Vocabulary Acquisition Through Audio-Video Aids

When children enter school, it is important for teachers to understand that each child brings with them their own set of experiences and background knowledge. Some children are fortunate to bring with them a strong vocabulary, which can translate to these students having between 4,000 and 8,000 more word meanings by the second grade than their peers with weak vocabularies, therefore it is important to intervene in the early grades to help prevent such a vast discrepancy and strengthen the vocabulary of the students who enter school less prepared. This article represents the findings of adding small-group interventions to first grade classroom’s Read Aloud Curriculum with the expectation that it would improve vocabulary for students identified

The National Reading Panel of the national Institute of Child Health and Human Development (NICHD, 2000) identified vocabulary instruction as an integral skill that the learners need to improve. In fact, there is strong evidence to support providing vocabulary instruction not only to improve learners reading comprehension and writing quality, but also their listening vocabulary and their speaking vocabulary (Joshi, 2006; Kame’enui & Baumann, 2012). Vocabulary knowledge, including both oral and written vocabulary, is critically important for a child’s success in school (Kamil, 2008).

When a student encounters a difficulty with reading in the vocabulary subject there is a simple process to follow in order to introduce some of the vocabulary needed.

Listening Vocabulary: Listening vocabulary is the largest type and consists of the words we recognize when listening to speech. Words are learned through daily experiences and conversation. The more words that are heard the more words that will be understood. Individuals use gestures, tone and context to enhance their listening vocabulary.

The advent of technology has tremendously influenced their view of the teaching and learning process. Children are amused with animations, electronic gadgets, and multimedia. To take advantage of the benefits of these modern inventions, the academe, on whose hands rests the noble task of nation building and in the preparation of the global workforce, has adapted some ways these technologies are made available in the educative process whether confined in the four corners of the classroom, or in any other place where these can be accessible like the Audio-Visual room. Classroom strategies involving these technologies make learning amusing and alive. Teachers sometimes simulate these technologies in the forms of games and plays the classroom into a world of fun which children enjoy. Learning becomes spontaneous and very natural which encourages the learners to interact without inhibitions and open up opportunities to develop and put to practice their listening and speaking skills without so much

Conventional teaching has hampered learners' competence to comprehend certain language and similarly comprehension of structure, implications and function of the language, and makes the learners inert recipients of learning. Thus, it is hard to achieve the target of communication. With teachers' instructions, leading learners' thoughts and motivating learners' emotions, the multimedia technology seeks for blend of teaching and learning and gives the learners more significant inspirations. Also, such in-class practices as group discussion, subject discussion, and debates can moreover offer more open chances for communication among learners and among teachers and learners. So multimedia development teaching has phenomenally inspired learners' certain thinking and communicating competence in social practice.

There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to “communicative competence” (ability to engage in meaningful conversation in the target language) and provide controlled interactive speaking practice outside the classroom. Using chat has been shown to help students routinize certain often-used expressions to promote the development of automatic structure that helps to develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing gives not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more authentic. ‘Call’ is a diversion to the students. They have to learn themselves, without the help of their teacher. But their power of concentration

Various means have been used to make learning easier for students, since it has been discovered that learning with texts only causes boredom to students. Thus, the implementation of multimedia adds interest and livens up the lessons.

Nowadays, vocabulary takes an important part in the language use. However, it has traditionally been underestimated within language teaching and its instruction was commonly incidental and unplanned. The aim of this essay will be to stress the significance of vocabulary from teachers’ and learners’ perspective, to deal with the mastery of English vocabulary, and to point out the general strategies that surround vocabulary teaching, as well as to provide a general overview about it

The research question, in effect, will investigate whether inclusion of new technology in teaching reading vocabulary improves the reading vocabulary skills of elementary (K-5) students

The above question is answerable according to the researcher’s expertise, time and resources. Hollis (1995) states “through this study I hoped to find that multimedia technology would be conduit that my students needed to acquire new knowledge, develop new concepts, and express strong understanding” (p. 2). As an educator of 24 years, the teacher

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

In today’s society, English Language Learners (ELLs) are fortunate enough to have access to different programs and technology in a way that can further the learning of the new language. With the use of these programs and technology, ELLs can accelerate their education in a way that many people did not get to experience many years ago. The positive effects technology can have on an English Language Learners (ELLs) over the past couple decades have been bountiful and have become more innovative and more improved than ever. For example, an efficient language learning device that has been used since the 1990’s is Rosetta stone. It is a computer or DVD centered platform that allows you

​Many studies have been conducted to investigate the effect of CALL on the language learning process. Research results have proved that CALL provides a positive effect on students’ competency of new languages. When compared to traditional methods of teaching, however, it is unclear as to whether a modern-day CALL provides more long or short-term increase in

Abstract: Nowadays, it is strongly irrefutable that vocabulary skills founds the stepping-stone to language learning and should be at the epicenter of language teaching, in re to the fact that much cannot be conveyed without grammar; nothing can be imparted without vocabulary. Understanding the key notions of how vocabulary is acquired can help language teachers be able to dispense more realistic and effective vocabulary teaching. With this thought in mind, it is crucial to acquaint students with vocabulary learning strategies (VLS) so that they can do this more effectively. With the expansion of research on vocabulary learning strategy instruction, the question to be addressed is whether training on strategies will culminate in improvement in language learners or not. Hence, based on the significance ascribed to teaching vocabulary learning strategies in the process of language learning, the present paper endeavors to cull evidences and scour the effectiveness of teaching vocabulary learning strategies.