On The Issue of Teaching Vocabulary  

Abdyhalykova A.M, candidate of pedagogical science, associate professor

Gauriva G.M candidate of pedagogical science, associate professor

Kenjietay A. master student 

L.N. Gumilyov Eurasian National University

Abstract:

Vocabulary is a vital part of language that students need to master in order to communicate effectively. Moreover, it is considered the base for the other skills. listening, reading, speaking, and writing. The ability to grasp the meaning of new words is a necessary skill to strengthen reading and listening comprehension. This can positively impact overall academic success and can develop skills for real world applications. This calls for more attention to this important skill. [1] In the past, vocabulary teaching and learning were often given little priority in second language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. [2]

Keywords: vocabulary teaching, levels, word,

Nation has observed that students face big difficulties in English vocabulary achievement and retention. This difficulty might be a result of ineffective vocabulary teaching methods which affect their vocabulary achievement and retention. [3] She concludes that "foreign language vocabulary learning is determined by the similarities that may exist, at different levels, between the first language and the second or foreign language learnt”. [4, 25]

Laraba proposes the following list of different kinds of knowledge that people have to master in order to know a word:

1.       The meaning(s) of the word

2.       The written form of the word

3.       The spoken form of the word

4.       The grammatical behavior of the word

5.       The collocations of the word

6.       The register of the word

7.       The associations of the word

8.       The frequency of the word [5,19]

Channell argued for the need for teaching approaches for vocabulary learning as a separate learning activity since the lexicon that organizes the mental vocabulary in a speaker’s mind appears to be an independent entity in processing. [6] A similar view was expressed by Carter, that ‘the need for much more vocabulary to be taught and learned as a separate activity rather than, part of a grammar or reading lesson’. However, Carter did not suggest separating vocabulary learning from communication and pointed to the need for both a static approach and a dynamic approach in vocabulary teaching and learning. The importance of learning word meanings as well as words in contexts has also been stressed as Taylor pointed out, receptive and productive skills are both within the domain of vocabulary learning.[7,122] However, a learner may be overloaded if she/he is asked to learn both word meaning and form simultaneously. Thus, learners may start off with learning word meaning by stressing receptive skills. After gaining a firm grasp of the word meaning, the learners may then try other means, such as choral repetition, to help with understanding of word forms. This will assist them in using the learnt words correctly in new contexts.

Vocabulary retention is an essential factor in learning English as a foreign language. Vocabulary retention has been defined as “the ability to recall or remember things after an interval of time” [8, 34]. In language teaching, retention of what has been taught may depend on the quality of teaching, the interest of the learners, or the meaningfulness of the materials” [9,127]. Mohammed defines vocabulary retention as “the ability to keep the acquired vocabulary and retrieve it after a period of time to use it in different language contexts."[10,12] Thornbury indicates that learning is remembering, the learner needs not only to learn a lot of words, but to remember them.[11,78] Bahirick states that how well people remember something depends on how deeply they process it. Therefore, various procedures have been recommended to facilitate vocabulary retention.

Further Bahirick continues that to retain the meaning of a word, learners must engage in a deeper analysis of the word’s properties rather than simply understand its meaning. In the context of word learning, a deeper level of processing means a stronger connection between the word form and its meaningful long-term recall, the successful learner not only can analyze and rehearse the new word and its meanings, but also can elaborate the word-meaning complex and establish it within a suitable network of meaning. [12]

We think learning vocabulary is largely about remembering, and students generally need to see, say, and write newly learned words many times before they can be said to have learned them.

Some researchers (Craik&Tuving) have suggested various numbers of encounters with a word for learning to take place, ranging from five to up to twenty. [13] Some sug­gest that an impressive amount of learning can take place when students learn lists of paired items (English word and translation equivalents); others suggest that this method of learning does not aid deeper understanding of the words or help develop fluency.

Different methods for vocabulary teaching methods with an eye to dealing with this problem, including actives conducive to reading and vocabulary acquisition, [14] Watson draws attention to words using the board, spelling and asking questions. [15] Orawitanakul showed that the instruction of vocabulary acquisition techniques such as an analysis of word structures and context clues could greatly contribute to the success of vocabulary teaching. Tabitmsai recommended vocabulary exercise. Yeun found that students possess a better grape of new vocabulary if they have been taught guessing meaning from context clues. [16] We could a boost in student’s confidence and vocabulary level after task-based activities. With varying degree of success, these methods have proved efficacious in term of students’ vocabulary acquisition. [17]

Important vocabulary acquisition strategies which Nation calls “noticing” are seeing a word as something to be learned. In this view, know­ing what to learn is a necessary prerequisite to learning. Teachers can help learners get into the habit of noticing by making clear in classroom instruction and homework assignments: which items should be learned, what each item is and for what purpose. And materials can help teachers in this in the following ways:

1.       Providing clearly marked vocabulary lessons;

2.       Making the target vocabulary set stand out, including focused practice and regular review;

3.       Giving lists of vocabulary to be learned for the lesson;

Structured vocabulary notebook exercises which are designed to make students focus on a particular vocabulary set or feature are a good way of devel­oping this noticing strategy. [18]

Conclusion:

 There is no absolute answer when it comes to issue of the best teaching techniques of English. Materials can help students in two broad areas: first, they need to present and practice in natural contexts the vocabulary that is frequent, current, and appropriate to learners’ needs. Second, materials should help students become better learners of vocabulary by teaching different techniques and strategies they can use to continue learning outside the classroom. Some techniques may suit some students at certain levels. The same technique which works well with some students may not be successful with others. Students’ motivation to learn English can be increased if the teacher provides them with enjoyable learning environments. because students must work with a word or phrase many times before acquisition takes place, and we must offer variety to keep the exercises fresh and to cater to different learning styles. Finally, we need to help students understand that learning is a gradual process that takes over time, and to encourage them to seek additional information on their own, personalizing the learning experience and tailoring it to their own specific needs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference

1. Abu Hattab (1980). Educational Psychology. ELTJournal,49 (2)p.122-123.

2. Richard&Renandya (2001). The Effectiveness of TPRS in Vocabulary. ELTJournal.p.24-25.

3. 4. Nation. 1990. Teaching and Learning Vocabulary. New York: Newbury House.

5. Labara (2007) Developing Vocabulary Strategies In Learners Of English At University Level: First –Year L.M.D Students .Unpublished PH.D thesis . Mentouri University, Algeria.

6. Channel (1988) Psycholinguistic considerations, in: R. Carter & M. McCarthy (eds) Vocabulary and language teaching (London, Longman) p.83-97.

7. Carter&Tayor Acquisition and Retention of EFL Prep. Stage Students and their Attitude towards 4.English Language. Unpublished MA Thesis, Mansoura University, Egypt.

8. Wilkins (1972).Linguistics in language teaching. London: Edward Arnold Ltd.p.122-123

9. Lawson&Hoghen (1996) p104The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention. The Journal of Teaching Language Skills (JTLS)

10. Mohammed (2009). The Effectiveness of TPRS in Vocabulary Acquisition and Retention of EFL Prep. Stage Students and their Attitude towards English Language. Unpublished MA Thesis, Mansoura University, Egypt.

11. Thornbury (2002) How to teach vocabulary. Person education limited: England.

12. Bahirick (1980) How to teach vocabulary. Person education limited: England. P.33.

13. Craik&Tuving (1975). Linguistics in language teaching. London: Edward Arnold Ltd.p.68.

14, 15. Watson&Orawitanakul (2004) The Effect of Vocabulary Learning Strategies Training on Thai University Students’ Word Retention in the Second Language Classroom.

16, 17. Tabitmsai& Yeun (1980). Educational Psychology. 2nd Edition , Cairo : Anglo Egyptian bookshop .

18. Thornbury (2010). An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science .IEEE Transactions on Education, v53 n4 p677-680 .