The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Vocabulary Teaching, 1
Teaching Vocabulary to Young Learners (Linse, 2005, pp. 120-134)
Very young children learn vocabulary items related to the different concepts they are learning. When
children learn numbers or colors in their native language, they are adding concepts as well as vocabulary
items.
Coursebooks for YL often emphasize nouns because they are easy to illustrate and because often YL
don’t have literacy skills, so the only words that can easily be featured are nouns. However, language is
more than nouns and it is important to include verbs, adjectives, adverbs and prepositions and also
different lexical fields (colors, animals, days of the week, food, jobs, etc.) as part of the vocabulary
teaching.
It is important to help them expand their vocabulary knowledge through formal (planned instruction:
teaching the meaning of the words and ways to discover the meaning) and informal instruction (“by the
way” instruction: with no rule or systematic approach). Both formal and informal vocabulary instructions
are important to engage students’ cognitive skills and to give opportunities for YL to use the words.
Having different learning opportunities improves learners’ overall language ability by improving their
vocabulary.
Teachers should facilitate vocabulary learning by teaching learners useful words and by teaching
strategies to help learners figure out meanings on their own. Useful words are words that children are
likely to encounter and words that occur in a high frequency.
Learners need to acquire vocabulary learning strategies, in order to discover the meaning of new words.
The strategies are useful in in-class and also in out-of-class situations where they encounter new and
unfamiliar words. These strategies also help them acquire new vocabulary items they see or hear. The
students can benefit from how to use contextual clues and guessing the meaning from the content to
deal with unfamiliar items.
Vocabulary development should include both Direct instruction (teaching the words and their meanings
such as pre-teaching vocabulary items) and Indirect instruction (teaching the strategies to help learners
figure out the meaning themselves such as teaching the prefixes and suffixes).
When vocabulary items are taught before an activity, the students may benefit from it in two ways:
1. It helps them comprehend the activity better.
2. It is more likely that they acquire the target vocabulary words.
2. Vocabulary Teaching, 2
YL should be exposed to vocabulary items repeatedly in rich contexts. We can’t expect them to learn the
items we teach and to remember all in the lesson two days later. Thus, a newly taught word should
reappear many times and in different situations for the following weeks of instruction. The vocabulary
items should be revisited/recycled in different activities, with different skills and for multiple times.
Another important component of vocabulary teaching in YL classes is deep processing, which means
working with the information at a high cognitive and personal level. Deep processing makes it more
likely to remember the information, as the students build connections between new words and prior
knowledge. Instead of memorizing list of words and their meanings, personalizing vocabulary lessons
greatly helps students’ deep processing.
Dictionaries and vocabulary notebooks help the EFL and ESL instruction as a tool. Picture dictionaries for
very young learners show the vocabulary items in different categories and help YL increase their
vocabulary knowledge and their use of contextual clues. That’s why, it is important to teach them how
to use a dictionary and guide them while using electronic dictionaries. They may also create their own
picture dictionary by drawing or cutting/pasting pictures from newspapers or magazines.
Some of the useful classroom activities for YL are:
a. Connecting vocabulary to young learners’ lives through personalizing
b. Word for the day
c. Categories
d. Scavenger hunt
e. What’s missing?
f. Mystery words
g. Concentration
h. Vocabulary basket
Linse, T. C. (2005). Practical English Language Teaching: Young Learners. McGraw Hill: NY.
3. Vocabulary Teaching, 3
Learning Words (Cameron, 2001, pp. 72- 95)
Children are clearly capable of learning foreign language words through participating in the discourse of
classroom activities; thus, vocabulary teaching has a centre stage in foreign language teaching. Besides,
although opinions differ in how much grammar can be taught, vocabulary learning can be a stepping
stone to learning and using grammar.
Young learners of a second/foreign language are still building their first language vocabulary, which is
tied up with their contextual development; thus, in planning and teaching a foreign language we need
to take into account this first language background to know what will work and what may be too difficult
for children. The role of words as language units begins with the early use of nouns for naming objects in
first language acquisition and use of other words to express the child’s wants and needs, followed by a
period of rapid vocabulary development.
As Vygotsky states, although children may use the same words with adults, they may not hold the same
meaning for those words. The acquisition of word meaning takes much longer than the acquisition of
the spoken form of the words, and children use words in their speech long before they have a full
understanding of them.
If we had to have complete knowledge of words before using them, we would be restricted to very
limited vocabulary. In this sense, our production races a head of our comprehension and vocabulary
development is a continuous process not just adding new words but of building up knowledge about
words we already know partially.
Learning a new word is not a simple task that is done once and then completed. Learning words is a
cyclical process of meeting new words and initial learning, followed by meeting those words again, each
time extending knowledge of what the words mean and how they are used in the foreign language.
Learning a word takes a long time and many exposures to the word used in different situations.
(Metaphor: Cleaning a house)
Vocabulary development is also about learning more about those words and about learning formulaic
phrases or chunks, finding words inside them and learning even more about those words.
The gap between vocabulary size in the first language and in the foreign language is very large and
seldom closed even by adult foreign language learners after many years of study. A realistic target for
children learning a foreign language might be around 500 words a year in good learning conditions.
4. Vocabulary Teaching, 4
No one person knows all the words in the language and not all words are equally useful to learn in using
a foreign language; frequency plays an important role in the word’s usefulness:
Adult NS: 20K (18yrs. Starting University) > 37K (Shakespeare)
Child NS: 4K-5K by the age of 5 + 1K each year.
Non-NS: 1 K each year (for who attended English speaking school)
Child non-NS: 500 words each year given good learning conditions.
Knowing a word includes:
a. Receptive knowledge: Recognizing & Understanding its meaning when heard/ read
b. Memory: Recall it when needed
c. Conceptual knowledge: Use it with correct meaning
d. Using it correctly in spoken form (in isolation and in discourse)*
e. Grammatical knowledge: Accurate use
f. Collocation knowledge
g. Orthographic knowledge: spelling *
h. Pragmatic knowledge: style and register
i. Connotational knowledge: positive and negative associations
j. Metalinguistic knowledge: grammatical properties
k. Cultural Content: what is the significance of use in the culture (deliver milk)
Increasing the depth of vocabulary knowledge does not happen automatically in a foreign language,
even in most favorable circumstances such as immersion programs. Conceptual knowledge grows as
children experience more of the world in their daily lives. It depends on the maturation factor as well.
Younger children tend to make syntagmatic associations, choosing a linking idea in a word from a
different part of speech or word class (dog: bark). Older children are more likely to respond to cue words
with words from the same word class (dog: animal), which is called pragmatic responses. Children’s shift
to pragmatic responses reflects other developments:
i. They become more able to deal with abstract connections (dog is an animal) and develop
skills for working with ideas and talking about what is not present.
ii. They build up more knowledge of the world and words, and ways of organizing, classifying,
labeling, categorizing, comparing and contrasting them.
Schooling helps children sort things into sets, classify and label sets and categories, compare and
contrast them. Schooling moves children from concrete to the abstract as it develops skills for working
with ideas.
5. Vocabulary Teaching, 5
When a word is encountered, the schema that they are part of will be activated, and the network of
activated meanings becomes available to help make sense of the discourse and the words at a holistic
level. These schemas are usually being constructed throughout childhood within the first language
culture. When foreign language words are learnt, they are likely to be mapped on the first language
words and to enter schemas that have already been built up. (E.Q.: “fetch the milk” in British culture)
The words for basic level concepts are the most commonly used words, they are learnt by children
before words higher or lower in the hierarchy and they are more likely to have been mastered than
superordinate and subordinate levels that develop through formal education. Early vocabulary learning
may be ineffective, if words are not consolidating (unite) and used regularly.
Superordinate > Basic level > Subordinate
furniture chair racking chair
animal dog spaniel
Younger children
a. need Concrete vocabulary
b. need recycling the words again and again in
new contexts.
c. need Basic level words
d. learn words as collections
Older children
a. can cope with Abstract words/ topics
b. need recycling the words again and again in
new contexts
c. can benefit from superordinate and
subordinate vocab. linked to basic level words
they already know.
d. Can learn through pragmatic organization.
Content words form an open set in that new content words can be invented, whereas the set of function
words is closed. Each set needs different teaching approaches. Content words can be taught in more
planned and explicit ways. Function words are acquired through repeated use in different contexts.
http://www.wordcount.org
Among 86800 words, the first 25 are function words:
1. The
2. Of
3. And
4. To
5. a
6. in
7. that
8. it
9. is
10. was
11. I
12. For
13. On
14. You
15. He
16. Be
17. With
18. As
19. by
20. at
21. have
22. are
23. this
24. not
25. but
6. Vocabulary Teaching, 6
Techniques in presenting the meaning of new items to Young learners
I. Demonstration
a. Visuals: Magazine Pictures/ Flash Cards/ Filmstrips/ Photographs/ Images from TV or video
b. Real Objects (Realia)
c. Black/white board drawings
d. Mime, gestures, acting
II. Verbal Explanation
a. Definition Lexical Meaning (requires preexisting knowledge)
b. Putting the word in a defining context (requires preexisting knowledge)
c. Translation: (This doesn’t require learner to do some mental work in constructing a meaning for
the new foreign language word.) *
* The amount of mental work done by learners affects how well a new word is engraved in memory; the
more learners have to think about a word and its meaning, the more likely they are to remember it.
Sometimes a new word is first explained in the foreign language or with pictures, but is then
immediately translated in the first language. Pupils will soon realize the pattern of their teacher’s
explanations and learn that they don’t have to concentrate on working out the meaning because the
translation is predictable given afterwards.
Form, how a word is pronounced and written, is a key part of word knowledge. Pupils need to hear a
new word in isolation as well as in a discourse context, so that they can notice the sounds at the
beginning and at the end, the stress pattern of the word, and the syllables that makes up the word. They
need to hear the word spoken in isolation several times to catch all this information. When children
encounter the written form of a new word, their attention should be drawn to its shape, to initial and
final letters, to letter clusters and to its spelling.
After the YLs meet with a word and the word enters their short term memory, it is essential to build up
the memory for the word to use it in the long run. Memorizing activities are needed at first, but then it is
essential to recycle the vocabulary at regular intervals. Organizational networks may help students
memorize the words:
i. Thematic organization: things that go/happen together (shopping list: milk, eggs, yogurt… etc.)
ii. Relations of whole to parts (Parts of Body: head, shoulders, knees, toes… etc.)
iii. General to specific (fruits > banana, apple, orange… etc.)
iv. Ordering words/degrees/antonyms: (always, usually sometimes, rarely, never... etc.)
v. Ad-hoc categories: collection of things that go together (Picnic: food, ball, basket … etc.)
7. Vocabulary Teaching, 7
Difficulties in learning vocabulary may result from that vocabulary not being sufficiently connected to
pupil’s real lives. In order to extend children’s vocabulary beyond textbook:
(1) working outwards from the text book
(2) learner(s) choice
(3) incidental learning through stories
Strategy use changes with age, and successful and less successful learners vary in what strategies they
use and in how they use them.
Teachers have to encourage young learners to adapt vocabulary learning strategies:
Guessing meaning
Noticing grammatical information about words
Noticing links to similar words in first language (cognates)
Remembering where a word has been encountered before
World knowledge
Teachers can model strategy use, teach sub-skills needed to make use of strategies, include classroom
tasks for strategy use, rehearse independent strategy use and help young learners reflect on their
learning process through evaluating their achievement.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.