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).
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
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.
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.
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 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
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.
The diverse materials and techniques used in this textbook facilitate an effective and attractive learning; form a positive view about second language acquisition in students mind.
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
Rubin established that learning strategies good learners use learning strategies such as guessing in meaning of words in context which is one of the most used cognitive strategies in second and foreign language learning. Another characteristics of a good learner underlined by Rubin is that good learners practice words by pronouncing them several times. Different researchers have investigated vocabulary learning strategies in various contexts in relation to most and least used frequent vocabulary learning strategies (Amerian & Heshmatifar, 2013; Kaya & Charkova, 2014; Omaar, 2016), learning strategies, L2 proficiency and gender (Green & Oxford, 1995), vocabulary size and general English proficiency (Gu & Johnson, 1996), attitudes towards vocabulary acquisition (Laufer, 1986), determine whether the classification of strategies used with English as a Second Language (ESL) could be applied to English as a Foreign language learning (EFL) (O’Malley & Chamot, 1990). Some studies sought to compare the use of vocabulary learning strategies in relation to age (Schmitt, 1997) and gauge the effectiveness of vocabulary learning strategies (Shams, 2012).
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.
Enhancing the learners’ communicative language ability to better express themselves or to effectively get the message across is among the essential objectives in English language teaching. One fundamental component of the communicative language ability is vocabulary (e.g. Meara, 1996; Bachman & Palmer, 1996). And even more broadly, vocabulary is one vital component of communication (e.g. Levelt, 1993; Singleton, 1997). Earlier studies highlighted vocabulary connections with the four skills: reading (e.g. Laufer, 1992; Qian, 1999, 2002; Alderson, 2000); listening (e.g. Bonk, 2000; Alderson & Huhta, 2005; Rost, 2005); writing (e.g. Arnaud, 1992; Laufer & Nation, 1995; Laufer, 1998; Laufer & Paribakht, 1998; Schoonen et al., 2003) and speaking (e.g. Levelt, 1993; Adams, 1980; Adolphs & Schmitt, 2003, 2004; Durán, Malvern, Richards, & Chipere, 2004). In this section, the importance of speaking will be reviewed along with its foundation in the history of second language pedagogy and the role of vocabulary in speaking.