Teaching and learning vocabulary

Teaching and learning mental lexiconPresenting dictionDescription of Presenting VocabularyVocabulary is one of the important aspects of language to teach. There are many quotations from renowned linguistics to support this idea. For caseful, Without grammar very little scum bag be conveyed without phrase nothing can be conveyed. (Wilkins 1972111) and When assimilators travel, they dont carry grammar books, they carry dictionaries. (Krashen in Lewis 1993 iii). Moreover, errors of phraseology are potentially more misleading than those of grammar. Some clippings the mount of the utterance would lead a harker to question their first recital, notwithstanding a chance solvent much(prenominal)(prenominal) as Yes, my father has an social function in that village(conf employ the Swedish affar core shop with the English affair which can mean extra-marital relationship) gives the listener the wrong impression. From above, you will see the importance of vocabulary. Hence instruct ors should know how to award vocabulary effectively in ordination to help bookman transgress vocabulary.In addition, the presenting of vocabulary has been analyse for along time, there are still many uncertainties regarding which vocabulary items should be taught and learned c) how vocabulary can be taught and learned most effectively.Which vocabulary items should be taught and learnedWhat to teach while teaching method vocabularyWhat is involved in teaching vocabularyPrinciple of presenting vocabularyPrinciple of presenting vocabularySome suggestions for the teachers1. Which vocabulary item should be taught and learned.Before we present vocabulary, we should know that there are active vocabulary and still vocabulary. Passive vocabularies are the course that student know while active vocabularies are the voice communication that student utilization. In reality, native speakers extradite a passive vocabulary intimately-nigh 100,000 speech but they expenditure around 5,0 00-10,000 words in their daily life. Therefore, the first decision to make when presenting a vocabulary is to mold which words are use uped for teaching vocabulary. instructor should remember that there are a outcome of words in English language but the average native speaker uses only about five thousand words in everyday speech. Therefore, teacher has to select vocabulary to present, based on useful and frequency to the deficiency of learners. Moreover, teacher has to decide whether the word is worth spending time or not. If the vocabulary is a low frequency word and is not useful word, it should be taught as promptly as possible.2. What to teach while teaching vocabularyThe effective way to present vocabulary involves what need to be taught about a word. There are many things to teach while teaching vocabulary. I divided into three groups that are form, meaning and practice2.1 FormForm is divided into spoken form, pen form and word part. First, spoken form concerns with p ronunciation. It is the initial stages of language learning for teacher to insist on a fair amount of pronunciation practice of new words to help learners acquire the place stress pattern of syllabus. Second, scripted form concerns with spelling. teacher should clarify the pronunciation before showing the written form. Finally, word parts concern with part of speech of word. Students need to know part of speech of the vocabulary such as it is verb, noun or adjective in order to use it effectively. In addition, students have to demand about the affixes (the prefixes and suffixes) because it may indicate about the meaning. For example, superman super mean above or beyond and man mean human being. This is particularly useful for a higher level.2.2 MeaningIn teaching vocabulary, teachers need to look at two aspects of meaning in order to make students understand give way in learning vocabulary of the English language. The first concerns the link between meaning and the world to which words refer. The second involves the sense relations that exist among words.First, if a word has reference to an object, movement or lawsuit in the physical world. This can be described as denotative meaning. In contrast, connotative meaning stirs to the attitudes and emotions of a language user in selecting a vocabulary and the influence of these on the listener of readers interpretation of the word.Second, this aspect of meaning involves the sense relations that exist among word. These relations can be found into syntagmatic relation, which is about the relations between words in sentence, and paradigmatic relations, which is about complex relations with different words in the language in a network of meaning.2.3 UsageTeacher has to teach the usage of vocabulary about the situation when the word is use or is not used. Teacher has to describe that it is formal, inert or informal word. Moreover, it is used in speaking or in paper. Then, teacher has to describe the words which have the same collocations as an L1 word of similar meaning in order to prevent mistakes in usage. For example, you describe thing in great detail not in a big deal.3. ship canal of Presenting the Meaning of New ItemsThere are many techniques to present vocabulary. Each vocabulary has different usurp ways to present. The most common ways to present word are followings.3.1 IllustrationAn illustration is opticalisation such as a drawing or picture. It is very useful way to present cover words such as cat, house or tree. In addition it is an effective way for opthalmic learners. stock-still It has its limits because it cannot present abstract word.3.2 Mime Mime is a physical demonstration. It is good to present action verbs. In addition, it can be fun and memorable.3.3 Synonyms and antonyms Words not only have sequential relationship, but as well exist in complex relationships with other words in the language in a network of meanings. The most common are synonyms and antonym.3.3 .1 Synonyms A simple way of defining synonym is to set up that, in a given context, one linguistic item can be exchanged for some other without changing the meaning of the sentence or utterance.3.3.2 Antonym. The term antonym covers a number of relationships often though of as opposite. Teacher has to use the word that students are already known in order to be effective to get meaning across.3.4 Definition teacher can get the definition of word from vocabulary to present. For example, the definition of town house is a house that is one of a row of identical houses primed(p) side by side and sharing common walls.3.5 Translation Using L1 translation is fast and efficient. However teacher should remember that not every word has a direct translation.3.6 Context This is the way to present vocabulary by giving many example sentences with the word in context. Teacher has to remember that using a combination of techniques can be both helpful and memorable.4. The implications for the te aching of vocabulary4.1 Developing a diverse techniques for the teaching meaningLearner will confront new words in various ways in the classroom, through textbooks, through material or through teachers language. Therefore, teacher needs to exempt new words for them. Take the word frightened, for example. There are a number of techniques which could be usedA physical demonstration such as mime, gesture. This is the effective way to stool a visual memory for the word. Moreover, it can be fun and memorable.An explanation, using a number of contexts, for example, the feeling when you watch nuisance movie, will lead the leaner towards meaning.A synonym, for example, very scared, can be an effective way for get meaning across.Using L1 translationAsking student to check in a dictionary.drawing a simple pictureSome of these techniques want more processing from student and will aid memory. The teacher will need to make decisions about which words are useful to remember and choose techni ques accordingly.4.2 advance the development of effective strategiesResearch tends to suggest that if inferencing is swooning because the text has a lot of contextual pool stick or there is a cognate word, memory is less likely. The more active the learner need to be, the more likely the word will be remembered. Awareness of this distinction will guild the teacher into exploiting both for reading strategy development and for vocabulary acquisition.5. Principles of presenting vocabularyTeacher has to make the teaching easy and clear by giving simple explanation.Teacher has to use varieties of presentation at the same time such as, oral presentation and written presentation. For example, Teacher writes down vocabularies on board as well as explaining.Teacher has to bring in the words that are already partly known to relate to synonyms or antonym.6. Some suggestions for the teachersEach teacher has ways to teach new words. Whatever teaching elbow room are used the suggestions which may help teachers are followingsTeacher has to prepare the way to show meaning. For example, if the words which the teacher is going to present are concrete, the teacher should prepare picture of those words to present.Teacher has to occupy students to tell the meaning first in order to elicit meaning from students before they offer the meaning.Teacher has to ring about how to show the meaning of a word with related words such as synonyms, antonyms etc. Moreover, the example words should be the word that students are already known.Teacher has to think about how to check students understanding.Teacher has to think about the context in real situation where the words energy be used in order to relate learning language to real life and also promotes high motivation.Teacher should review the vocabulary via a game or activity in order to motivate them in learning.Teacher should give them some assignment by telling them to read, watch films, listen to songs etc and note the useful word . It is a good way to study vocabulary by themselves.Teacher should have a section of board for vocabulary items that come up while teacher are teaching. work different colours for the word / the phonetics /the part of speech.It is a good idea to teach vocabulary with associated meanings together.Teacher should encourage students to use a good dictionary.Whenever the student asks the word that has never heard of the word, you tell the student that you will check and get back to them later.Teacher should enough examples sentences to make sure that the students understand what the teacher taught and give extra example if the students are unsure and encourage them to write the word in an example sentence.Classroom application.As being an English teacher, I found that teaching vocabulary is quite serious because there are a lot of words to teach and my student cannot remember the words I taught but after I have done this assignment. I got a lot of idea to fool in my classroom in orde r to present vocabulary effectively.First, I encourage my student to use any other strategies for vocabulary learning. Then I create a lot of activities which help them to develop new strategies as well as strengthen existing ones. For example, my students can be observed writing down new words as they occur during lesson but it is less common to find such thorough strategies for notebook keeping. Then I give student ideas for how they might design their notebook such as making word-network.Then, I know how to select word for presenting vocabulary. I chose vocabulary based on frequency in the first place with considerable weight being given to functional, notional or situation relevance of the item.Finally, I develop a variety of techniques for the teaching of meaning in my classroom such as drawing a picture which is the most effective as it will create a visual memory for the word, giving several example sentences with the word in context to raiment the meaning and giving demonst ration. As a result these techniques help my student to pay attention in class and they can remember the vocabulary.ReferenceJeanne mcCarten. (2007) Teaching Vocabulary. New York Cambridge University Press.Pual Naion. (1990). Teaching and Learning Vocabulary. USA HeinleHenle.Richard Frost. (2004). Presenting vocabulary. from http//www.teachingenglish.org.uk/think/articles/presenting-vocabularyTricia Hedge. (2008). Teaching and Learning in the Language Classroom. New York Cambridge University Press.Wallace M. (1987) Teaching Vocabulary 3rd Edition. London Heinemann