1. TECHNIQUES FORTECHNIQUES FOR
ENHANCING VOCABULARYENHANCING VOCABULARY
USING TECHNOLOGYUSING TECHNOLOGY
S. BARATHIS. BARATHI
PH. D RESEARCH SCHOLARPH. D RESEARCH SCHOLAR
DEPARTMENT OF ENGLISHDEPARTMENT OF ENGLISH
ANNAMALAI UNIVERSITYANNAMALAI UNIVERSITY

2. INTRODUCTIONNINTRODUCTIONN
Vocabulary is the foundation for learning a language.Vocabulary is the foundation for learning a language.
Without a strong vocabulary, students cannot advance theirWithout a strong vocabulary, students cannot advance their
literary skills. Therefore, there is a growing need forliterary skills. Therefore, there is a growing need for
improving the vocabulary of students in colleges. The basicimproving the vocabulary of students in colleges. The basic
vocabulary acquired by students in school is furthervocabulary acquired by students in school is further
enhanced in college. The teacher has a main role inenhanced in college. The teacher has a main role in
bringing out the passive vocabulary into active vocabulary.bringing out the passive vocabulary into active vocabulary.
Studies show that without an adequate knowledge ofStudies show that without an adequate knowledge of
relevant vocabulary, students have difficulty performing therelevant vocabulary, students have difficulty performing the
tasks required of them both in school as well as in collegetasks required of them both in school as well as in college
(Harley, 1996). Harley noted that vocabulary knowledge is(Harley, 1996). Harley noted that vocabulary knowledge is
fundamental to the development of second languagefundamental to the development of second language
proficiency. While many researchers accept the importanceproficiency. While many researchers accept the importance
of vocabulary acquisition in language proficiency andof vocabulary acquisition in language proficiency and
academic achievement, their ideas about how vocabularyacademic achievement, their ideas about how vocabulary
should be learned have varied widelyshould be learned have varied widely

3. OBJECTIVESOBJECTIVES
It is obvious that a strong vocabulary contributes toIt is obvious that a strong vocabulary contributes to
increased communicative ability of students. In the presentincreased communicative ability of students. In the present
age, even at college level students find it difficult toage, even at college level students find it difficult to
communicate with their limited vocabulary. The maincommunicate with their limited vocabulary. The main
reason is that the teachers in schools fail to teach theirreason is that the teachers in schools fail to teach their
students how to access that vocabulary and make words ofstudents how to access that vocabulary and make words of
their own. In traditional classes, the information is firsttheir own. In traditional classes, the information is first
transmitted through auditory methods and then possiblytransmitted through auditory methods and then possibly
through visual aids, leaving the student little else to focusthrough visual aids, leaving the student little else to focus
on except the objective of the teacher. The present paperon except the objective of the teacher. The present paper
aims at the use technology in enhancing the vocabulary ofaims at the use technology in enhancing the vocabulary of
college students and thus increasing their ability to use thecollege students and thus increasing their ability to use the
new words they have acquired and their ability tonew words they have acquired and their ability to
participate in activities like spoken and writtenparticipate in activities like spoken and written
communication skills.communication skills.

4. METHODOLOGYMETHODOLOGY
To develop the vocabulary, internet and other multimediaTo develop the vocabulary, internet and other multimedia
technologies like online vocabulary puzzle games, word hunt,technologies like online vocabulary puzzle games, word hunt,
online vocabulary maze, guessing games, vocabulary card gamesonline vocabulary maze, guessing games, vocabulary card games
are used. The target group here is a heterogeneous groupare used. The target group here is a heterogeneous group
consisting of students from both arts and science streams. Theconsisting of students from both arts and science streams. The
teachers must focus on ways to help the students own the wordsteachers must focus on ways to help the students own the words
they read. According to a research, educators must focus on thethey read. According to a research, educators must focus on the
practices that help bring words alive for their students (Blachowiczpractices that help bring words alive for their students (Blachowicz
and Fischer 2004).and Fischer 2004).
The major strategies through which teachers can increase theThe major strategies through which teachers can increase the
vocabulary of the students:vocabulary of the students:
Develop word awareness and love of word through play.Develop word awareness and love of word through play.
Develop explicit, rich instruction to build vocabulary.Develop explicit, rich instruction to build vocabulary.
Develop word construction strategies.Develop word construction strategies.
Engage students actively with a wide range of booksEngage students actively with a wide range of books

5. STEPS TO IMPROVESTEPS TO IMPROVE
VOCABULARYVOCABULARY
Help the students to notice andHelp the students to notice and
understand new words.understand new words.
– Recognizing new words.Recognizing new words.
– Producing vocabulary.Producing vocabulary.
– Making the students use the newMaking the students use the new
vocabulary in their own sentences.vocabulary in their own sentences.

6. USING ENGLISH DICTIONARYUSING ENGLISH DICTIONARY
Always use a good up to date EnglishAlways use a good up to date English dictionary.dictionary.
The definitions in the dictionary must be simple and inThe definitions in the dictionary must be simple and in
“student friendly” language.“student friendly” language.
Using dictionaries to understand the context, clues andUsing dictionaries to understand the context, clues and
word pats ultimately lead to word ownership.word pats ultimately lead to word ownership.
The role of the teacher is to guide the students to select aThe role of the teacher is to guide the students to select a
“quality” dictionary like Longman, Webster’s, Oxford or“quality” dictionary like Longman, Webster’s, Oxford or
Cambridge Dictionary according to the standard and needCambridge Dictionary according to the standard and need
of the students.of the students.
The teachers should instruct the students to make a note ofThe teachers should instruct the students to make a note of
new words they come across.new words they come across.
The next process is to look up for the meaning inThe next process is to look up for the meaning in
dictionary, with grammatical information. The teacherdictionary, with grammatical information. The teacher
should instruct the students to note down the meaning ofshould instruct the students to note down the meaning of
the new words.the new words.

7. MAKING VOCABULAYMAKING VOCABULAY
NOTEBOOKNOTEBOOK
This is the next step in developing vocabulary of the students.This is the next step in developing vocabulary of the students.
the teachers should make the students to note all the new wordsthe teachers should make the students to note all the new words
they come across while reading the text.they come across while reading the text.
Robert J. Marzano suggests in his bookRobert J. Marzano suggests in his book Building AcademicBuilding Academic
Vocabulary: Teacher’sVocabulary: Teacher’s Manual,Manual, using tabs in booklets to noteusing tabs in booklets to note
different topics or subjects.different topics or subjects.
Students are instructed to note and write down unknown words,Students are instructed to note and write down unknown words,
confusing words, or interesting words after discussing the lessonconfusing words, or interesting words after discussing the lesson
or topic.or topic.
Then the next step is to make the students to locate the exactThen the next step is to make the students to locate the exact
sentence in which they find the words in the text.sentence in which they find the words in the text.
Finally the students are asked to define the words in their ownFinally the students are asked to define the words in their own
sentences.sentences.
The teacher should also assign the students to note the antonymsThe teacher should also assign the students to note the antonyms
and synonyms along with pictorial presentation of the wordsand synonyms along with pictorial presentation of the words
noted by them from the text.noted by them from the text.

8. MAKING PARAGRAPHS FROMMAKING PARAGRAPHS FROM
VOCABULARY WORDSVOCABULARY WORDS
After noting the important words in the notebook,After noting the important words in the notebook,
teachers must guide the students in using theteachers must guide the students in using the
words to make sentences.words to make sentences.
teachers should guide the students on how toteachers should guide the students on how to
write a paragraph on the important events in thewrite a paragraph on the important events in the
text or write a summary of the lesson using thetext or write a summary of the lesson using the
words they picked from the text.words they picked from the text.
Based on the text, the teacher can also provide aBased on the text, the teacher can also provide a
set of questions with key words they should useset of questions with key words they should use
in their answer.in their answer.
This is one of the effective ways in bringing outThis is one of the effective ways in bringing out
the passive vocabulary into active vocabulary.the passive vocabulary into active vocabulary.

9. VOCABULARYVOCABULARY
COMPREHENSION GAMESCOMPREHENSION GAMES
Teaching vocabulary using a comprehensionTeaching vocabulary using a comprehension
paragraph to boost the vocabulary of students.paragraph to boost the vocabulary of students.
Teachers should prepare comprehensionTeachers should prepare comprehension
exercises taking dialogues from the text orexercises taking dialogues from the text or
paraphrasing the text.paraphrasing the text.
Below the paragraph, provide a set of five to tenBelow the paragraph, provide a set of five to ten
questions focused on the meaning of words.questions focused on the meaning of words.
For instance, teacher can pick up difficult wordsFor instance, teacher can pick up difficult words
from the paragraph and ask the students tofrom the paragraph and ask the students to
select a suitable synonym or antonym from a setselect a suitable synonym or antonym from a set
of options.of options.

10. MAKING BINGO SHEETS FORMAKING BINGO SHEETS FOR
VOCABULARYVOCABULARY
The crisscross bingo game is an easy, simple and powerful way toThe crisscross bingo game is an easy, simple and powerful way to
learn vocabulary.learn vocabulary.
Tools forTools for EducatorsEducators is a free web site which offers the teachers ais a free web site which offers the teachers a
wide range of tools to create printable versions of bingo sheetswide range of tools to create printable versions of bingo sheets
online.online.
The 3x3bingo board maker and 4x4 bingo board generators areThe 3x3bingo board maker and 4x4 bingo board generators are
the bingo game makers that allow us to create bingo boards forthe bingo game makers that allow us to create bingo boards for
vocabulary practice using images. We can select the image youvocabulary practice using images. We can select the image you
want to use and type in any text we like. So, we can choose fromwant to use and type in any text we like. So, we can choose from
thousands of images to create the perfect bingo game board. Wethousands of images to create the perfect bingo game board. We
can make up to 16 bingo boards per sheet. Four boards will printcan make up to 16 bingo boards per sheet. Four boards will print
on one sheet of paper for the 3x3 boards. Two boards will print onon one sheet of paper for the 3x3 boards. Two boards will print on
one sheet of paper for the 4x4 boards. If a set does not haveone sheet of paper for the 4x4 boards. If a set does not have
enough vocabulary to make your boards, choose the 'blank optionenough vocabulary to make your boards, choose the 'blank option
and fill in the remaining squares with text or have students drawand fill in the remaining squares with text or have students draw
in their own pictures in the blank squares. Once bingo boards arein their own pictures in the blank squares. Once bingo boards are
generated, go into the 'file' menu at the top left of the browsergenerated, go into the 'file' menu at the top left of the browser
and choose print.and choose print.

11. CONCLUSIONCONCLUSION
Students who receive good strategy training in vocabularyStudents who receive good strategy training in vocabulary
development can apply these strategies to a wide variety of life-development can apply these strategies to a wide variety of life-
long situations including job-related training, acquiring knowledgelong situations including job-related training, acquiring knowledge
associated with their interests, hobbies and in preparing for higherassociated with their interests, hobbies and in preparing for higher
education.education. Researchers in the field attempt to provide theories inResearchers in the field attempt to provide theories in
order to explain the useful impact of multimedia in enhancingorder to explain the useful impact of multimedia in enhancing
language learning. since multimedia users are able to processlanguage learning. since multimedia users are able to process
combined media (text, sound, and visual) simultaneously,combined media (text, sound, and visual) simultaneously,
proponents of instructional multimedia have argued that theproponents of instructional multimedia have argued that the
increase of sensorial input available via the technology coupledincrease of sensorial input available via the technology coupled
with the potential for active engagement in, and interaction withwith the potential for active engagement in, and interaction with
this input predicts that content (in this case the target language)this input predicts that content (in this case the target language)
will be more readily integrated into a learner’s developmentalwill be more readily integrated into a learner’s developmental
system and, in turn, recalled more thoroughly.system and, in turn, recalled more thoroughly.
The presence of both pictorial and verbal cues can facilitateThe presence of both pictorial and verbal cues can facilitate
learning. If information is cognitively processed through visual orlearning. If information is cognitively processed through visual or
verbal channels, a dual processing strategy assumes thatverbal channels, a dual processing strategy assumes that
individuals develop mental pictorial representations of graphicindividuals develop mental pictorial representations of graphic
input and mental verbal representations of linguistic input.input and mental verbal representations of linguistic input.

12. THANK YOUTHANK YOU