Characteristics Of The English Language Learners

Characteristics Of The English Language Learners
1.There are many types of diversity. List two types and explain how those affect students' reading abilities.
Linguistic diversity is when a student's first language is not the language of instruction at school. According to Garcia, American Standard English is
seen as a vital tool for success in the United States which affects reading abilities of English language learners. Since the implantation of No Child Left
Behind and Common Core, English language learners have to a second language and complex academic materials. Teacher have to understand the
English language learners face unique challenges when learning to read and have limited background and vocabulary restrictions.
Cultural diversity is the situation that results when a student's home, family, socioeconomic group, culture, and society differ from the predominant
culture of the school. It is closely related to linguistic diversity. The student's language is related to culture. When the language that the students uses at
home is different at school, it affects the child ability to communicate which affects the student's reading ability.
2.There are four instructional approaches that schools use to transform the curriculum in order to make accommodations for students who are culturally
diverse. List and explain two approaches.
The transformative approach is when teachers provide opportunities for students to read about concepts and events. It is more social, and students read
and discuss cultural
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In the extensive course of language teaching research, vocabulary has been a neglected subject if compared to other aspects (i.e.grammar) of language
acquisition (Alqahtani, 2015: 22); however, in relatively recent years, there has been an increase of studies related to vocabulary teaching and learning,
and scholars have outlined various aspects which are important to consider when discussing the development of lexical competence.
Primarily, there are two ways students can encounter new words in a foreign language, i.e. implicitly or explicitly. Ellis explains that implicit vocabulary
learning implies an incidental contact with a word, whereas explicit vocabulary learning refers to 'direct or intentional' instructions given by the teacher
so...show more content...
Hence, it is important to discuss the concept of "Depth of processing hypothesis". According to "Depth of processing hypothesis", the
memorization, and ultimately retention, of the new word is enhanced by an elaborate and deep processing (Craik and Lockhart, 1972; Craik and
Tulving, 1975, discussed in Schmitt, N. and Schmitt, D., 1995: 134). Schmitt, N. and Schmitt, D. state that a deep and rich 'semantic processing,
such as creating a mental image of the word's meaning, judging the formality of the word, or grouping the word with other conceptually associated
words' will be more beneficial for the learning process than the activities which involve a relatively little cognitive effort, for example rote learning
(1995: 134). Moreover, Nemati concludes that a student's ability to retrieve a word does not depend so much on the fact how recently he/she has
learned the word, but rather the results are affected by the depth of processing at the moment of learning (2009: 15). In other words, if the student
spends a decent amount of time pondering over the new word, there is a great possibility that this word will be remembered and stored in the long–term

Review Of Related Literature On English Students
II.REVIEW OF RELATED LITERATURE
A.Vocabulary
As in the know vocabulary is a collection of words which is one important part in learning English which is the second language of the mother tongue.
According to Folse (2008), learning english should gain an understanding of vocabulary mastery, it can help the students to improve their vocabulary.
Vocabulary is a list of the usual set of words arranged in sequential alphabetical order dictioned or dictioned by a dictionary or glossary. All words in the
language, whether the sum of words used or understood by a particular person, such as social group, profession, trade (Grolier, 1981: 112). Based on
Oxford learner 's pocket dictinory (2003: 428), vocabulary is all the words that a person...show more content...
3.Adjective
It is the word used to quality noun or pronoun. Example: my sister is beautiful.
4.Adverb
It is word used for qualifying the meaning of verb, adjective, or another adverb. Example: they go too school at seven o'clock.
5.Conjunction
It is a word used to relate one word to another one, or one of sentence to another one. Example: you and I make a cake.
6.Pronoun
It is the word which caan take the place of a noun. Example: she is a doctor.
7.Interjection it is a word put into a sentence to Express a sudden feeling of mind or emotion. Example: Wow!!! She is beautiful. By learning these
types of words students can understand the function of each type of word, as well as in learning the type of words students can understand or know
when the word is used in a sentence. It can help students in improving their knowledge of good and appropriate words for use in writing, reading,
speaking, and listening. In learning English students have some difficulties to obtain more vocabulary. Because students have difficulty obtaining a
large vocabulary, teachers need to know what difficulties students face in getting a vocabulary. So teachers can find interesting and good methods and
strategies for teaching students so they can get a lot of vocabulary and good. . As a result, classroom to improve studentds ' vocabulary mastery (Folse,
2008).
Teaching vocabulary is not East to do. It is clearly more than just presenting new words. Vocabulary itself will make the students

Listening Vocabulary Study Guide
Listening Vocabulary: Listening vocabulary is the largest type and consists of the words we recognize when listening to speech. Words are learned
through daily experiences and conversation. The more words that are heard the more words that will be understood. Individuals use gestures, tone and
context to enhance their listening vocabulary.
Speaking Vocabulary: Speaking vocabulary, a subset of listening vocabulary, refers to the words that an individual uses in speech. Adults use
approximately 5,000 to 10,000 words for daily conversations.
Reading Vocabulary: Reading vocabulary, another subset of listening vocabulary, refers to the words that are understood when reading. Readers can
understand words that are not used in speaking vocabulary. If a person reads, their reading...show more content...
Word Walls: Words of importance to a classroom, including high frequency sight words or words from a literary unit are placed on the wall in the
classroom.
Academic Word Walls: Words of importance to the class that come from core content subject areas, such as math, social studies and science.
Key Vocabulary: words that come from a child's experience generally for beginner or emergent readers. The teacher asks a student what words (s)he
wants to learn and after instruction is completed the student is asked to discuss the word with as many people as possible. The word is later added to
the child's writing folder or word bank.
Discovery Words: Words that students are exposed to during the course of a school day. Their content subjects and daily vocabulary. These words
should be included in word walls and word banks.
Text Talk: Text talk is a read aloud system used to build listening vocabulary. The books chosen should be above the student's independent reading level.
A)Selection Text: The teacher explains why the text was chosen and the genre of the

1.0Introduction
Vocabulary is an essential part of learning a language, without which communication would be hindered. A message could still be conveyed somewhat
without a correct usage of grammatical structure, but without vocabulary nothing is conveyed. Words are the building blocks of language and without
them there is no language (Milton, 2009) . For ESL learners, learning a language is essentially a matter of learning new words (Read, 2000). Vocabulary
is also closely tied to comprehension; it is generally believed that vocabulary assessment may be used to predict reading comprehension performance
(Read, 2000). This implies that to be able to comprehend text fully, vocabulary is much needed. Vocabulary is thus important both for communication
and comprehension.
The area of vocabulary assessment does not receive the attention it deserves, therefore, interesting only to a handful of scholars.(Schmitt, 2000) It
should be of interest to everyone involved in the field of language testing. It can help teachers and administrators set appropriate targets for learning so
that learners can have the language skills that are expected. It can help teachers and learners monitor progress so they can tell whether they have
achieved the kind of knowledge needed for an examination. It can even help academics to understand the nature of language knowledge and the
learning process. (Milton, 2009).
Schmitt et al. (2011:106) support this view in saying that "vocabulary knowledge can be

Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational
language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language
proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes
transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these
students and have lasting effects on their academics and therefore, their lives. I was interested in finding out how teachers can help ELL students to
develop...show more content...
It is common strategy to use visual aides with ELL students; graphic organizers are visual aides. More so, they are a visual aide that the student has a
hand in creating as they enter information in their own words, this helps to make the link to the information more memorable. A graphic organizer is
also an effective study tool for an ESL student. The student can go back to the graphic organizer they created for a particular lesson to review key
points and vocabulary, and even use them as they take notes from their texts. Traditionally, textbooks are written in a compare and contrast format,
which is difficult for students that do not know English text to understand. Mastering this can help young learners to comprehend new information and
increase vocabulary. When a student's understanding of academic words increases, so does the likelihood that they will participate in classroom
activities. This is an all around positive, as participation improves so will, reading comprehension, social skills/self esteem, and vocabulary base.
Understanding the importance of English text structure with regard to ELL students is vital to helping them understand complicated new information
and recall vocabulary. ELL classroom teachers in grades K–3 should understand how important it is for these students to be introduced to informational
text early in their academic careers. These types of text structures offer opportunities to not only increase new knowledge and

Teaching and Learning Language: Grammar and Vocabulary
This essay will focus on the subject of learning and teaching languages. More specifically it will deal with two different, but intrinsically related topics.
The first topic investigates the deductive and the inductive approaches to teaching grammar, and the positive and negative aspects of them both. The
deductive approach is the more teacher–centered approach, where the teacher explains rules and so forth to the students, while the inductive approach
is more learner–centered and encourages the student to guess rules instead of being told by the teacher. The second topic examines how vocabulary can
be taught and learned differently from the much used word list method, or glosmetoden....show more content...
Hence, the learner has to develop strategies to learn vocabulary, and these strategies are not going to be the same for everybody. The teachers job then
needs to be to encourage and guide the students to find their own methods of learning. Henriksen (1999, as cited in Lundahl) describes lexical
competence in three parts: "partial to precise knowledge of word meaning, depth of knowledge and receptive to productive use ability". This is a
good way of describing the different layers of learning new vocabulary, and it tells us that there are different stages that a learner usually go through
when learning. The first stage should then usually be encountering the word in different contexts several times, through extensive reading; the second
stage is linked to the first in that the depth of knowledge develops through seeing the word in different contexts, but it would also be beneficial to look
up the word; the third stage, to move on from understanding a word to being able to use it can be done by engaging the student in discussions or
writing texts using the words.
The question of whether a teacher should use the deductive or the inductive approach is not a clear cut one, since both do have their advantages and
disadvantages. However, research (Brown, 2007, p. 423) seems to show it is best to focus on teaching with a

Academic Vocabulary Paper
This paper reviews the research on best practices for teaching academic vocabulary within the classroom. The different types of academic vocabulary
are defined. The common themes presented are the importance of limiting the number of vocabulary words chosen for instruction, providing direct
instruction of vocabulary, providing students with multiple exposures to words, and creating word rich environment within the classroom. The paper
concludes with personal reflection of the author and implications for professional instructional practices.
Key Words: academic vocabulary, direct–instruction– word choice, word–rich environment, word consciousness, instructional practices, vocabulary
instruction
Best Practices in Academic Vocabulary
...show more content...
It will then present four key components of an effective vocabulary instruction program: word choice, direct instruction of strategies, multiple
exposures to new vocabulary, and creating a word–rich environment. In conclusion the paper will present the authors reflection as well as implications
for instructional practices.
What is Academic Vocabulary?
When discussing academic vocabulary it is important to first understand what academic vocabulary is defined as. In What is Academic Vocabulary?
(Baumann &Graves, 2010, page number?) academic vocabulary is broken into two different categories. Domain–specific academic vocabulary is
vocabulary that is specific to certain content. This is vocabulary that is often found in content textbooks. General academic vocabulary words are words
that appear across content areas. These are words that may have different meanings across content areas depending on the context in which they are
used.
Baumann and Graves also include metalanguage and symbols in academic vocabulary (11, 2010). They define metalanguage as the processes or
expressions that are often used in math. Math often has many symbols that are used to represent objects or mathematical expressions. These are also
part of academic language and need to be taught as

Essay On Ielts Vocabulary
IELTS Vocabulary | IELTS Vocabulary Practice | Vocabulary for IELTS
You cannot express yourself unless you have sufficient understanding and knowledge of words. It is crucial for fluent speaking and impressive
writing. Vocabulary can be defined as knowledge of word and word meanings. No matter you are preparing for a job interview, English proficiency test
or for a life abroad, you need to build strong vocabulary in order to clear job or embassy interview or get the desired scores in English proficiency tests
like IELTS, PTE, TOEFL or OET. Good IELTS vocabulary is needed if you are preparing to achieve a band 7 or higher. In this article, we will elaborate
the importance of the vocabulary in IELTS and explain how to improve your range of vocabulary.
Improving your vocabulary should be on the top of the priority list if you are preparing for IELTS. Below mentioned are several activities that can
help you train your reading skills for the IELTS test. The main idea behind this training is to help you improve IELTS reading skills.
Read more– Reading would help you train your brain to read and understand the main idea behind the passage. This can be done by reading a book,
novel or a...show more content...
Interested candidates can register to get a free copy of the IELTS study material. If you are facing difficulty inlearning new words or looking to
increase your range of vocabulary for the IELTS test, LinguaSoft's English learning material are the right choice for you. We have developed various
English learning products keeping the varied needs of the learners in mind. Candidates can choose a product according to their learning ability and
level. Our IELTS vocabulary software will help learners learn new words, their synonyms and their usage in the sentences. A regular practice on our
software will help you improve your skills for the IELTS

Vocabulary Essay In English
Learning another language is never easy. It requires a lot of effort to become competent in that language. Many things have to be considered to be
able to learn well a target language. One question that a learner has to ask himself is what he could focus in learning a language. Vocabulary plays a
vital role in learning any language. Vocabulary is "the knowledge of words and their meanings (Nash & Snowling as cited by Hansen, 2009)." With
vocabulary knowledge, a person can enhance his/her understanding of the written and listening inputs that he/she encounters. Learning words entails
reading and listening, yet, this becomes unattainable without knowing the meaning of the words. As Hazzlitt (1993) says, "if you do not know the
word, you can hardly know the thing (p.51)." Also, vocabulary aids in conveying ideas, thoughts and emotions, may it be written or spoken. Hence,
vocabulary is an indispensable tool in every language....show more content...
This makes the country as the fifth English largest speaking country in the world. However, although Philippines is considered as an English speaking
country, its English hold is now declining compared to its proficiency before. Philstar.com (2002) reported an article, "Study Shows Filipino College
Studes not Proficient in English," stating that college graduating students' English proficiency is only at the basic level of working proficiency which
means that they could hardly understand native English speakers. Also, Macasinag's (2011) article "On the Decline of English Proficiency" stated that
Filipinos are losing their competitive edge with regard to English abilities and that our claim as one of the top speaking countries may no longer be

Vocabulary Observation
Data Analysis: I have collected both qualitative and quantitative data in order to understand the impact of vocabulary instruction on reading
comprehension. Based on the surveys, it is clear that students like learning new words and they think vocabulary instruction is important. According to
the survey some students also believe that they can learn new words in other ways and not only at school, however those opportunities are limited
since everyone in their community speaks Chinese. For my second data source, I used my personal observations during reading and writing time.
Observations gave me the chance to observe my students and see how context–based words, in this case science vocabulary, were used in both reading
and writing. According...show more content...
It was an informal meeting in my classroom where I presented my action research project. I started with describing the problem statement and data that
I have collected. According to M. McKinnon (personal communication, June, 14, 2017) her second grade classroom had similar experience during the
last science, writing, and reading unit. She agreed that supporting ELL with explicit vocabulary instruction helped them a lot not only in reading, but in
writing and speaking too. J. Henson (personal communication, June 14, 2017) added that aligning our units of study will support our students better
and give them enough opportunities to practice new vocabulary. He also mentioned that adding tier II vocabulary to our current units of study will be
beneficial for our students. One of the next steps our team needs to work on is adding the vocabulary part to the curriculum maps.
Part 3: Future Actions
Vocabulary instruction plays an important role in developing language with ELL students. After conducting the research project on the importance of
vocabulary instruction and reading comprehension, I expect to continue supporting my students with necessary vocabulary instruction in order to grow
their knowledge of language. I will continue to collaborate with our ELD teacher when selecting vocabulary as well. My future project will be focused
on the best scientifically–based practices to deliver vocabulary instruction to ELL

Descriptive Writing : New Vocabulary
PART I: NEW VOCABULARY
Lodgments (noun): a place of rest or deposit (Merriam–Webster Online Dictionary) "He came forward, searching out safe lodgments for his feet, and
then looked up through thick spectacles" (1).
Effulgence (noun): a brilliant radiance; a shining forth (Dictionary.com) "With that word the heat seemed to increase till it became a threatening weight
and the lagoon attacked them with a blinding effulgence" (8).
Precentor (noun): a leader of the singing of a choir or congregation (Merriam–WebsterOnline Dictionary) "'He did in Gib.; and Addis; and at matins
over the precentor'" (16).
Ebullience (noun): the quality of lively or enthusiastic expression of thoughts or feelings (Merriam–Webster Online Dictionary) "Then, with the
martyred expression of a parent who has to keep up with the senseless ebullience of the children, he picked up the conch, turned toward the forest, and
began to pick his way over the tumbled scar" (36).
Tumult (noun): a state of noisy confusion or disorder (Merriam–Webster Online Dictionary) "He paused in the tumult, standing, looking beyond them
and down the unfriendly side of the mountain to the great patch where they had found dead wood" (42).
Inscrutable (adjective): difficult to understand (Merriam–Webster Online Dictionary) "Jack lifted his head and stared at the inscrutable masses of
creeper that lay across the trail" (47).
Vicissitudes (noun): a change or variation occurring in the course of something (dictionary.com) "Jack stood

Thesis- Vocabulary
EFFECTIVE STRATEGIES FOR VOCABULARY EXPANSION
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction "The limits of my language are the limits of my mind. All I know is what I have words for."– Ludwig Wittgenstein Active
communication in English is what counts in today's globalized world. It is very important to have large deposit of words. O'Connor explained why
large vocabularies characterize executives and possibly outstanding men and women in other fields. The final answer seems to be that words are the
instruments by means of which men and women grasp the thoughts of others and with which they do much of their own thinking. They are the "tools
of thought." The benefits of effective...show more content...
This theory states that "Human cognition is unique in that it has become specialized for dealing simultaneously with language and with non–verbal
objects and events. Moreover, the language system is peculiar in that deals directly with linguistic input and output (in the form of speech or writing)
while at the same time serving a symbolic function with respect to non–verbal objects, events, and behaviors. Any representational theory must
accommodate this dual functionality." Dual–coding theory complements a dual–route theory of reading. When people read written information,
dual–route theory contends that the readers access orthographic and phonological information to recognize words in the writing. The theory assumes
that there are two cognitive subsystems, one specialized for the representation and processing of non–verbal objects/events (i.e. imagery), and the other
specialized for dealing with language. Dual–coding theory identified three types of processing: (1) representational, the direct activation of verbal or
non–verbal representations. (2) referential, the activation of the verbal system by the non–verbal system or vice versa and (3) associative processing,
the activation of representations within the same verbal or non–verbal system. A given task may require any or all of the three kinds of processing.
Formalization of the theory of dual–coding is

Vocabulary Mastery In Language Learning
Introduction Nowadays, vocabulary takes an important part in the language use. However, it has traditionally been underestimated within language
teaching and its instruction was commonly incidental and unplanned. The aim of this essay will be to stress the significance of vocabulary from
teachers' and learners' perspective, to deal with the mastery of English vocabulary, and to point out the general strategies that surround vocabulary
teaching, as well as to provide a general overview about it
This essay is structured as follows. Section 1 attempts to establish the importance of vocabulary within English language learning. Section 2 will
provide a definition for vocabulary mastery, as well as it will try to find an answer to the question 'what...show more content...
The term vocabulary is defined by the Oxford Advanced Learner's Dictionary as "all the words that a person knows or uses". Similarly, the
Cambridge Learner's Dictionary defines mastery such as "great skill or understanding of something". Hence, the mastery of vocabulary can be
understood as the knowledge or skill that allow one to have a full command of a subject of study, in this case, vocabulary.
Moreover, it is described that by mastering vocabulary, students can express their ideas, understand and develop the other four basic competences.
Thus, it could be said that the vocabulary mastery is one of the main factors to master English language, but what do vocabulary mastery and knowing
a word entail? Generally, knowing a word involves knowing its form, its meaning and how to use it at the basic level, according to Nation (2001, p. 26).
В»The receptive and productive distinction
The terms receptive and productive may be applied to a variety of kinds of language knowledge and use. However, when they are applied to
vocabulary, these terms become much more specific, covering all the aspects of what is involved in knowing a word. According to Nation (2001, p.
26–28) and in broad terms, receptive and productive knowledge of a word involves or implies that learners

English Vocabulary
1.0 Introduction
1.1 Background of the study
Vocabulary plays an important role in all four aspect which are listening skills, speaking skills, reading skills as well as writing skills. In recent years,
English Language has played an important role in our education system as well as the whole world. I could say that English Language has become "
lingua franca" or medium of communication around the world. It is becoming more and more important and we should learn this language as our
second language in order to stay connected with the world. So, in my opinion, the first step to learn English Language is that we must acquire the
vocabulary of the language. Based on an article that I have read from Alqahtani, M. (2015), vocabulary can be defined as the words of a language.
Vocabulary is central to English language teaching because without sufficient vocabulary students...show more content...
Whereas according to Richards and Renandya (2002) (as cited in Rohmatillah, 2014), vocabulary is a core component of language proficiency and

The Importance Of English Academic Vocabulary
Introduction
There are many students choosing to study abroad, most of them are choosing the developed countries as their first choice, such as the US, UK and so
on. Thus, learning English well is an important factor for students to study abroad. In addition, it is often claimed that vocabulary is the foundation of
the language competence, thus insufficient academic vocabulary knowledge would be a key challenge for students to study. Most students spend much
time on learning English vocabulary, but the result is not very good. Therefore, it probably needs to find the most effective ways to improve students
learning efficiency. This essay will examine some research and find out the effective ways for international students to learn the English academic
vocabulary.
Definition of the English Academic Vocabulary
First of all, according to Gardner and Davies (2014), the Academic Vocabulary List is based on a 120–million–word academic sub–corpus of the Corpus
of Contemporary American. In addition, there are two different ways to define the academic vocabulary, domain–specific academic vocabulary and
general academic vocabulary. The domain–specific academic vocabulary includes the low–frequency words and phrases, and these terms and words are
included in content area textbooks and other technical materials. The general academic vocabulary includes the words that are modest frequency from
academic domains but not in literary texts, and sometimes general academic vocabulary have

Firstly, it can be seen from table 4.1 that among the factors, I have difficulty in memorizing English vocabulary (item 7) seemed to be the greatest
contributor to students' demotivation in learning English. 78.5% of the students claimed that they had problems with the memorization of vocabulary.
In terms of interviewed students, five students (83.3%) conveyed that they found it difficult to remember English vocabulary, in which two of them
said that it was too large to remember. In fact, the problem in memorizing vocabulary could be a serious problem because it would lead to the lack of
vocabulary, which makes students difficult to read or speak something in English.
Secondly, English has complicated grammar, difficult pronunciation, lots of vocabulary (item 1) was actually another causes leading to students'
demotivation (77.5%). The results showed that a large number of students were demotivated by the complexity of English language. Data obtained from
the interviews also revealed that although the interviewees liked learning English because it was a very useful language in this modern society, five of
them (83.3%) admitted that it was a difficult language to master. The main reasons presented by the students were that...show more content...
73.2% of the students admitted that they lost their motivation to learn English because their English proficiency is poor (item 4). This could be
because the students' English language skills were not being well developed during their secondary or high school education experience. Four
interviewees (66.7%) conceded that their English skills were poor, especially listening and speaking skills although two of them stated that their
knowledge of grammar is so–so. In other words, a person with low English proficiency had a lot of difficulty in learning English and often left behind
classmates, which leads to their demotivation in the English

What Is Vocabulary Acquisition?
Vocabulary acquisition is one of the essential aspects of language proficiency. Having a knowledge of only grammatical structures is not sufficient to
contribute to a successful language acquisition. There should be a certain amount of vocabulary knowledge which can aid a foreign language
competence. Following these lines, beginners are pressured to store many words in their memory and prepare them for instant use. Oxford and
Scarcella (1994) suggest that vocabulary learning strategies help users of a foreign language (FL) reach certain number of remembered words. Thus, the
knowledge of various language strategies can potentially aid reaching a high FL proficiency.
The research on language strategies has reached its blooom in the last forty years. So far, various aspects of the field have been examined in more
detail, with vocabulary strategies being one of the important components. For instance, according to the research in vocabulary strategies (Nation
1990), words which have a high frequency are important in vocabulary learning and teaching. So far, many studies in linguistics have focused on
positive strategies and "good learner" strategies (Nation 1990, Oxford 1990, Gu and Johnson 1996, Thornbury 2002)....show more content...
The area of vocabulary acquisition was not given much importance around 1950's due to former dominating approaches which emphasized the
imposrtance of grammar and phonology. Generative transformational linguistics (Chomsky, 1957) is one of the theories labelling vocabulary as
secondary to the language acquisition. Somewhere around the 1970's, teaching perspectives started to change. Instead of a teacher–oriented approach,
the focus was on learners' awareness and control of a language. Considering that pupils are becoming more active in the process of acquisition,
learning strategies should be presented as tools for reaching a desired competence in a

Vocabulary Teaching: Vocabulary Teaching
2.1 Vocabulary Teaching
It is widely known that vocabulary is simply all the words known and used by a particular person. In other words, the ability to understand (receptive)
and use(expressive) words to acquire and convey meaning is what is called vocabulary. Expressive vocabulary requires a speaker or writer to produce a
specific label for a particular meaning, but receptive vocabulary requires a reader to associate a specific meaning with a given label as in reading or
listening. As a learner begins to read, reading vocabulary is mapped onto the oral vocabulary the learner brings to the task. (Г–ztГјrk, 2007)
For many years vocabulary was seen as incidental to the main purpose of language teaching – namely the acquisition of grammatical knowledge about
the language. Vocabulary was necessary to give students something to hang on to whenlearning structures, but was frequently not a main focus for
learning itself. If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh. An ability to
manipulate grammatical structure does not have any potential for expressing meaning unless words are used. Then structural accuracy seems to...show
more content...
As Krashen points out, " A large vocabulary is, of course, essential for mastery of a language" . Thornbury also points out " Without grammar very little
can be conveyed, without vocabulary nothing can be conveyed". In this respect, Pittelman and Heimlich also add that vocabulary knowledge is
important in understanding both spoken and written language. They state, it is not surprising that vocabulary knowledge is critical to reading
comprehension. In order for children to understand what they are reading, they must know the meanings of the words they encounter. Children with
limited vocabulary knowledge will experience difficulty comprehending both oral and written text

Characteristics Of The English Language Learners

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