Ashimova N.

Kazakh state women’s teacher training university

Almaty, Kazakhstan

Strategies for teaching vocabulary

Considering the number of new words students have to learn per course, this means us teachers have our work cut out for us. We all know that although it is important for students to use correct grammar and structures, words are the main carriers of meaning. This means that the more words students are able to handle accurately, the better their chances of understanding English and making themselves understood.

As children, many of us remember the teaching strategies our instructors used for vocabulary: We’d copy down definitions into our notebooks, and then for homework we would have to rewrite each word for what seemed like a million times.

We can probably all agree that passive learning is not an effective teaching strategy to instruct vocabulary. Studies are now showing that English-language learners need multiple exposures to a word before they can fully understand it. They also need to learn new words in context, by reading. Teachers can emphasize active processing by having English-language learners connect new meanings to words they already have knowledge of. The more exposures English-language learners have to a word, the better chance that they will remember it.

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 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 word-learning strategies.

The scientific research on vocabulary instruction reveals that most vocabulary is acquired incidentally through indirect exposure to words. English-language learners can acquire vocabulary incidentally by engaging in rich oral-language experiences at home and at school, listening to books read aloud to them, and reading widely on their own. Reading volume is very important in terms of long-term vocabulary development (Cunningham and Stanovich, 1998). Kamil and Hiebert (2005) reason that extensive reading gives English-language learners repeated or multiple exposures to words and is also one of the means by which English-language learners see vocabulary in rich contexts. Cunningham (2005) recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in English-language learners .

Vocabulary development is especially important for English-language learners. Poor vocabulary is a serious issue. Learners who have deficits in their vocabulary are less able to comprehend text. Teaching strategies must be adapted to strengths and needs of English-language learners.

The first instructional strategy is to draw on their cognate knowledge as a means of figuring out unfamiliar words in English. The second instructional strategy for English-language learners is learning the meanings of basic words and the third instructional strategy that English-language learners particularly benefit from is review and reinforcement. These methods include read-alouds, teacher-directed activities, listening to audiotapes, activities to extend word use outside of the classroom, and parent involvement.

Let`s study some teaching strategies for instructing vocabulary words to elementary English-language learners.

Word Wizard

Cooperative learning is an effective way for English-language learners to learn and process information. The jigsaw learning technique is a quick and effective way for English-language learners to work with their peers while learning key vocabulary words. For this activity each student is responsible for learning three new words and teaching those words to their group. Here’s how it works:

• The teacher divides English-language learners into groups. Each student in the group is responsible for learning three new words in the chapter.
• Each “word wizard” is instructed to write the definition of the word in his/her own words as well as draw an illustration of the word.
• After each “word wizard” has completed their task, it their job to come back to their group and teach their peers what they have learned.
• Each group member can copy the new words that they learn from each member in their notebooks.

Concept Cube

A concept cube is a great strategy to employ word parts. English-language learners receive a six-square cube. On each of the squares English-language learners are instructed to write down one of the following.

1. Vocabulary word

2. Synonym

3. Antonym

4. Category it belongs to

5. Essential characteristics

6. Example

They roll their cube and must tell the relationship of the word that lands on top to the original vocabulary word.

Semantic Maps

A semantic map is a graphic organizer that helps English-language learners visually organize the relationship between one pieces of information. Researchers have identified this strategy as a great way to increase English-language learners’ grasp of vocabulary words.  Sematic mapping can be used as a pre-reading activity to active prior knowledge, or to introduce key words. As a post-reading activity, it can be used to enhance understanding by adding new concepts to the map. Here’s how it works:

• The teacher decides on a key word and writes it on the front board.
• English-language learners then read the key word and are asked to think about other words that come to mind when they read the word. English-language learners then make a list of all of the words.
• English-language learners share the recorded words, then as a class the words are categorized.
• Once category names are assigned, a class map is created and discussed.
• English-language learners are then encouraged to suggest additional categories for the map, or add to the old ones.
• Any new words that relate to the topic are added to the map as English-language learners read through the text.

Word Detective

The most valuable thing that you can do to increase your student’s vocabulary is to encourage them to read. Research shows that wide reading is the main pathway for word acquisition. This activity enables English-language learners to see words in different contexts, therefore deepening their knowledge. It requires English-language learners to find new words as they encounter them in their daily reading. Here’s how word detective works:

• The teacher gives English-language learners a list of key words to search for.
• English-language learners are to write each target word and its sentence on a sticky note, then place it on their desk each time they encounter a key word.
• At the end of each school day, devote a few minutes to reading each sticky note.
• You can even make a game out it by assigning each word a point.

Word Connect

A Venn diagram is a great way for English-language learners to compare similarities and differences within words. It also provides English-language learners with new exposures to words, which helps them solidify what they have learned. For this activity, English-language learners are directed to connect two words that are written in the centre of a Venn diagram. Their task is to connect the two words by writing down each words definition on the Venn diagram, then explaining the reason for the connection.

References

1. Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. The Canadian Modern Language Review, 61(3), 355-382.

2. DeCarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.),Teaching English as a second or foreign language (3rd ed.) (pp. 285-299). Boston, MA: Heinle.

3. Harley, B. (1996). Introduction: Vocabulary learning and teaching in a second language. The Canadian Modern Language Review, 53(1), 3-12.