Taking a Look at Vocabulary as More than a Means of Communication

There are words that the entire discourse community knows. For example they all know that recess means go out to play. But as Mrs. H. Walker informed me in teaching the lexis may be similar but it varies from classroom to classroom. For example her class knows that “Station Time ” means they can go to different stations to play but the same concept in another class could be called “Free Play”. I learned that some lexis sticks around forever and never changes like “ Story time”, “Homework”, and “Timeout”. “Language is important is important because it’s how I communicate with my students” says Mrs. H.

Have you ever wondered how we speak? How about why our communication is considered a language and other animal’s communication is not considered language? A wide range of beliefs exist on what defines language. Thus, by exploring the definition of language and lexicon, evaluating language’s key features, the four levels of language structure and processing, and the role of language in Cognitive Psychology, an understanding of what language is becomes clear. Let us begin by defining language and a term named lexicon.

First, vocabulary teaches pronunciation and the definition of words used in a particular language. If you know the meaning of a word, it is easier to use and understand when communicating. I also learned that vocabulary teaches

This gives students the words they need to know in order to communicate in a proper way. The two different types of vocabulary are oral and reading; oral is words that are used while speaking or notice when listening and reading is the words that are noticed in text. This concept is important because when children start to speak, they eventually start to understand and notice words in text. Also, it is important for them to understand the meaning of the words in order to understand the text the are reading. This is why the teacher in my class has the children become familiar with the books and reading them by going over the words and their meanings, so they can understand the story in general and they’d be able to sequence things more

On 14.06.15. Gareth came to Mohamed, who had a word with him at 5:25 pm, during their normal conversation about Gareth’s well-being and his progress, Gareth mentioned that he had accessed to an informal overdraft of £500. Gareth said that he had drawn the money from a cash point/machine in two consecutive nights. And then gambled the entire money within two days. Gareth was asked if any other person had involved in taking or spending the money with him, but Gareth said he was all alone and blew it.

Famous American anthropologist and social theorist Clyde Kluckholm , claims in one of his publication that “Every language is also a special way of looking at the world and interpreting experience concealed in the structure of language are a whole set of unconscious assumptions about the world and the life in it”(Writing logically, Thinking critically 7th edition P 35). Based on this theory, we can learn more

Language also refines this broader reality I occupy. For example, when I learned the word “añoranza” last year, it changed the way I recognized sadness. The world itself didn’t change, yet to me it now contained different kinds of sorrow. There was melancholy, but also the yearning ache of “añoranza,” an entirely distinct feeling I could now name and empathize with in others. Within my own reality, the contrast only emerged after I learned the words to categorize different feelings, in the same way you can’t fully comprehend the nanoscale until you look through through an atomic force

    Toni Morrison makes a good point when, in her acceptance speech upon receiving the Nobel Prize in Literature, she says, “Narrative . . . is . . . one of the principal ways in which we absorb knowledge” (7).  The words we use and the way in which we use them is how we, as humans, communicate to each other our thoughts, feelings, and actions and therefore our knowledge of the world and its peoples.  Knowledge is power.  In this way, our language, too, is powerful.

Language is a cognitive function that most of us take for granted. It starts from early on, some say at conception, and it develops in complexity as we get older. It is an essential part of communication and without it its development would be greatly hindered. This natural process requires complex structures and reasoning, the bringing together of sounds and words to develop concrete ideas and thoughts. In this paper we will discuss the components of language and how it relates to cognitive processes.

Views 1 and 3 are completely opposing one another. View 2 is a combination of the opposing sides. View 1 mainly wants to expand the common language vocabulary to include everyone in the knowledge of the thousands of words within a language. View 3 would like to cut out many of the words not a lot of people use in daily life to remove the need for them as they aren’t used. View 2 includes both sides, want to expand common knowledge vocabulary to useful words but also taking out a few here and there because they aren’t of high importance. Certain people from each

For all humans, language is the most common means of communication with others and it enables us to share our experiences and stories and to tell about our needs and feelings. For example, Yamamoto states that sociolinguistics see, it is ‘primarily through the use of language that people communicate with each other’ (1979: 146). We all speak one or more languages and as the main way of communication it is an important and vital part of our lives. There is many languages in the world and they differ from one another in many ways. But does the language we speak reflect to the way we see and experience the world around us? This paper will explore the question through the Sapir Whorf hypothesis and arguments for and against it.

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Although, there is no agreed definition of language among linguists, but we can say that language is the most sophisticated way of communication between any two human beings and far more complex than any other system of communication. The ability of acquiring and using languages is one of the properties that differs us as human beings from other species.

understanding among the people of the world. Vocabulary is central of language and is of great