/Direct Approach

·         Explicit approach means learners should be taught vocabulary explicitly. In other words, instructions used during the vocabulary teaching process should be clear and precise. (Coady, 1993; Nation, 2001)

·         Students are given definitions of words and external cues to connect words with meaning

Strategy in Explicit Vocabulary Instruction Approach

·         Memory Strategies: Memory strategies help students to store and retrieve new information (Schmitt, 1997).

Learners link their learning of new words to mental processing by associating their existing or background knowledge with the new words (Schmitt, 1997).

Memory strategies include drawing configuration, using semantic map, using keyword method, creating mental linkages, applying images and sounds, reviewing well, employing action

Sample of Memory Strategy Activity

·         Study word with a pictorial representation of its meaning (visual representation as by photography or painting)

·         Image word’s meaning

·         Connect word to a personal experience

·         Associate the word with its coordinates

·         Connect the word to its synonyms and antonyms

·         Use semantic maps

·         Use ‘scales’ for gradable adjectives

·         Peg Method

·         Loci Method

·         Group words together to study them

·         Group words together spatially on a page

·         Use new word in sentences

·         Group words together within a storyline

·         Study the spelling of a word

·         Study the sound of a word

·         Say new word aloud when studying

·         Image word form

·         Underline initial letter of the word

·         Use Keyword Method

·         Affixes and roots (remembering)

·         Part of speech (remembering)

·         Paraphrase the word’s meaning

·         Learn the words of an idiom together

·         Use physical action when learning a word

·         Use cognates in study (Words in different language that are derived from the same original word )

·         Use semantic feature grids

Strategy in Explicit Vocabulary Instruction Approach

·         Cognitive Strategies: Cognitive strategies are vital in learning a new language. The function of these strategies, as Schmitt defines, is manipulation or transformation of the target language by the learner.

According to Oxford they are “enabling learners to understand and produce new language by many different means”. 

Cognitive strategies include note taking, analyzing, visualizing, and making associations, practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output.

Sample of Cognitive Strategy Activity

·         Verbal repetition

·         Written repetition

·         Word lists

·         Flash cards

·         Take notes in class

·         Use the vocabulary section in your textbook

·         Listen to tape of word lists

·         Put English labels on physical objects

·         Keep a vocabulary notebook

Implicit/Indirect Approach

·         According to Sujaau, M. (2013) implicit vocabulary teaching, also known as indirect instruction, is related to the behaviorist approach where vocabulary is acquired through an unconscious process without the intention to do so

·         In implicit vocabulary leaning the target words are acquired through repetition in different language contexts

·         Krashen (1993) claims that vocabulary can be acquired through reading when it (reading) is appropriate to the proficiency levels of the learners.

·         Vidal (2003) reveals that listening to academic lectures in English can be considered central in vocabulary acquisition.

Strategy for Implicit Vocabulary Instruction Approach

·         Metacognitive Strategies: Oxford defines metacognitive strategies as “allowing learners to control thier own cognition to coordinate learning process by using functions such as centering, arranging, planning and evaluating”.

As for Schmitt they are “a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study.”

The metacognitive strategies include paying attention and over viewing/linking with already familiar material, organizing, setting goals and objectives, considering the purpose, and planning for a language task.

Sample of Metacognitive activity

·         Use English-language media (songs, movies, newscasts, etc. )

·         Testing oneself with word tests

·         Use spaced word practice

·         Skip or pass new word

·         Continue to study word over time

Strategy for Implicit Vocabulary Instruction

·         Social Strategies: They help students learn through interaction with others (Oxford, 1990). Also Schmitt says they are “used to understand a word by asking someone who knows it.” There are three sets of social strategies: asking questions, cooperating with others, and empathizing with others. Social strategies include asking peers, asking teachers, referring to blogs, asking during the chatting, learning in group / pair work

Sample of Social Strategy Activity

·         Ask teacher for an L1 translation

·         Ask teacher for paraphrase or synonym of new word

·         Ask teacher for a sentence including the new word

·         Ask classmates for meaning

·         Discover new meaning through group work activity

·         Study and practice meaning in a group

·         Teacher checks students’ flash cards or word lists for accuracy

·         Interact with native speakers

References

·         A.W. Frisby (1957), "Teaching English", The English Language Book Society and Longmans Green and Co., p.98.Robert Lado (1964), "Language Teaching: A Scientific Approach", McGraw Hill: New York, p.121.

·         Biemiller, A. (2001). "Teaching Vocabulary: Early, direct, and sequential." American Educator. Spring 2001.(25)(1): 24-28, 47.

·         Carlo et al., 2004; Jessner, 1999; Rodríguez, 2001; Soares and Lima, 2012; Solak and Cakir, 2012

·         Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook.Consortium on Reading Excellence, Inc. Reproduction of this material is prohibited without permission from the publisher.

·         Oxford, R.L.(1990). Language Learning Strategies: What Every Teacher Should Know. Heinle& Heinle Publishers. BostonSujaau, M. (2013). Vocabulary Teaching – Implicit Versus Explicit Instruction.Retrieved on 22/11/2014 from http://ibatefl.com/?p=3398

·         Schmitt, N.(1997). Vocabulary learning strategies. In N. Schmitt, and M. McCarthy (eds.) Vocabulary: Description, Acquisition and Pedagogy. (pp.199-227). Cambridge: Cambridge University Press.

·         Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press