Vocabulary Teaching and Learning


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Vocabulary Teaching and Learning

  2. 2. WHAT IS VOCABULARY? In general, set of words that people use in communication -To give a message -To TEACH something ‘’ My vocabulary’’ > Number of words that we know -It can be changed from person to person -Beginner or advanced learner in a language Vocabulary in a context -Words related to the topic or ideas in a text -For example; Texts about professionals(Pharmacy, psycholocy, marine..) 2
  3. 3. WHY IS IT IMPORTANT? Easy way; To express feeling, ideas and needs, To understand others better, To learn/teach something deeply, To memorize things permanently,To impress someone with using words. 3
  4. 4. WHAT IS IT?Strategy : What is it? By Nation (1978)Process:1. Asking if class knows the word uttered2. Students already knowing start to raise their hands3. Not directly saying the meaning of the word, but examplifing it in sentences4. Increasing raised hands because of inferences from sentences. 4
  5. 5. NATION’S OTHER STRATEGIES 1.The taxonomy : Organizing a schedule of what to learn, how much time to spend, where the vocabulary comes from, and set of information about words. 2. Learning from context 3.Dividing a word into parts to make connections between root andsuffixes or prefixes. 4.Using dictionary (Nation,2001) 5
  6. 6. CODE-MIXINGIt consists of the combination of words from L1 and L2 For example; ‘’This situation is a problem foryetkililer too. What can they do?, Imean, authorities. ‘’ (Çelik, 2003, p. 364)Mehmet Çelik (2003) studied a research to find out if code-mixing tecnique can be a strategy to learn new words of second language. 6
  7. 7. CODE-MIXINGProcess:1. Telling a story including mixed words from both L1 and L22. Making students discuss what they heard3. Making students write what they discuss After analyzing the results, he concluded that; -teachers can use code-mixing in vocabularyteaching, -it may seen that students have some spellingmistakes and use incorrectly when writing the words. 7
  8. 8. READ-ALOUDIt was studied by Karen J. Kindle (2010).The study based on interacting with students by; -reading text loudly, -highlighting new words in conversation, -giving clues about the meanings, and -exemplfying. 8
  9. 9. READ-ALOUDFor example; Teacher: Maybe humble, humble? Student: What is humble? Teacher: When you are humble, you don’t brag, like shedidn’t say ‘’I’m very pretty’’ (page 73)After analyzing the results, it was founded; -learning new words were gained successfully, -the teachers who were not familiar with common strategieswere very successful in creating their own strategy. 9
  10. 10. STORY-TELLINGStory-telling means conveying a message or event for differentpurposes.As a strategy of vocabulary teaching and learning, it is also used formostly small children.Process: Cain (2007) studied with a group of children to understand that this method is effective to develop vocabulary skills or not. Students read short stories including some clues about wordsResult: It is found that students were able to derive new words from context and make definitions of the words thanks to story telling. 10
  11. 11. STRATEGIES FROM KAREN BROMLEYKaren Bromley (2007), who is one of the teachers atBinghamton University in the USA, suggested these; Creating a list of English words Teaching suffixes and prefixes to make students understand better (2002) Reading texts aloud and playing oral games with small groups Using pictures and drawing trees for related word structures Having a word-book written descriptions of words Making connections between combined words 11
  12. 12. SPELLINGSpelling makes language learners different from each otheraccording to how they pronounce a word.According to Rosenthal and Ehri (2008), vocabulary can beprovided by teachers who pay attention to spelling.Process: 52 elementary students participated All were exposed to pronunciation But only some were shown the written forms of words 12
  13. 13. SPELLINGResults: All participants developed great scores, but Students exposured to written forms had more satisfying results in remembering the words Learning the correct pronunciation is more challenging than learning the definitions 13
  14. 14. RETELLINGRetelling can be thought as an activity whichstudents read texts and tell what theyunderstand.Leung (2008) studied a research and foundthese; Students can learn scientific words in a text Students being part of retelling activities are more successful at explaining a word which is learnt newly. 14
  15. 15. Thank you! 15