1. The Role of the Teacher
in
Developing Second Language
Vocabulary and Language Skills
By :
Fatin Najiha bt Zainuddin
Siva Rubini d/o S Sivaguru
Nur Aliyazaton bt Ton Zalani
Muhammad Mustaqim bin Muzamil

2. What is Second Language
Acquisition?

3. learning a second language
after a first language is
already established

4. THEORY
STEPHEN KRASHEN – LANGUAGE
TEACHING

5. EXPLANATION APPLICATION IN THE
CLASS
1. THE ACQUISITION
LEARNING
HYPOTHESIS
 acquisition vs. Learning  natural communication
 create situation where the
foreign language will be used
2. THE MONITOR
HYPOTHESIS
 acquisition works better
than learning
 balance between accuracy
and fluency

6. 3. THE NATURAL
ORDER HYPOTHESIS
certain grammatical structure
are acquired before others
 language structure should
be thought in an order
4. THE INPUT
HYPOTHESIS
 receive messages - can
understand,
comprehensible input
 use target language
 goal of any language
program
5. THE AFFECTIVE
FILTER HYPOTHESIS
 emotional states & attitudes
motivational & self
confidence
 create positive classroom
environment

7. STAGES TIME FRAME CHARACTERISTIC
PREPRODUCTION 0 – 6 Months
• ‘the silent period’
• drawing
EARLY PRODUCTION 6 – 1 Year
• begin to speak
• use short words & sentences
• many errors
• emphasize on listening
SPEECH EMERGENT 1 – 3 Years
• speech more frequent
• words & sentences are longer
• vocabulary increase
• errors decrease
INTERMEDIATE
FLUENCY
3 – 5 Years
• able to speak almost fluently
• gaps between vocabulary knowledge & some
unknown expressions
• few errors
ADVANCED FLUENCY 5 – 7 Years
• near native level of speech
• may have accent
• comfortable communicating in the second
language

8. Teacher’s role in development of
second language
• Is crucial for a teacher or educator
• Comprehensible input
• Systematic teaching session
- using simple teaching aids
- put varieties
- strategic activities

9. VOCABULARY

10. Vocabulary – make up language
Key of communication
Allows to develop other skills
The more words you know, the more
you’ll learn

11. OBJECT-BASED ACTIVITY
• Show real objects.
E.g: bottle
• Draw it.
• Point it.
• Spell it.

12. Language skills – listening, speaking,
reading & writing
 essential for children’s learning
and access to the curriculum
 understand and make the most
effective use of study materials
 develop the specialised
language and vocabulary
relevant to subject

13. LISTENING
AND
SPEAKING

14.  SING A SONG
 teacher prepares the materials for the learners
before they listen to anything.
 Show them the pictures of the characters in the
song.

15. Lyrics and characters
The cat walking down the street ...

16. BENEFITS
• The pupils will listen clearly to the song and
at the same time they will learn new words
in English.
• They will able to overcome their
nervousness to speak in English.

17. READING
AND
WRITING

18. Sight Words
• Flash the words in front of the pupils while saying the word aloud.
• Give pupils opportunities to constantly see the words by labeling objects
e.g. tables, chairs, blackboard etc.
Journal
• Discuss topics that can written about, such as making a new friend, an
interesting school or the first day of school. Ask the students to give other
ideas too.
• Collect the journal at the end of every week.

19. REPETITION &RHYME
- Pick a story with repeated
phrases or a poem.
-Most students who enjoy
reading will eventually
memorize all or parts of
a book and imitate
their teachers’ reading.