Teaching vocabulary

I. For many years vocabulary was seen as incidental to the main purpose of teaching, the acquisition of grammatical knowledge about the language. Recently, however methodologists and linguists have increasingly been turning their attention to vocabulary, stressing its importance in language teaching and reassessing some of the ways in which it is taught and learnt.

The teacher should bear in mind that a word is considered to be learned when:

1. it is spontaneously recognized while auditing and reading

2. it is correctly used in speech, the right word in the right place.

The number of words pupils should acquire in school depends wholly on syllabus requirements. Scientific principles of selecting vocabulary have been worked out. The words selected should be: frequently used, easily combined, unlimited from the view of style, included in the topics that syllabus sets, valuable from the point of view of word building. A prominent linguist K. T. Mc Whorter defines vocabulary as the ability to recognize individual words and to associate meaning with the particular combination of the letters that form a word. Words are symbols, the group of letters that stand for or represent either a physical object or an idea. It is essential to «prime» the word, i.e. to prepare the learners for the encounter with the new word through activation of prior knowledge and creating the necessity of using the word. Development of vocabulary in mind depends on the complexity of the concepts that are expressed with the help of words.E.g. words with a concrete meaning are acquired easier and sooner than abstract meaning words.

The storage of the words in memory depends on the depth of the meaning processing. The deeper the learners get the meaning of the words in examples and associations the stronger will memory traces be. Scientific principles of selecting vocabulary have been worked out. The words selected should be frequently used in language, easily combined, unlimited from the point of view of style, included in the topic the syllabus set, valuable from the point of view of word building.

M. West defines two classes of words: 1. words that we talk with –form or structural words.2. words that we talk about-content words.

In teaching vocabulary for practical needs both structural words and content words are of great importance.

Psychological and linguistic factors which determine the process of teaching vocabulary.

It is easier to learn and remember vocabulary when it is presented within a context. Context means the other words in the text which surround the new word and also the non-linguistic situation in which the words are used. It is necessary to establish a memory bond between a new word and those already covered. It can be a memory bond in meaning, in spelling, in pronunciation. It is necessary to introduce the words in sentence patterns, in different situations of intercourse. Then they are fixed in memory through different exercises. The teacher should teach his pupils how to use the dictionaries independently as a reference.

II. The various vocabulary levels.

We have at least 4 vocabulary levels: reading vocabulary, listening vocabulary, writing vocabulary and speaking vocabulary. E.g. there are words you recognize when you read them which may not be part of your speaking vocabulary. Many slang words and informal expression are not used in writing, like “Oh, come on! or what a dope! are seldom used in factual writing.

Listening and reading vocabularies are developing most frequently, writing and speaking vocabularies are expending less rapidly. This can be explained that on a daily basis, you do less speaking and writing than reading or listening.

Developing reading vocabulary: when you meet an unknown word while reading the first thing to do is to mark an unknown word, underline it, circle it or place a box around it. Then continue reading. Do not interrupt our train of thought while reading. After we have finished reading, return to all the words we marked, learn meanings, try to incorporate the words into our speech or writing, periods review of the word will also be necessary. To prevent it’s loss from our long-term memory. (e.g. index cards, new words list etc).

Developing listening vocabulary:while listening to e.g. a lecture we should be on alert for types of words:1 specialized or technical words; 2.general words that are familiar to us; 3. general words that are vaguely familiar to us. Write the words in the left margin, later check the margin in the dictionary, and then transfer the word to either a “new word list” or an index card. Constant review is necessary.

Developing writing vocabulary: one of the most difficult parts of developing your writing vocabulary is finding the right word. One obvious source is the dictionary.When you write, your primary purpose is to express and communicate ideas. First, organize your ideas and try to express them as clearly possible. Then you can revise and change the various words to make your meaning more precise or inscriptive. A student must be careful in using the word with difficult shades of meaning, to fit the context.

Developing speaking vocabulary:because speech is the most spontaneous, you have little time to plan, organize, and revise what to say. One way t5o improve the level and sophistication of your speech is to practice what you might say know you will have to say something. This process of anticipation, or practice will begin to develop your speaking vocabulary.

3. Different approaches to a word.

Knowing a word means to know

1.meaning : a.meaning in context; b.sense relation; n c.polysemy

2.use: a. metaphor; b.collocation; c.style of register

3. formation: a.parts of speech b.prefixes and suffixes c. spelling

4. grammar a.nouns (countable and uncountable) b.verbs complementation, phrasal verbs c. adjectives and adverbs.

To know a word means to master word meaning word use, word formation and word grammar.

Meaning:

1a. The first thing to realize about vocabulary items is that they have more than one meaning.The word “book”- means a set of printed pages fastened together inside a cover. But the same dictionary then goes on to list eight more meanings of “book” as a noun, two meanings of “book” as a verb, three meanings where “book+ preposition” makes a phrasal verb.e.g. “But I booked my tickets to the performance 3 weeks ago!” “The policeman booked the driver for speeding.”In other words the importance of meaning, in context is great.

1b. As far as the meaning goes, the student needs to know about sense relations. Research shows that learning vocabulary in synonyms, opposites, and free associates in the same lesson makes learning more difficult. This difficulty is caused by the similarity between the two items which strengthens their association and the differences that interfere with each other.e. g. Students are uncertain whether you should say protect smn from bad weather or prevent smn from bad weather.

In order to avoid this, teachers should teach high frequency words first before low frequency words or if words are taught as they occur in normal written and spoken discourse.

1c. Polysemy cannot be effectively treated through translation or explanation.

Word meaning can be expanded by means of analogy and metaphor. In simple words, a polysemious word usually has a core meaning and all the other meanings come from it by means of metaphor. Word – meaning expansion works like a ripple, which starts from the core and extends outward. Using the word “leaf”, its meaning expansion can be shown with a ripple diagram. ( LEAF---------of a book, LEAF---------of a plan , LEAF---------of metal, LEAF---------of a marble, LEAF---------of furniture)

2.USE:

2.a. Word – meaning is frequently stretched through the use of metaphor and idiom. E.g. the word “hiss”describes the noise that snakes make. But we stretch its meaning to describe the way people talk to each other. (“Don't move or you're dead,”- she hissed.) this is metaphorical use. E.g. he is a real snake in the grass-meaning- He is a treacherous person.

2.b. Word-meaning is also governed by collocation. – That is, which words go with each other. In order to know how to use the word “sprained”- растяжение связок, we need to know that whereas we can say “sprained ankle, whist”, we can't say “sprained thing”. We can have a headache, stomachache, earache, but not a legache.

2.c. We often use words only in certain social and topical context. What we say is governed by style and register we are in the neutral expression “I am angry”. The informal version of the same expression= “I am pissed off” seems rude in certain contexts.e.g. Two doctors talking about the patient's illness will talk in a different register than one of them talks to a patient, who has never studied medicine.

3. FORMATION:

3.a. Words can change their shape and their grammatical value. Students need to know facts about word formation and how to twist words to fit different grammatical contexts.e.g. death, dead, dying, die.

3.b. Prefixes and suffixes are additions, placed at the beginning and end of a root word to modify its meaning. By learning to recognize prefixes, suffixes and root, pupils can learn how to guess the meaning of words, they have never seen.

e.g. 1. Root – is the base element of a word.

Pose – is root meaning “put”.

2. A prefix – is a word element , that is placed before a root.

“ex”-means “out or from”. Expose – uncover, disclose, reveal.

When the tide went out , the shipwreck was exposed.

“im”-means “in, on, into, toward, or against.” Impose – place upon.

The government is imposing yet another tax.

3. A suffix – is a word element , placed after a root.

“sure”, “tion”- indicate a noun form.

e.g. Exposure to noise affected his hearing.

Word-formation is a powerful source of vocabulary development.

One process of word formation, blends, deserves attention.

There are two types of blends. E.g. smog (smoke and fog).

Type I. – consists of words that cannot be analyzed into constituents, but that contain elements which remind us other words similar to them.

E.g. swirl, twirl, whirl. – the idea of “turning” is condensed in the splinters – irl.

Type II. – is very common in the 20th century.

1. Blends created for scientific purposes to name chemical products, new substances, new medicine: Gasohol = gasoline and alcohol.

2. Blends used in economics to name new monetary systems, coins:

e.g. petrodollar = petroleum and dollar

3. Blends used to name new occupations:Photojournalist = photograph and journalist. Televangelist = television and evangelist.

4. Blends used in poetry to create stylistic effect: Drysert = dry and desert.

5. Blends used for funny purposes: Eggspert = egg and expert.

Eggspertise = egg and expertise. ; Eggactly = egg and exactly.

4 GRAMMAR.: 4.a. There are also nouns that are neither countable nor non countable but which have a fixed form and collocate only with singular or plural verbs : e.g. People, the news , mathematics students needs to know how words are spelt and how they sound, datum, data.

Stress (conduct-conduct)4.b. Verbs trigger certain grammar two (tell+ sbd=say to sbd, must, can + go,) phrasal verbs (put up with) adverbs, their position in a sentence. Order of adjectives.

IV. Presenting vocabulary.

To present a word means to introduce to pupils its form, explain the meaning and usage. There are two ways of presenting words: direct way and translation. Direct way brings the learner into direct contact with the word. The mother tongue is not used. The D.W. is usually used when the words denote things, objects, qualities, gestures, movements. The teacher uses visual and verbal techniques for the purpose. Visual techniques : objects, pictures, gestures. Verbal techniques : context, synonym, antonym, definition, word-building.

e.g. to be thirsty – I want to drink, it is hot deaf, blind – cannot hear, cannot see.

Writer – to write – work – worker.

Whenever the teacher is to present words denoting abstract notions it turns to translation. Finally, pupils can look them up in the dictionary. The choice of the way of conveying the meaning of a word depends on the pupil¢s age, intelligence, size of the class, qualification of the teacher.

5. Consolidation of words. (assimilation, retention)

Assimilation of words is gained through performing various exercises which allow pupils acquire lexical habits.

Two groups of exercises may be recommended:

Group 1. Aim to develop pupil`s skills in choosing the proper word.

(choose the right word, arrange the words in pairs according to the same root)

Group 2. Aim to find the necessary word among those kept in the pupil`s memory

(name the object the teacher shows, fill the blanks, give synonyms, antonyms, say as many words as you can about, combine words, make up statements, guessing games).

There are 3 things the teacher should pay attention to

1. the number of exercises to be used

2. The types of exercises

3. The order of complexity.

At both stages of teaching vocabulary the teacher should constantly use all kinds of vocabulary testing: writing dictations, composing sentences, stories, situations, vocabulary tests including tasks like give synonyms, antonyms, derivatives, give definitions