2. Vocabulary Definition
“…vocabulary is the glue that
holds stories, ideas, and content
together…making comprehension
accessible for children.”
Rupley, Logan, & Nichols, 1998/99, p. 339
4. Reading
A person’s reading vocabulary is
all the words he or she can
recognize when reading. This is
the largest type of vocabulary
simply because it includes the
other there.
5. Listening
A person’s listening vocabulary is
all the words he or she can
recognize when listening to
speech. This vocabulary is aided in
size by context and tone of voice.
6. Writing
A person’s writing vocabulary is all
the words he or she can employ in
writing. Contrary to the previous
two vocabulary types, the writing
vocabulary is stimulated by its
user.
7. Speaking
A person’s speaking vocabulary is all
the words he or she can use in
speech. Due to the spontaneous
nature of the speaking vocabulary,
words are often misuse – though
slight and unintentional, may be
compensated by facial expressions,
tone of voice, or hand gestures.
8. Vocabulary should be taught both explicitly and incidentally.
Repetition and multiple exposure are important for learning new
vocabulary.
Learning how to construct vocabulary from rich (directive)
contexts is valuable.
Vocabulary learning tasks should be restructured when
necessary.
Vocabulary tasks should entail active engagement.
Explicit vocabulary instruction should address the use of
definitions, context, and concept learning.
What Does it Take to Teach a Word Well?
9. m o o n o e o t n t
t t s s s o n e e e
l p a a u u m n p l
e s a t e l l i t e
o u t u s n a s u s
t l s r s u v o n c
e p l n a s e v e o
u r a n u s n n i p
n o s o n n u n v e
c u u l u n s n u t
10. Vocabulary learning is the important aspect in
learning a foreign language. Students will
improve much if they learn more words and
expressions. As a linguist David Wilkins (in
Thornbury 2002:13) says that vocabulary
learning is very important. ‘Without grammar
very little can be conveyed, without
vocabulary nothing can be conveyed.’ Thus,
vocabularies are the flesh of a language while
grammar is the skeleton.
