This document provides information on vocabulary acquisition and expanding one's vocabulary. It discusses that acquiring vocabulary requires understanding a word's definition and context, and is crucial for academic and language development. Studies show understanding 95% of words is needed for text comprehension. Expanding vocabulary takes careful instruction and practice over a lifetime. Various techniques are suggested for acquiring new words, including determination using flashcards and dictionaries, social interaction like group work, and memory techniques like semantic maps, imagery, and repetition in sentences. Cognitive methods involve keeping notebooks and using vocabulary sections in textbooks. Metacognitive strategies include continuing review over time and self-testing.

1. Good
Afternoon


2. Lesson 9
‘Expanding
your
vocabulary’

3. Facts about vocabulary
acquisition
*the knowledge of a word not only
implies a definition but also how that
word fits into the world.
*Its acquisition is very crucial to
academic development
*it is known to play a key role in a
person’s proficiency in both his and her
first and second language and is shown
to be the best predictor of reading
comprehension in L1 and L2.

4. *if one does not understand most
of the words he/she reads, he/she
can not possibly comprehend as a
whole.
*studies have revealed that
students are required to
understand 95% of the words they
read for text comprehension
Facts about vocabulary
acquisition

5. *mastering a breadth of vocabulary
requires careful instruction and
practice.
*Vocabulary acquisition is not
something that can ever be
mastered overnight; it is
something that expands and
deepens over a course of lifetime.
Facts about vocabulary
acquisition

6. Acquiring wider
vocabulary
How does one add more words
to the stock of vocabulary
he/she has?

7. Determination
(DET)
*master large number of words by
using word list and flashcards
*analyze part of speech
*analyze affixes and roots
*check for L1 cognate
*analyze any available pictures or
gestures
*guess from textual gestures
*find a word’s meaning through
bilingual & monolingual dictionaries

8. Social
(SOC)
*discovering new meaning through
group work activity
*asking teacher for L1 transition
*asking teacher for paraphrase
or synonyms of new word
*asking teacher for a sentence
including the new word
*asking class mate for meaning

9. *or interacting with native
speakers
Social
(SOC)
*studying and practicing meaning in a
group
*teacher’s checking the students’
flashcards or word list

10. Memory
(MEM)
*using semantic maps; using
‘scales’ for gradable adjectives
*studying a word with pictorial
representation of its meaning
*imagining word’s meaning,
connecting word to a personal
experience
*associating the word with its
coordinates
*connecting the word to its
synonyms and antonyms

11. *configuration
*using peg method
*using loci method
*grouping words together to study them
*grouping words spatially on a page
*using new word in sentences
*grouping words together within
storyline
*studying the spelling of a word
*studying the sound of a word
*saying new word aloud when studying
*imaging word form
*underlining initial letters of the word

12. *using semantic feature grids
*using key word method
*remembering affixes and roots
*remembering parts of speech
*paraphrasing the word’s meaning
*using cognates in study
*learning the word of an idiom together
*using physical action when learning a
word

13. Cognitive
(COG)
*keeping a vocabulary notebook
*verbal repetition
*written repetition
*word lists
*flash cards taking notes in class
*using the vocabulary section in
students’ textbook
*listening to tape of word list
*putting English labels on physical
objects
*using the vocabulary section in
students’ textbook

14. Metacognitive
(MET)
*continuing to study word
over time
*using English language media
*using spaced word practice
*skipping or passing new word
*testing oneself with word test

15. Thank you
for listening

REPORTERS:
Aica M. Tuazon.
Gelyn A. Ermac.
BSED English II