Reflective Essay 4
INSTRUCTIONAL STRATEGIES FOR TEACHING VOCABULARY AND GRAMMAR
“Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples´ verbal interaction” (Diamond, 2006). In the mainstream of the Bhutanese curriculum, a due importance is given to teaching and learning of vocabulary.
It is important to understand the fact that vocabulary learning involves the prior knowledge of meaning and its use. It sprouts out from known to the unknown. In general, to know a word involves knowing its form and its meaning (Harmer, 1993) as cited in Shejbalova, 2006.
Learning vocabulary is a complex process. (Swan and Walter 1984) as quoted in Diamond (2006) recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students. Every day, children come across at least few new words in their first language, but rarely encounter words in target language especially in remote parts of Bhutan. Lack of enough role models (English speakers) outside the parameters of the classroom can virtually result in children knowing lesser vocabulary or not learning any new vocabulary at all. As a matter of fact, Bhutanese language teachers largely depend on textbooks to teach the new vocabulary to the children in the class. It is used and can be acquired intentionally or accidently from other strands like reading, listening, listening, and writing and from the immediate surroundings of the
15
learner. A child can acquire vocabulary words while having personal conversations with friends and family, playing games, surfing the net, reading newspapers, listening to songs, radio programmes, and television shows etcetera.
In Bhutan, vocabulary words are taught in context, right from class pre-primary (PP) level. It is so because high frequency words in isolation do not stand on its own, thus is introduced in context. Researchers (Kruse 1979; Nation 1980; Gairns and Redman 1986; Oxford & Crookall 1988) as cited in (“Teaching Vocabulary in,” n.d) agree that
To learn words in context and not in isolation is an effective vocabulary learning strategy. A word used in different contexts may have different meanings; thus, simply learning the definitions of a word without examples of where and when the word occurs will not help learners to fully understand its meaning. Learning an isolated list of words without reference to the context is merely a memorization exercise, which makes it difficult for learners to use the words in spoken and written language. Looking at the context in which the word appears seems to be the best way of learning vocabulary.
However, I sometimes teach vocabulary in isolation using conventional method like referring the dictionary or pre-teaching the word as a sight word before the text, topic is presented (in lower classes) because direct teaching caters to addressing the needs of the diverse learners. (National Reading Panel, 2000) as cited in (Diamond, 2006) states that teachers must use varying methods in vocabulary instruction for maximum outcome. In doing so I take not more than one high frequency word a day and the chosen word is taught intentionally and explicitly using repetition
16
process. High frequency words are taught because it is important for each child to be able to read the words independently at a later stage.
The associations are, extremely important in helping learners to remember to high frequency word „of‟ in the example, this helps to provide better understating of the word taught. In the example, the sentence, „I am fond of dogs‟ provides a structure for „of‟ which will help learners to make relationship or associate „of‟ to the word „fond.‟ if taught in isolation would have been forgotten easily (Curriculum and Professional supports division[CAPSD],2007).
Learning vocabulary is not automatic in itself, it should be taught. As a teacher, I have employed alphabet activities where children learn how to say letters of alphabets by sitting in the circle-using classroom objects, fruits, and vegetables. The first person in the circle says a word beginning with a- and is repeated repeatedly. When children can remember, no words with letter „a‟ then they will go with „b‟ and so on with the rest of the letters. Word wall, exclusion brainstorming ,Spelling strategies like sound patterns, including visual cues, meaning, use of dictionary, teaching letter sounds also helps children to remember word that is learnt in the class. Teaching sound pattern is possible with initial consonant sounds, picture-visual that go well with each consonant, for instance “b‟ for ball, “s” for snake. Sounds are taught also using pictures. Word families, graphic organizers such as mind maps, semantic webs, K-W-L charts, character mapping and story mapping (more suitable for intermediate learners) can help children construct relationship with the new words. It provides a scaffold for new idea by connecting to what they already know, in order for learners to construct meaning.
In summing up, to teach vocabulary is indispensable in any given situation. The learner must learn to succeed in life, it is equally important for children and teachers alike to be familiar
17
with approaches and strategies in learning and teaching vocabulary. “Part of effective vacabulary teaching involves working out what neeeds to be taught about a word” (Nation, 2005). Teachers, therefore have a great responsibility in making children succeed in life by making a correct choice of techniques in teaching vocabulary especially in second language situation. Vocabulary is power if employed in right time and situation.
References
Anonymous (“n.d”).Teaching Vocabulary in Context [Microsoft Word]
Retrieved from
http://www.aguswuryanto.files.wordpress.com/2010/08/
Curriculum and Professional Supports Division[CAPSD]. (2007). ClassVI; Curriculum Guide for teachers, Bhutan; Paro.
Nation, P. (2005). Teaching vocabulary. In Asian EFL journal, 7(3). [pdf]
Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu
Shejbalova, D.(2006). Methods and approaches in vocabulary teaching and their influence. [PDF]10. 3.2.
Retrieved from
http://www.is.muni.cz/th/104917/pedf_b_a2/bakalarska_prace.
INSTRUCTIONAL STRATEGIES FOR TEACHING VOCABULARY AND GRAMMAR
“Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples´ verbal interaction” (Diamond, 2006). In the mainstream of the Bhutanese curriculum, a due importance is given to teaching and learning of vocabulary.
It is important to understand the fact that vocabulary learning involves the prior knowledge of meaning and its use. It sprouts out from known to the unknown. In general, to know a word involves knowing its form and its meaning (Harmer, 1993) as cited in Shejbalova, 2006.
Learning vocabulary is a complex process. (Swan and Walter 1984) as quoted in Diamond (2006) recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students. Every day, children come across at least few new words in their first language, but rarely encounter words in target language especially in remote parts of Bhutan. Lack of enough role models (English speakers) outside the parameters of the classroom can virtually result in children knowing lesser vocabulary or not learning any new vocabulary at all. As a matter of fact, Bhutanese language teachers largely depend on textbooks to teach the new vocabulary to the children in the class. It is used and can be acquired intentionally or accidently from other strands like reading, listening, listening, and writing and from the immediate surroundings of the
15
learner. A child can acquire vocabulary words while having personal conversations with friends and family, playing games, surfing the net, reading newspapers, listening to songs, radio programmes, and television shows etcetera.
In Bhutan, vocabulary words are taught in context, right from class pre-primary (PP) level. It is so because high frequency words in isolation do not stand on its own, thus is introduced in context. Researchers (Kruse 1979; Nation 1980; Gairns and Redman 1986; Oxford & Crookall 1988) as cited in (“Teaching Vocabulary in,” n.d) agree that
To learn words in context and not in isolation is an effective vocabulary learning strategy. A word used in different contexts may have different meanings; thus, simply learning the definitions of a word without examples of where and when the word occurs will not help learners to fully understand its meaning. Learning an isolated list of words without reference to the context is merely a memorization exercise, which makes it difficult for learners to use the words in spoken and written language. Looking at the context in which the word appears seems to be the best way of learning vocabulary.
However, I sometimes teach vocabulary in isolation using conventional method like referring the dictionary or pre-teaching the word as a sight word before the text, topic is presented (in lower classes) because direct teaching caters to addressing the needs of the diverse learners. (National Reading Panel, 2000) as cited in (Diamond, 2006) states that teachers must use varying methods in vocabulary instruction for maximum outcome. In doing so I take not more than one high frequency word a day and the chosen word is taught intentionally and explicitly using repetition
16
process. High frequency words are taught because it is important for each child to be able to read the words independently at a later stage.
The associations are, extremely important in helping learners to remember to high frequency word „of‟ in the example, this helps to provide better understating of the word taught. In the example, the sentence, „I am fond of dogs‟ provides a structure for „of‟ which will help learners to make relationship or associate „of‟ to the word „fond.‟ if taught in isolation would have been forgotten easily (Curriculum and Professional supports division[CAPSD],2007).
Learning vocabulary is not automatic in itself, it should be taught. As a teacher, I have employed alphabet activities where children learn how to say letters of alphabets by sitting in the circle-using classroom objects, fruits, and vegetables. The first person in the circle says a word beginning with a- and is repeated repeatedly. When children can remember, no words with letter „a‟ then they will go with „b‟ and so on with the rest of the letters. Word wall, exclusion brainstorming ,Spelling strategies like sound patterns, including visual cues, meaning, use of dictionary, teaching letter sounds also helps children to remember word that is learnt in the class. Teaching sound pattern is possible with initial consonant sounds, picture-visual that go well with each consonant, for instance “b‟ for ball, “s” for snake. Sounds are taught also using pictures. Word families, graphic organizers such as mind maps, semantic webs, K-W-L charts, character mapping and story mapping (more suitable for intermediate learners) can help children construct relationship with the new words. It provides a scaffold for new idea by connecting to what they already know, in order for learners to construct meaning.
In summing up, to teach vocabulary is indispensable in any given situation. The learner must learn to succeed in life, it is equally important for children and teachers alike to be familiar
17
with approaches and strategies in learning and teaching vocabulary. “Part of effective vacabulary teaching involves working out what neeeds to be taught about a word” (Nation, 2005). Teachers, therefore have a great responsibility in making children succeed in life by making a correct choice of techniques in teaching vocabulary especially in second language situation. Vocabulary is power if employed in right time and situation.
References
Anonymous (“n.d”).Teaching Vocabulary in Context [Microsoft Word]
Retrieved from
http://www.aguswuryanto.files.wordpress.com/2010/08/
Curriculum and Professional Supports Division[CAPSD]. (2007). ClassVI; Curriculum Guide for teachers, Bhutan; Paro.
Nation, P. (2005). Teaching vocabulary. In Asian EFL journal, 7(3). [pdf]
Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu
Shejbalova, D.(2006). Methods and approaches in vocabulary teaching and their influence. [PDF]10. 3.2.
Retrieved from
http://www.is.muni.cz/th/104917/pedf_b_a2/bakalarska_prace.
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