Lexical Approach To English Language Teaching

The students need further intervention in vocabulary development in the technology education content area. There are many strategies for teaching academic vocabulary each of which can provide students with opportunities to build word knowledge. After some investigation of the strategies, this researcher determined that Marzano’s Six-Step Process for Building Academic Vocabulary best suits the sixth-grade technology class. Marzano’s Six-Step Process for Building Academic Vocabulary will be used as the basis for vocabulary development intervention. Marzano's Six-Step Process promotes the use of both technology and games to increase vocabulary development.

All students need direct instruction of vocabulary, but it is especially imperative for ELLs. They need much more exposure to new vocabulary than their native-English-speaking classmates. ELLs need to learn cognates, prefixes, suffixes, and root words to enhance their ability to make sense of new lexicon. Beginning ELLs and more advanced ELL students should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for these students. If they memorize the meanings of the words on a list, they will not be able to use the words in their own writing or verbal production until they really understand the meanings. When vocabulary instruction includes explicit, implicit, and strategy instruction, students are repeatedly exposed to the target vocabulary in a variety of contexts which increases their individual vocabulary development and the other resources that help in doing so is the Semantic Mapping primary focus on visual relationships, which is helpful to students from all backgrounds.

Learning had been widely discussed among the researchers. It had become the subject matter that interests psychologists, educationists, scientists and came up with a number of learning theories. There are many different theories that attempt to describe the learning process. The theorists came out with some methods and approaches to be applied in the language teaching in the classroom. Approaches consist of specific principles in the language teaching and to apply these approaches, methods are needed which include various procedures and techniques. In this coursework, I would discuss on two theories, methods and approaches, two of their strength and limitations. In addition, I would further discuss on the implementation of one of the theories in the English language classroom.

English language learners need direct instruction of new vocabulary (Haynes, 2010.) Educators must provide practice saying new words. ELL’s should have more exposure to new terms, words, idioms, and phrases than their English fluent classmates. Educators must tie new vocabulary to previous knowledge and use pictorials to highlight significance. Content area Educators are encouraged to teach new vocabulary that occurs in text as well as that related the subject materials.

Vocabulary or word knowledge is a very important area of a language, and plays a crucial role for learners in acquiring a second language (Cameron, 2001). Without vocabulary, learning all other language skill is impossible. Therefore, helping students to master English vocabulary is not only concerned with providing necessary input but also requires appropriate assessment. There are a number of ways to assess students’ word knowledge both formal and informal test. Many classroom friendly vocabulary assessments are available that inform instruction and measure vocabulary growth (Stahl & Bravo, 2010). Also, teachers can use various summative assessments to assess student vocabulary knowledge and growth.

Computer technology changes the way people with the advent of internet, that has significant effects on communicating, teaching and learning. Students learning English as a foreign language uses the Internet as an instructional aid because of the integration of various tool and application in the educational and instructional process (Al- Ghoza , 2008) , Meanwhile , it also serves a tool to the teachers to make the lesson suitable for all learning style and facilitates cooperative learning. (Hollenback & Hollenbeck , 2004) . There has been so much to explore in this area and so this paper will highlight the advantage and disadvantage of using the Internet in teaching and learning Teaching English as a Foreign Language .

This article touches upon many different ideas and the importance of Academic Vocabulary. First it talks about how academic vocabulary is harder to learn then conversational language (Sibold, 24). Next the article dives into the importance of academic vocabulary to ELL’s. It was said that many studies show low academic language skills reflect low academic performance (Sibold, 24). This tells us that ELL students are already at a disadvantage because of there academic vocabulary. Table 1 shows us that there are three stages for incorporating relevant vocabulary. The three stages are before reading, during reading, and after reading. In each on of these strategies there are many different suggestions one can take to help ELL learners. Before reading one can pronounce the word or show the word in their native language and then have the students repeat it in English a few times. During the reading we can use graphic organizer to help students understand the word. After reading we expose the student to that word in a variety of ways

In teacher-led classrooms, teachers will often provide a list of words and their definitions and ask students to correctly pronounce and accurately memorize content-related definitions of the words (Bos & Anders, 1990). The traditional method of teaching vocabulary has proven effective for many students, but it is important to note that there are students with alternative learning needs who may benefit from an untraditional teaching method such as computer assisted instruction.

The researcher has found that a considerable percentage of ELLs did not meet the state 's proficiency targets. According to the FCAT data, less than fifty percent of ELLs were bellow mastery in vocabulary. Therefore, the researchers is aiming to study and discover whether the online digital programs being used in the classroom help ELLs master the academic vocabulary to understand advanced texts. Given these facts, the researcher has proposed himself to focus his action research on the following question:

In the extensive course of language teaching research, vocabulary has been a neglected subject if compared to other aspects (i.e.grammar) of language acquisition (Alqahtani, 2015: 22); however, in relatively recent years, there has been an increase of studies related to vocabulary teaching and learning, and scholars have outlined various aspects which are important to consider when discussing the development of lexical competence.

This study examines the teaching methods of individuals who provide English instruction to speakers of other languages. Two classrooms of similar makeup will be studied in order to determine whether implicit or explicit vocabulary instruction most benefits English Language Learners. These two classrooms will participate in pretests and posttests to determine the growth of their vocabulary knowledge involving a series of lexical items over the course of the teaching experiment. This research will be compared to the research of other individuals who examined the differences between implicit and explicit vocabulary learning and the implications of these teaching practices.

Although I have been teaching for fourteen years, I still have problems with teaching the English Language learners (ELLs) in my class. I realize that English language learners have a difficult time with school because some of them haven’t mastered the language and culture. However, I know as an educator that it is important that I meet all students’ needs and standards for my district. The course readings and discussions have provided an abundance of strategies to help me meet the needs of English language learners, as well as struggling learners with practical applications. To effectively teach all students, I need to be aware of my students’ background. This knowledge will enable me to build coherent lessons, encourage class discussions, and activities that will engage all my students’ participation.

Learning vocabulary is an essential part of the second language (L2) learning process. Second language acquisition (SLA) theoreticians argue that learning vocabulary plays a major role in SL learning. Whipple (1925) attributes the development of reading skills to a rich reserve of reading vocabulary (as cited in Hiebert & Kamil, 2009). Likewise, Davis (1942) contends that comprehension is the outcome of vocabulary knowledge and reasoning. In addition, Chen & Li (2010) point out that SLA approaches, such as ‘the situational learning approach’, suggest that ‘context’ is one of the founding pillars of the language learning process. This study will review a number of studies on contextual cues and other learning strategies

In this report I will be comparing my views on teaching with those of an experienced teacher ,a learner and three experts, using: Concept maps, interviews and pre-assigned articles. I’ll explore a little of second language vocabulary acquisition, theories and

Through the course of this semester many approaches and techniques have been discussed, elaboration on their benefits and uses and how to utilize them best in a language learning setting have been highlighted. Through the presentation of all the information it seems that no single approach or technique can satisfy the needs of every learner, and that the most pertinent message to teachers is to know what the needs of your students are individually, and cater lessons for those needs using a variety of techniques. That being said I will discuss some approaches and techniques that I found the most