Introduction & Scope Vocabulary plays a vital role in learning English as a foreign language. Many scholars have stated the importance of vocabulary teaching in second language acquisition to the extent that they regard vocabulary as a powerful vehicle of communication, even more powerful than grammar. According to McCarthy (1990: viii), "No matter how well the students learn grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in L2 cannot happen in any meaningful way". In the same way, Wilkins (1972: 111-112) argues that "without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed". Given the fact that the ultimate aim of teaching …show more content…
At the same time, they are keen and enthusiastic learners enjoying playing games. When teaching young learners vocabulary, it has to be appropriate for them. Vocabulary appropriate for young learners is considered high frequency words, lexical sets or chunks i.e. simple verbs, adjectives, prepositions and also concrete nouns from different lexical fields (colours, animals, food, jobs, etc.) Students’ schematic knowledge and cognitive ability has to be taken into consideration too. Analysis Stages of vocabulary teaching According to Doff (1988: 98), there are four stages in teaching vocabulary, namely presentation, practice, production, and review. (a) Presentation Presentation is one of the most important and complex preliminary stages in teaching vocabulary. The title of this stage indicates clearly its function in introducing new lexical items to learners. (b) …show more content…
In my experience, young learners should be exposed to vocabulary items repeatedly and in rich contexts. It is almost impossible to expect them to learn all the items we teach them and to remember them all in the lesson two days later. Thus, a newly taught word should reappear many times and in different situations for the following weeks of instruction. The vocabulary items should be recycled in different activities, with different skills and for multiple
Students learn a variety of ways and we have to adapt our teaching and lessons to ensure that all students are learning. We are educating the future, we are teaching students to become critical thinkers,
in question allows the student to become familiar with the word, the object it refers to, and its pronunciation. In the past, I have seen some vocabulary terms also written on the board (sometimes with a drawing of the object the word refers to). This also allows students to know how the word is spelt. I 'm not sure if the majority of these words can be taught in the traditional, academic sense of "explicitly teaching" it. The seven steps of teaching vocabulary terms we learned may not be as applicable in this classroom.
Vocabulary builder has been a website I visit every day. Acquiring five new words a day was proving difficult – one or two days after learning a new word I was forgetting its definition. This lead to me revising my plan; instead of learning five new words,
Drucker Reflection After having taken the Sheltered English Immersion course this past summer, much of the information that was presented in this article was a review for me. However, there was some information that I found to be interesting and will now look upon my current instruction to see if I should correct my strategies. One area in particular that I find to be essential for literacy instruction with intermediate English Language Learners is developing vocabulary. For example, one point that I found interesting was the integration of vocabulary with instruction rather than just pre-teaching vocabulary. This seems contrary to was I was told in my SEI course as we learned about the Seven-Step Process and Illustrated Dictionaries as strategies to teach vocabulary.
This is for the reason that, my experience as a classroom teacher has provided me with
Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners. These does not only involve thinking skills but also motor skills. These vocabulary strategies can be traced in the VLS of
Furthermore, a basic assumption underlying the teaching/learning process is that the purpose of education is to
Chapter 2 discussed several educational philosophies and approaches to ethical decision making. One of the lessons I found most salient came in the discussion of the search for the meaning of life. Rebore pointed out that “it can be devastating to realize that making a difference often has nothing to do with learning in the traditional sense and everything to do with trying to motivate students simply to come to school” (2014, p. 33). When I began my career in education, I was under the misconception that I would plan my lessons according to the standards and that was all I would need to teach. I didn’t realize that, before I could begin with Standard 1.1, I would need to get my students’ attention and gain their trust.
We must be consciously considering our existence amongst other people and nature. Problem-posing education will only succeed if the teacher-student relationship is amended (Freire 323). That being said, teachers must realize that they can teach and be taught while the students can learn and teach through current
“teaching” is the canny art of intellectual temptation” says J. Bruner. He was actually referring to motivation. Motivation is meant to be dependent on the personalty of the teacher and the ability to develop a sound relationship with the learners, understanding their view interest, experience and world and knows how to design the lesson in such a way that it will make meaning to the learners. All these make the learning relevant and preparing learner beyond limitation as the purpose of teaching is
It helps the student to relate the instruction as important to success not only in other .Therefore, if students do not believe they can successfully learn the instructional objectives, they lose motivational and are reluctant to participate .In other words, if the students do not feel that their efforts will be rewarded, then they resign themselves to
The purpose of education is to create the “catalyst”, - the interest, the imagination, the self-confidence, the enthusiasm for further knowledge that helps a person grow beyond what they believe they can be. Education should help develop skills and knowledge, so students can be productive members of society. The more knowledge you have, the more opportunities you have in life. I think back to my childhood and the teachers that made an impact in my life. I want to be that catalyst for students.
Research Questions From the literature review, it was established that there were several factors affecting language learning and acquisition. More specifically, it was revealed that factors such as exposure at an early age, motivation, attitudes, incentives and educational system can influence language acquisition. However, most of the research were conducted in the west and were focused on students as subjects to the study and foreigners working in the country where they need to learn the language to lengthen their range of employment opportunity.
In bilingual communities, there is an existing debate over the issue of whether language mixing in input is detrimental to the child’s language development. Linguist use the term language mixing as a cover term for a number of different types of utterances the child produce (Myers-Scotton, 2005). One type of mixing is referred to as code mixing which refers to instances in which people alternate between at least two languages in a single conversation (Herk, 2012). A group of researchers held view that introducing language mixing from young can be detrimental to child language acquisition as it might trigger confusion between languages (Antón Eneko, 2015). Another group held the view that children have the ability to acquire more than one language
While the students are viewed as empty vessels who receive knowledge form the teacher through teaching and direct