The document discusses the importance of vocabulary in communication and knowledge acquisition, explaining various types and categories of vocabulary, including active and passive vocabularies. It outlines principles and frameworks for effectively teaching vocabulary, emphasizing the need for motivation, modeling, and mastery through varied learning strategies. Additionally, it covers the concepts of knowing a word, including denotation, connotation, grammar, and word relationships, guiding educators on how to enhance vocabulary development in students.

1. Teaching of Vocab
Dr Bhavin Chauhan

2. Vocabulary?
• A vocabulary, also known as a word-stock, is a set of familiar words
within a person's language.
• A vocabulary, usually developed with age, serves as a useful and
fundamental tool for communication and acquiring knowledge.
• Vocabulary is the knowledge of words and word meanings.

3. Vocabulary?
The noun vocabulary (or vocab for short) refers to the words used in a language.
The word vocabulary can have at least three different meanings:
1. All of the words in a language
• New words are constantly being added to the vocabulary of English.
2. The words used in a particular context
• If you want to do an MBA you need to improve your business vocabulary.
• My neighbour is a doctor, so he has an extensive medical vocabulary.
• I've just bought a book on the vocabulary of slang.
3. The words an individual person knows
• The teacher says that my vocabulary is good.

4. Vocabulary?
• Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the
knowledge of a word not only implies a definition, but also implies how
that word fits into the world."
• Vocabulary knowledge is not something that can ever be fully mastered; it
is something that expands and deepens over the course of a lifetime.

5. Vocabulary?
• Instruction in vocabulary involves far more than looking up words in a
dictionary and using the words in a sentence.
• Vocabulary is acquired incidentally through indirect exposure to words
and intentionally through explicit instruction in specific words and word-
learning strategies.

6. Types of Vocabulary
Active and passive vocabulary
In our own individual vocabulary, there is a difference between:
• words that we understand and use (our active vocabulary)
• words that we understand but do not or cannot use (our passive
vocabulary)

7. Five Types of Vocab
1. Single Words
2. Set Phrases
3. Variable Phrases
4. Phrasal Verbs
5. Idioms

8. Objectives
1. Provide students with skills/opportunities to learn words
independently
2. Teach students the meanings of specific words
3. Nurture a love and appreciation of words and their use

9. Principles of Teaching
Vocabulary
• Keep it simple and clear. Life is complicated, at least teaching should not
be complex.
• Relate the present teaching with past knowledge showing a pattern.
• Use both oral and written presentation in vocab instruction
• Focus on partly known words more (boosting confidence)
• Help the learners to remember high frequency words
• Don’t bring in other unknown or little-known related worlds (like
synonyms or opposites)

10. Elements to Remember and
Apply
• Communication – Vocab is very important to express yourself.
• Revision- Regular revision is very crucial for developing active vocabulary
• Motivation – Falling in love with words – WordLife
• Evaluation and Rectification

11. 4 Components for Effective
Vocabulary Programme
• Wide or extensive independent reading to expand word knowledge
• Instruction in specific words to enhance comprehension of texts
containing those words
• Instruction in independent word-learning strategies, and
• Word consciousness and word-play activities to motivate and enhance
learning

12. Concept of Knowing a WORD
a) Understanding its basic meaning (denotation) and also any evaluative or
associated meaning it has (connotation). For example cottage and hovel are
both types of small houses. But cottage suggests cosiness, a pretty house
with a garden, probably in the countryside, whereas hovel suggests a run-
down construction, dirt and squalid poverty. Many words have similar
positive or negative connotations - consider slim and scrawny - and, in
certain cases these connotations may lead to their being considered
"politically incorrect" - for example handicapped.

13. Concept of Knowing a WORD
b) Understanding the grammatical form of the word and its syntactic use
(colligation). For example, interesting, main and alone are all adjectives.
However, while interesting (like most adjectives) can be either attributive or
predicative - eg:
• It was an interesting discussion (attributive)
• The discussion was interesting (predicative)
• main can only be used attributively - That's the main point rather than
*That point is main, while alone can only be used predicatively - The
woman was alone but not *We saw an alone woman.

14. Concept of Knowing a WORD
c) Understanding that words may have more than one meaning - eg boom
may mean a loud sound, an increase in business, a pole to which a sail (on
a boat) or a microphone or camera (in a TV or film studio) may be attached,
or a heavy chain stretched across a river to stop things passing. Changes in
meaning may also involve changes in colligation. To go back to the example
of adjectives above, take the adjective old. With the meaning of aged it can
be both attributive or predicative - We live in an old house / Our house is
old. But with the meaning known for a long time it is only attributive - an
old friend, an old saying. Using it predicatively -My friend is old - changes
the meaning back to aged.

15. Concept of Knowing a WORD
d) Understanding that in changing meaning the word may also change form
- eg fast can be an adjective or adverb meaning quick(ly) or a verb or noun
related to a period of voluntarily going without food.

16. Concept of Knowing a WORD
e) Understanding what variety of English the word belongs to:
• is it informal, neutral or formal? Eg nosh - food - comestibles
• does it belong to a specific regional variety of the language (eg bairn in
Scottish English), or does it have different meanings in different varieties
of English? For example, biscuit in US and UK English.
• is it considered vulgar or taboo? Eg bollocks, asshole, shit
• is it an "everyday" term or a technical term and if the latter in what field?
e.g. feelers vs antennae in biology
• is it used in current English or is it archaic? Eg betwixt, damsel, looking
glass

17. Concept of Knowing a WORD
f) Knowing how to decode the word when it is heard or read, and how to
pronounce and spell it when it is used. The lack of a one-to-one correspondence
between spelling and pronunciation in English makes this feature more
important than in many other languages, the classic example being the variation
of pronunciation of -ough in words like though, through, thought, tough, and
cough. Pronunciation also involves knowledge of stress patterns and how
changes in the form of the word may affect this : consider ˈphotograph,
phoˈtographer, photoˈgraphic In addition, both spelling and pronunciation may
be affected by the differences in variety of English. For example - the
pronunciation of new as /nju:/ in British English but /nu:/ in American English;
and the change in spelling from -our in British English (behaviour, colour) to -or
in US English (behavior, color)

18. Concept of Knowing a WORD
g) Understanding how affixes can change the form and meaning of the word
- eg help, helpful, unhelpful, helpfully, helpless, helplessness etc

19. Concept of Knowing a WORD
h) Knowing how it relates to other words in lexical sets. This includes
relationships such as:
• hyponymy - for example a car is member of the category vehicle and thus
associated with other members of that category : bus, coach, lorry,
motorbike etc.
• meronymy - for example an arm is part of a body and as such is associated
with other parts such as leg, hand, head, ear etc.
• synonymy - words with the same meaning - eg flower, bloom, blossom
• antonymy - opposites ; big-small, dead-alive, open-close etc.

20. Concept of Knowing a WORD
i) Knowing its place in one or more specific lexical fields, and the other
words likely to be found in that field. e.g. dig is part of the lexical field
gardening and as such is connected to words such as plant, fertiliser, roses,
roots, secateurs, mow etc. But it is also part of the lexical field archaeology,
where it will have a different set of associations.

21. Concept of Knowing a WORD
j) Knowing its use in fixed and semi-fixed lexical chunks, such as multiword
verbs (eg run in run out of) collocations (the use of heavy in heavy rain),
idioms (to get cold feet), binomials (trial and error), and other types of
figurative language which I discussed in detail here.

22. Simplified Version
To Know the word mean…
• Spelling
• Meaning
• Pronunciation
• Category
• Usage

23. Vocabulary - Type
Basic, High-Frequency, Subject-Related
• To begin with, you can categorize vocabulary depending on how you use it. A
rich vocabulary consists of basic vocabulary, high-frequency vocabulary, and
subject-related vocabulary. A word’s definition, use, context, and complexity
determine its category.
• Ideally, you should pick up words that will help you in your studies. You could
also develop your vocabulary with words that you would come across regularly
while reading books or while listening to people. That is, you should build your
vocabulary with words that you would use frequently.
• Finally, you should definitely build your vocabulary depending on your career
specialization or field of interest. For instance, if your specialization is computer
electronics, you should familiarize yourself with technical terms associated with
computers.

24. Vocabulary Types
Expressive and Receptive
• You can also categorize vocabulary into two broad categories—expressive and receptive
vocabulary. Expressive vocabulary refers to the words that we use to express our thoughts and
ideas. That is all the words that we use for “speaking” and “writing” fall under the expressive
category.
• Speaking vocabulary comprises of the words that you would generally use in your speech.
Research proves that on average, people have about 10,000 words in their speaking
vocabulary. Writing vocabulary refers to the words that you use while writing your ideas or
thoughts. Your comfort with spelling words usually determines your writing vocabulary.
• Receptive vocabulary, on the other hand, refers to all the words that you understand while
“reading” books or “listening” to someone speak. In other words, all the words that you
process while receiving information fall under receptive vocabulary. Listening vocabulary
includes all the words that you hear and understand.
• On average, adults can understand and process around 50,000 words. If you notice, listening
vocabulary is vast vis-a-vis speaking vocabulary. Reading vocabulary, as the word suggests,
refers to all the words that you understand when you read. As mentioned earlier, the more you
read, the more you develop your vocabulary.

25. Listening Vocabulary
• Listening vocabulary comprises words that we understand through
hearing. A fetus may start recognizing some words when in the womb.
Learning new words is a continuous process and by the time you reach
adulthood, almost fifty thousand words are understood and recognized by
you.

26. Speaking Vocabulary
• Speaking vocabulary consists of words that we actually speak. It has a
horizon of around 5000 to 10000 words. These are used for giving
instructions and conversation. The number of words in this category are
comparatively lesser than the listening vocabulary.

27. Reading Vocabulary
• The major ingredient of vocabulary building is reading. Reading grows
and develops your vocabulary. The words we get to learn while reading a
text are termed as reading vocabulary. It may happen that we understand
words through reading vocabulary even if we don’t use it in speaking
vocabulary.

28. Writing Vocabulary
• Words we recoup while expressing ourselves through writing are termed
as writing vocabulary. Writing vocabulary is normally influenced by the
words we are able to spell. We find it easy to express verbally, through
facial expression, or intonation, but writing vocabulary depends upon our
expertise in vocabulary.

29. Final Vocabulary
• Richard Rorty discovered this term ‘Final Vocabulary’. It is a collection,
set, or group of words that every person applies for justifying their actions,
beliefs, and lives. Final vocabulary comprises words a person avails to
praise, contempt, express the deep feelings, hopes, doubts, etc.

30. Vocabulary Development by Age
• Students’ communication abilities, including their vocabulary, can vary
immensely. However, there are certain milestones we can expect children to
reach before starting formal schooling:
• 12 months: 2 words plus mummy/mommy and daddy (or equivalent in
languages other than English)
• 18 months: 10-50 words
• 1 years: 300 words
• 2 years: 450 words
• 3 years: 1000 words
• 4 years: 2000 words
• 5 years: 5000 plus words

31. Teaching Vocab:
6M Learning Framework
Motivate
• Students need to understand the benefits of a rich vocabulary knowledge. As
with all teaching, some students may be naturally curious, while others will
need to be coaxed into the journey. Some tips and tools for enhancing
motivation are:
• Take the time to demonstrate the value of a rich vocabulary knowledge
• Make word exploration an integral part of classroom culture
• Create a word-rich environment
• Find puns, jokes and other comedic devices to add engagement to word studies,
especially those that humorously interchange multiple meanings
• Designate a word of the week with a challenge to use it creatively in that week’s
work

32. Teaching Vocab:
6M Learning Framework
Model
• In an explicit approach to vocabulary instruction, teachers should model the skills and understanding required to develop a rich
vocabulary knowledge.
• Say the word carefully. Pronunciation is critical to allow students to make strong connections between written and spoken
language. Use syllabification to assist in articulating each part of the word.
• Write the word. There is a strong correlation between spelling and vocabulary. To allow students to access their vocabulary in
both passive and active contexts, they must be equipped to spell new vocabulary.
• Give a student-friendly definition. The concise nature of dictionaries means they require significant vocabulary knowledge to
interpret. Simply providing students access to dictionaries and thesauruses will not necessarily give them the information they
need to understand the meaning of the word. Provide a definition that is meaningful for students, their experiences and their
existing vocabulary knowledge.
• Give multiple meaningful examples. Use the word in sentences and contexts that are meaningful to students. But don’t stop at
one! Provide a wide range of examples to allow everyone to connect and relate to the word.
• Ask for student examples. It may be valuable to have students attempt to articulate their own examples of the word in context. By
including this in the explicit teaching phase, there are opportunities to clarify understanding when words have multiple meanings
and deal with any misconceptions.

33. Teaching Vocab:
6M Learning Framework
Master
• Provide opportunities for students to master an understanding of new vocabulary in context through hearing,
saying, reading and writing.
• Using words is the best way to remember them. The following methods can help learners to consolidate their
vocabulary knowledge:
• Show students how to recognise new words
• The best way to help students to remember and retain the new words they’re introduced to is to connect it with an
object in the real world. Pictures and flashcards are good, but real-world items are even better. This can get difficult
with more abstract words, but by dedicating more time and thought, the image or object used, and your
explanation of it, will help build students understanding.
• Reinforce them remember new words
• After a word has been introduced, we want students to see it at least 10 more times so it sticks. Activities like ‘fill in
the blank’ and ‘word bingo’ help students make strong connections between the introduced words.
• Have them use their new words
• After new words have been introduced, students are ready to find the ways they can use these words to make
meaning. Activities like using the word in a sentence, mind maps, fill in the blanks (with no options) develop
students’ use of words as tools for meaning and communication.

34. Teaching Vocab:
6M Learning Framework
• Have them use their new words
• After new words have been introduced, students are ready to find the
ways they can use these words to make meaning. Activities like using the
word in a sentence, mind maps, fill in the blanks (with no options)
develop students’ use of words as tools for meaning and communication.
• Graphics organisers
• A simple graphic organiser can be an effective method to help students
master their knowledge of new words.

35. Graphic Organizers

36. Teaching Vocab:
6M Learning Framework
Magnify
• Magnify vocabulary understanding through a word rich environment. Create a classroom
where words are valued. Provide continued opportunities to explore words at a deep level.
• Explore word origins
• Investigate the etymology of words and help students make connections within and between
words. Understanding of common word parts helps learners to grasp meanings, even of words
they have not encountered before. Create word families based on a particular etymological
feature. For example, find words with ‘aqua’ or ‘hydra/o’ in their spelling – both referring to
water. Predict the meanings of these words based on their smaller parts.
• Explain the word’s connotation
• This is the relationship between the word and the feelings about it, whether positive, neutral
or negative. Understanding how words can be interpreted enables students to use them with
greater precision. Try compiling a word scale. Place a word on one end of the scale and a word
with opposite meaning or intensity at the other. For example, if students are struggling to use
words instead of ‘said’, place the word ‘whisper’ at the lower end and ‘bellow’ at the higher
end. Students work together to build the scale, searching for synonyms like ‘shout’, ‘yell’,
‘plead’, ‘intone’ and placing them at appropriate points on the scale.

37. Teaching Vocab:
6M Learning Framework
• Explaining where and when the word is or isn’t used
• This can be anything from a word’s formality to its datedness. You might use
‘loo’ at home, ‘toilet’ in public or ‘lavatory’ at the Mayor’s Ball, and ‘ball’ would
be outdated. This helps students understand how words can make people
sound. Try demonstrating this by writing an inappropriately informal text to
highlight the importance of word choice. Alternatively, write an overly formal
text to convey a simple, friendly message.
• Building the relationship from words to other words
• This is how students understand what words have the same, similar, opposite
or related meanings. Taking them through words synonyms, antonyms and
words or concept that build off words helps them develop their lexical stores.
Set aside time for word study. Provide graphic organisers to assist learners to
make comparisons and build connections.

38. Teaching Vocab:
6M Learning Framework
• Showing what words occur together
• This is called ‘collocation’ – it’s why we say ‘see the big picture’ instead of ‘see the tall
picture’ or 10 apples is fewer than 15 apples rather than less. Collocation must occur
in context, so shared reading is an excellent forum for this sort of word study. But also
have a bit of fun by using synonyms to create ‘nearly but not quite’ versions of well-
known sayings.
• How affixes change meaning
• Most words can be changed by adding affixes – prefixes before the word and suffixes
after the word. But a rich vocabulary can be developed by understanding the purpose
of prefixes and suffixes and how they impact part of speech and inform meaning.To
help students get to grips with affixes and how they can change meaning, select a
‘friendly’ root word and explore all of the word building creations that are possible.
For example, the word ‘social’ can be added to create: socialise, socially, unsocial,
antisocial, unsociable, etc.

39. Teaching Vocab:
6M Learning Framework
Maintain
• Maintain learning through repeated practice and revision.
• There are many great game ideas to help you find creative ways to revisit
learning after one day, one week and one month.

40. 3 bonus strategies for teaching
vocabulary
• Word of the day
• Create a daily roster for students to share a newly discovered or unusual word with the
class. They can get creative with the definition too by acting it out, giving synonyms, or
doing a Pictionary style drawing on the board.
• Creative writing
• Compile the week’s ‘words of the day’ and task students with writing a story that uses
as many of them as possible. They’ll learn how to use their new vocabulary in context.
• Class glossary
• Build up a list of unfamiliar words the class encounters when reading a text or
studying a topic. Each student can choose a word and create a glossary page for it,
complete with a definition, pronunciation guide, sentence example, mnemonic
(memory aid), and an image that sums up its meaning.[/fusion_text][fusion_text]

41. The Three Tiers of Vocabulary
Development
• In their three-tiered model of vocabulary development, Beck, McKeown, and Kucan
(2013) classify words as follows:
• Tier 1: These are the common, everyday words that most children enter school
knowing already. Since we don't need to teach these, this is a tier without tears!
• Tier 2: This tier consists of words that are used across the content areas and are
important for students to know and understand. Included here are process words like
analyze and evaluate that students will run into on many standardized tests and that
are also used at the university level, in many careers, and in everyday life. We really
want to get these words into students' long-term memory.
• Tier 3: This tier consists of content-specific vocabulary—the words that are often
defined in textbooks or glossaries. These words are important for imparting ideas
during lessons and helping to build students' background knowledge.

42. Robert Marzano’s Six Step (BEST)
• Step one: The teacher explains a new word, going beyond reciting its definition
(tap into prior knowledge of students, use imagery).
• Step two: Students restate or explain the new word in their own words (verbally
and/or in writing).
• Step three: Ask students to create a non-linguistic representation of the word (a
picture, or symbolic representation).
• Step four: Students engage in activities to deepen their knowledge of the new
word (compare words, classify terms, write their own analogies and
metaphors).
• Step five: Students discuss the new word (pair-share, elbow partners).
• Step six: Students periodically play games to review new vocabulary (Pyramid,
Jeopardy, Telephone).

43. Ways to present vocabulary
Illustration
• This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits
though, not all items can be drawn.
Mime
• This lends itself particularly well to action verbs and it can be fun and memorable.
Synonyms/Antonyms/Gradable items
• Using the words a student already knows can be effective for getting meaning across.
Definition
• Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident).
Remember to ask questions to check they have understood properly.
Translation
• If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct
translation.
Context
• Think of a clear context when the word is used and either describe it to the students or give them
example sentences to clarify meaning further.

44. Thank YOU!