Chapter 3 Teaching and Learning Vocabulary Teaching Methodology 401.

Chapter 3Teaching and Learning

VocabularyTeaching Methodology 401

Group Members Chet Chandy Sophal Maliny Sovann Monyroth Taing Kimchhe Yang Syravann

Contents Introduction to Vocabulary Word Formation Local Vocabulary Lexical Item Introductory Points Key Principles of Teaching and Learning

Vocabulary Techniques for Vocabulary Learning

An Introduction to Vocabulary How many words are there in English? Passive Vocabulary: we understand Active Vocabulary: we use

Word Formation Prefixes and suffixes

Ex: taste – tasty taste – tasteful – distasteful

Combining WordEx: book + case: bookcase

case + book: casebook Masculine and Feminine

Ex: man/woman, lion/lioness

Local vocabulary Some words are used within a particular group

of peopleEx: fandabidoziThose potatoes are fandabidozi - can I get the recipe?

Lexical item is a single word or chain of word s that are the basic element of a language’s vocabulary.

Lexical items compose of more than one word are sometimes called Lexical Chunks/Phrases/Units.

Some common types of lexical chunks: Phrasal verbs: e.g., “make up”, “get out” Polywords: e.g., “by the way”, “inside out” Collocations: e.g., “absolutely convinced” Idioms: e.g., “give someone a break”

Lexical Item

Introductory Points

1. Students “know” a word2. Vocabulary is usually an uncountable noun3. Lexical words and phrases, not grammar

words4. “word”= one word form + one meaning5. “word”: lexical item with more than one part6. Elementary and lower intermediate

vocabulary work concentrates on building vocabulary

Key principles of teaching and learning vocabulary1. Meaningful practice is more important

for teaching and learning vocabulary than presentation

a) Presentationb) Ways of presenting

Point to or hold an object Show or draw a picture Demonstrate by doing a mime or real action Translate to L1

c) Context techniques The ‘What is it?’ Technique

A factory is usually big. Factories are often dirty. Many people work in a factory.

The Concept Question Technique Is there a factory near your house? What does the factory make? Where is the biggest factory in Phnom

Penh? Guess the Part of Speech

“a/an” in front of countable noun In the phrase “ a black cat”, black is an

adjective.

d) Matching Techniques for presentation Show the students by putting ‘a/an’ in front or

plural ‘s’ after a countable noun, and putting nothing in front of the uncountable noun.

Procedure: • Choosing 5 words and 5 pictures• Calling out and pointing to the words/the

pictures• Pointing both words and pictures

Key principles of teaching and learning vocabulary (con’t)

2. Most techniques can be used for vocabulary practice.

3. The teacher should use grammar and vocabulary that the students already know to introduce and practice new words. The teacher should also avoid introducing new grammar at the same time as new vocabulary.

Key principles of teaching and learning vocabulary (con’t)

4. Many of the vocabulary techniques can be done in pairs and groups.

5. New words should be quickly ‘transferred’ to a wide range of topics.

Key principles of teaching and learning vocabulary (con’t)

6. Vocabulary learning is the key to communicative language learning.

Key principles of teaching and learning vocabulary (con’t)

Reasons: Vocabulary has many good teaching and learning techniques. Words have meanings, so vocabulary learning is challenging

and motivating. Successful grammar learning depends on good vocabulary. Students can learn vocabulary without grammar but not vice-

versa. Good vocabulary knowledge helps students guess from

context.

Text 1:… … I was … … when I … a … … A … had … into a … … … was … But there was a … … of … … around because the … … and the … were … a ...

When did it happen?Where were you going?What did you see?How many vehicles were there?Was anybody hurt?What were the two men doing?Who was watching?

Text 2:Last night … … come home … … saw … road accident. … cyclo … crash … … motorbike. Luckily nobody … hurt. … … … … big crowd … people standing … … … cyclo driver … … motorcyclist … have … fight.

When did it happen?Where were you going?What did you see?How many vehicles were there?Was anybody hurt?What were the two men doing?Who was watching?

7. Meaningful repetition is essential for successful vocabulary learning.

a) Students should be given lots of varied out-of-context techniques.

b) Making sure students meet the word often and use it for writing and speaking.

c) The teacher should use the new target words more often in English class.

d) Encouraging students to build up their own vocabulary.

Key principles of teaching and learning vocabulary (con’t)

8. Students learn vocabulary quickly if they learn through both “in-context” and “out-of-contexts” techniques.

9. Teachers and students should use the vocabulary syllabus systematically.

a) Students should receive a copy of the vocab. syllabus

b) Students practice all the words in the syllabusc) The syllabus can be used to check the course

book

Key principles of teaching and learning vocabulary (con’t)

10. Well selection of vocabulary:

a) Vocabulary syllabus and selectionb) Common, Rare and Special words

Common (high-frequency) words Rare (low-frequency) words Special (technical) words

Key principles of teaching and learning vocabulary (con’t)

Technique for Vocabulary learning

Introduction

Many of these techniques are practiced in “Out-context”

Ts and Ss should prepare words to use in the techniques.

The 20 Techniques

1. Guessing new words from context

2. Next Letter

3. Back Writing

4. Networks

5. Word Storm

6. Word Square

7. Word Hunting

8. Word Train

9. Find the Word Order

10. Jumbled Word

11. Guess the word12. Finding Word Friends13. Bingo!14. Relay Recall15. Rub Out and Remember16. Find the Word’s Partner17. True or False18. Categories19. Same or Different?20. Word Building

General points Ss must be encouraged and given to guess the

meaning of new words. T doesn’t help Ss with new words. Ss try to guess the important words for

understanding and general meaning. Gradually increase the amount of guessing T

want Ss to do.

T1.Guessing New Words from Context

Procedure:Decision Looking repeated word laterFinding the part of speech Trying guess the unknown words Checking Using dictionaryExample: “A comprehensive taxonomy of common techniques for language teaching, adapted from Crookes and Chaudron (1991), is found in……………, from this taxonomy, of a range of………..”

T1.Guessing New Words from Context

Procedure:a) Ss work in groups of 4b) T gives a phrase containing a part of speechc) S1 says phrase using the next letterd) S2 continuese) And so on… until they can not think of any more or

they reach the time limit.Example: In this picture there is two boys, one crocodile,

and three dears……

T2. Next Letter

Procedure:a. Ss work in pair.

b. S.a thinks of a word and writes the first letter on S.b’s back by using his finger.

c. The S.b tries to guess the word. d. S.b guess the word until can do. e. Return

T3. Back Writing

House

Lounge

Fantastic

comfortablelisten

watch

Bedroom

Kitchen

Bathroom

T4. NetworksPrepare a network like this one

Procedure:a. Ss work in pair.b. T gives the Ss a topic.c. S’A thinks of a word and tells S’B.d. Both Ss write down the word.

e. S’B thinks of another word, tells A and they both write it down.

f. Continue until Ss have a list of suitable length.

T5. Word Storm

S S F N MI R G E

P P P Y E N L R Y

A L L V G S E E D

J O B A A E G E L

B U Y J N C MN Z

C S B Q C R I C E

T6. Word Square

Procedure: a. T puts the definitions within a line or

paragraph number on the board in numbered list, but different order from the order the words appear in the passage.

b. Ss write down the list of numbers, but not the definition.

c. Ss search the words in the passage. d. Ss write down the words next the passage.

T7. Word Hunting/Search

Procedure:a. T writes a word on the board. E.g. Trainb. S writes word beginning with the final letter in full word. E.g. trainetc. The other do the same. E.g. traineteamazed. After several words are added Ss write down hidden words in the word-train. E.g. form traineteamaze

train, in, net, tea, amaze.

T8. Word Train

Procedure:a. T writes down the different order words from the order they are in passage, and Ss copy the list.b. After Ss read or listent, they put number next to each word to make the words in order.

T9. Find the Word Order

Procedure:a. T writes the words in jumbled letters in column A and meanings of words in B.b. Ss read the passage and arrange the jumbled words in right words.

Column A Column BExample: EURONJY Long period of

travel

T10. Jumbled Word

- Practice in associating words.- Example:

Clues:-a study of teaching-procedure-lesson plan-techniques

Clues: -it is white-it is good for health-we put it in coffee-comes from cows

Target word: Methodology

Target word:Milk

T11. Guess the Word

- Practice for collocation words- Example:

- Useful for practicing word stems and affixes.

homework

mistake coffee friend

do makedrink

T12. Find Word Friends

Clue1) opposite word

2) synonym

3) definition

4) rhyme

5) translation

6) characteristic

7) jumbled word

8) another grammatical form

9) real thing

10) action

Target word1) expensive

2) small

3) envelope

4) cat

5) cute

6) bear

7) pig

8) went

9) a computer

10) to write

T13. Bingo!

Purpose: for memorizing and noting

Lists of the words

stick on the wall

memorize and note

T14. Relay Recall

T15. Rub Out and Remember

The possible word types of pair:

opposite word (hot-cold)

synonym (large- big)

minimal pair (hit-heat)

rhyming word (cat-pet)

confused word (could-cloud)

T16. Find The Word’s Partner

- Practice for definition

Example: Rough tune: refers to the way of using simple language and structure Dictation: refers to student speaking with each other.

T17. True or False

- Dividing words in to classes or categories.- Example: love, boyfriend, ghost, girlfriend,

haunted house…etc.

sometimes, categories are not given.

Romantic movieLove

BoyfriendGirlfriend

Scary movieGhost

Haunted houseBlooded clothes

T18. Categories

comparing the meaning of the words or phrase.

A.1. Cold2. Crocodile3. Tuesday 4. Like a clock5. Hear

B.1. not hot2. it eats grass3. the day after

Sunday4. watch5. part of the body

T19. Same or Different?

- Practicing prefixes, stems, and suffixes.

Example:

Prefixes Stems Suffixes

Dis- ashamed -ly

Un- agree -ness

Im- consider -able

In- definite -tion

*Note : they may change the spelling.

T20. Word Building

References: Sesnan, Barry. (2000). How to teach English.

Oxford University Press: NY. Wikitionary. (2010). Retrieved October 19, 2010

from http://en.wiktionary.org/wiki/fandabidozi#Etymology

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