A Discussion on Vocabulary Teaching and Learning
1. Introduction
Vocabulary has always been regarded as a key component of language teaching and learning in EFL settings. However, compared with grammar instruction, vocabulary teaching seems to receive little attention and interest. It is not until 1990s that increasing efforts have been made towards the study of vocabulary as an important element of effective communication in second language learning. Wilkins points out ‘without grammar very little can be conveyed, but without vocabulary nothing can be conveyed’ (1972, p. 111, as cited in Milton, Wade, & Hopkins, 2010). In line with him, Ellis also emphasizes that foreign language lexicon is the basis of other aspects of language learning such as grammar (as cited in Milton, Wade, & Hopkins, 2010). Meanwhile, as Laufer (1998) mentions, the major difference in vocabulary learning between foreign language learners and native speakers lies in the progress of vocabulary size.
Although it is fair to say words are the main units of the vocabulary, Carter (1987) argues that a series of words is not the whole story of the vocabulary of a language. Thus, different attempts have been made to explore the process of vocabulary learning, among which is the notion of conceptualization Carter defines as creating new concepts based on the already existing concepts and words. Furthermore, Cruse (2000) believes the most effective way to understand meaning is to hold on the idea that meaning is conceptual in nature.
Therefore, after a brief description about the importance and current situation of vocabulary teaching and learning, this paper is aimed at having a better understanding about language processing by exploring three key terms (c...
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In an effort to create a context for learning, one needs to define the language that will be used to teach a subject. So often in schools, from first grade through graduate studies, when teaching a new subject matter or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time making sure that vocabulary is learned and consequently without the prerequisite knowledge of vocabulary of learning the learning of information related to it is difficult. This need for definition of relevant language is seen in multiple sources with textbooks being on of the greatest sources of it. The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
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The process of learning a second language has many difficulties, but my process of learning another language reminds me to when I was a child trying to learn the alphabet and accomplishment the skills of speech to be able to communicate with others. Today, after the process I already did when I was a child, I have to start again in order to learn another language. First, I start to learn the alphabet that was not difficult at all; however, as I was learning more advance terms, learning English began to become more complex, but “The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell” (Douglass 101). In my English class the professor made me to learn ten simple words every single week although the problem was that every single word I had to know the correct spelling, pronunciation, and the use of the word. The process of learning new vocabulary was not as tough as being able to make coherent sentences. I remember, I joined into a conversation club with others students who want to learn English too, but some students had a higher or lower knowledge of English ; as a result, we exchanged our knowledge with the other students; learning from each other like Douglass when he learned from the other white boys; in contrast, he exchanged bread
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Ludwig Wittgenstein (1889-1951) produced two commonly recognised stages of thought in 20th century analytic philosophy, both of which are taken to be central and fundamental in their respective periods. His early philosophy in the Tractatus Logico-Philosophicus, first published in 1921, provided new insights into relationships between the world, thought, language and the nature of philosophy by showing the application of modern logic to metaphysics via language. His later philosophy, mostly found in Philosophical Investigations, published posthumously in 1953, controversially critiqued all traditional philosophy, including his own previous work. In this essay I will explain, contrast and evaluate both stages of his philosophy, highlighting strengths and weaknesses and concluding that Wittgenstein’s late philosophy has provided an interesting explanation for the meaning of language.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
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Williams, M., 1948, & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
The increasing impact of globalization has, in recent years, caused a significant shift in the goals of foreign language education from communicative competence to a requirement for intercultural communicative competence (Byram, 1997). He defined intercultural competence as the ability to establish and maintain relations with members of other culture but not necessarily linked to foreign language proficiency while intercultural communicative competence implies that the learner can do this in a foreign language (Helm & Guth, 2010). However, in a traditional language classroom, the focus of language teaching is to develop reading, writing, speaking, and listening skills. If the focus on language teaching is to improve this set of
Vocabulary is the very basis of all human communication. We start building our vocabulary from the day we are born. An individual’s vocabulary is the words or signs of their language that they are familiar enough with to understand and or use. Acquiring a large vocabulary is indispensable to comprehension and communication. Of the many different vocabulary banks one person can reference, the two most relevant are receptive and active. We have a degree of knowledge for each word within your vocabulary banks. Vocabulary knowledge goes much deeper than simply knowing the meaning of a word. Isabel Beck does a great job scaffolding vocabulary into tiers for a deeper understanding of why we should teach in levels. (Tyson, 2013)
Clearly, language teaching methodology is in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.