1.1 Preliminaries The outstanding developments in technology and communications have made learning foreign languages in general and English language in particular essential for every individual. English language has become an international language and a means of communication among people all over the world. In learning a language, there are four skills that we need to improve for complete communication. They are listening, speaking, reading and writing. Obviously vocabulary size influences the four skills. Indeed, vocabulary is the building block of every language skill without which one is quite speechless, Mostaan (2012). Ellis (1997) believes that vocabulary knowledge can assist grammar acquisition because knowing the words in …show more content…
For instance, learners cannot understand a reading passage if they do not have an adequate vocabulary and do not have the skills to guess meaning from context. In summary, vocabulary knowledge is an essential component of learning a second language for several reasons. Both native speakers and learners recognize the importance of getting the words right because lexical errors are numerous and disruptive. Thus, it is important for learners to have good lexical skills in order to produce sentences and to understand them correctly (Gass & Selinker, 2001). One way to decrease the problem is to help students in becoming independent learners during the process of second language vocabulary learning (Maleki, 2010). This could be achieved through instructing learners to use vocabulary learning strategies as effectively as possible. Rivers (1981) suggests that “vocabulary cannot be taught. It can be presented, explained, including in all kinds of activities, but it must be learned by the individual” (p.110). She continues, “As language teachers, we must arouse interest in words and a certain excitement in personal development in this area” (p. …show more content…
Accordingly, numerous types of approaches, techniques, exercises and practices have been introduced into the field to teach vocabulary. One of such techniques is brainstorming that is an effective technique for teaching vocabulary at all stages of the study and specialties (Lotfi, 2014). Through this device, students can freely express and then comprehend various vocabulary structures, ideas, etc. The role of brainstorming in obtaining educational objectives in various fields was extensively under research recently. Many empirical studies have been performed considering the effectiveness of this approach in group idea generation. Brainstorming was the term proposed by Dr. Alex Osborn in 1953. Osborn (1953) defined this new technique as: “An organized way to allow the mind to produce ideas without getting bogged down in trying to judge the value of those ideas at the same time" (Kirk & Spreckelmeyer, 1993, p.
Brainstorming can take many different forms. In the text, How To Write Anything, A Guide and Reference, John J. Ruszkiewicz and Jay T. Dolmage (2015) see brainstorming as an answer to a dilemma that many writers find themselves in. At times writers have a problem with narrowing down a topic. Brainstorming can be completed by writing down every possible topic, idea or facts. These thoughts can be written on paper, on sticky notes or even typed on a computer. The important aspect of this step is to be able to visualize all of the information. (Ruszkiewicz and Dolmage, 2015). “Freewriting” is a tool that can also be utilized. When freewriting, writers will just write on a topic nonstop for a period of time with no regard to how the writing is structured or formatted. Thirdly, online searches can be an effective method to brainstorm ideas. This third step is intended to get creative juices flowing and help to generate ideas for the writing project (Ruszkiewicz & Dolmage, 2015). This information can all be than used in your first
Brainstorming is a technique that can be done alone or in a group. When it is carried out in aggregations, people will be relied upon to think of plans for a specific issue and allotment it with different parts. Some composed gatherings that get together for conceptualizing are known as "research organizations," and are utilized by governments, the military and vast enterprises. Any plans that an individual concocts ought to promptly be imparted to the assembly. Genera...
Brainstorming is according to Galanes & Adams (2013) Brainstorming is, “a small group technique for stimulating creative thinking by temporarily suspending evaluation” (p.285). It is also an alternative way for people to find or create good ideas. The process of brainstorming should include putting any evaluation of ideas on hold because critical evaluation can kill creativity. Suspending evaluation is the most important part of the brainstorming process. Coming up with ideas is another very important part of the process, no idea is a bad idea, therefore it is important that you list all the ideas you can think of. Next is the evaluation, which is a necessary component of critical thinking. This is a very important part because you get to break down the ideas to see the good and the bad all while finding out about ideas you wouldn’t have thought of on your own.
This article will examine the reasons why it is important both linguistically and psychologically to build a vocabulary quickly when learning a foreign language. The article asserts that very little can be achieved or learned in a foreign language with a small vocabulary and that by building a sizable vocabulary quite quickly one can soon be able to function adequately. You may also wish to look at http://www.jalt-publications.org/tlt/files/95/feb/meara.html
Hatch, E. M,. & Brown, C. (1995). Vocabulary, Semantics and language education. New York: Cambridge University.
Knowledge of vocabulary plays the key part for successful language acquisition and is crucial for language development. Vocabulary has been overlooked in the past, but researchers now view vocabulary knowledge as a vital tool for successful language acquisition as limited vocabulary of a target language hinders successful and meaningful communication.
Kirby, G.R. & Goodpaster, J.R. (2007) Creative Thinking. Fourth Edition Thinking. Upper Saddle River, NJ: Prentice Hall.
The concept of second language materials is not complete without mentioning vocabulary glosses. According to Davis (1989), vocabulary glosses are always evident in the second language materials. Additionally, Bell and LeBlanc (2000) explain that glossing helps learners understand words and phrases through text adaptation. The authors indicate that glossing, therefore, assists second language learners comprehend relevant reading materials at their disposal. Park (1986) defines gloss as that comprehensive description of the meaning of a word. Moreover, Nation (2001) elaborates that gloss is the concise definition of a synonym that are used in respective language adopted either L1 or L2. Many studies have been conducted to identify the significance glossing in reading and vocabulary learning. The results of these studies have provided mixed results with some indicating that glossing enhances vocabulary learning (Davis, 1989; Jacobs, 1994; Hulstijn, Hollander, and Greidanus, 1996), while others stating that glossing does not have any impact on vocabulary learning (Johnson, 1982; Jacobs, DuFon, & Fong, 1994; Ko, 1995).
In addition, many English teachers usually use traditional methods to teach vocabulary, such as translating, repeating the new words and reciting the new words. These methods of learning and teaching English vocabulary are intentional learning, in other words, explicit learning. Furthermore, Viet Nam is not an English-speaking country and its cultural background, and educational philosophy is totally different from the English speaking countries. Students in Viet Nam only study and use English in the classroom environment and they have to learn the vocabulary mechanically. Thus rote learning is common and popular in Viet Nam. These are the reasons why most Vietnamese students afraid of reading in English and they cannot acquire the knowledge naturally. However, many researchers found that “many native speakers acquire 70% of their native language incidentally as they meet with new words in the speech and writing of others.” (Gui, 2010. (as cited in Read, 2000) ). This means incidental learning is one of the useful ways for language acquisition. According to Gui “Incidental vocabulary learning means learners acquire vocabulary unconsciously when they are using language for the communicative purpose.” (as cited in Schmitt, 2000: 120) . Furthermore Hunt and Beglar (1998) (as cite in Zarie &
The role of vocabulary is such an important one that Davise (1942) described two important parts of comprehension consists of vocabulary or word knowledge and reasoning skills. (Cited in Kamil & Herbit, 2005). As they put to words because of various meaning of words, they mostly can be understood in the contexts. So learners are needed to learn the words in the context and text, because the text can introduce them a lot of new words. Therefore, learners would like to read a text that provides them with real life vocabulary examples. Zimmerman (1997) gave the pivot of language and central importance of different language learners to vocabulary. Ma (2009) also believed that there is no debate among linguists on the fact that vocabulary is the most dominative factor and the main barrier and obstacle in language field and acquisition.
Vocabulary leads to a more accurate and effective communication and sharing of students’ ideas. In other words: “vocabulary is the foundation to build languages, which plays a fundamental role in communication” (Hatch and Brown, 1995, p. 1). It has a great impact to the students when they want to convey and share their opinions and ideas. Not being able to find the words you need to express yourself is the most frustrating experience in speaking English or another language. The more words one learns, the more effective he/she share and express his/her ideas. For that reason, how well learners can communicate in English is partly dependent on how many vocabulary they have
Vocabulary seems to be a major barrier to many English language learners. Most of learners are deal with the problem lack of word storage and because of that they cannot communicate well in a foreign language. When students begin learning another language, vocabulary should be at the heart of instruction. Vocabulary instruction forms a very important aspect of any foreign language teaching and learning. This is because the knowledge of vocabulary determines and decides the level of a foreign language learner. If foreign language learners lack a mature vocabulary, their other language skills suffer significantly. The knowledge of vocabulary plays a very crucial in the major language skills: listening, speaking, reading and writing. Mastery
Recently, people need to boost their skills with another thing, it is vocabulary. Students who learn English as L2 need to know vocabulary much in order to add their understanding about English words. In simple meaning, vocabulary is set of words in language that are known by that person. Cambridge Advanced Learners dictionary defined vocabulary as all the words known and used by a particular person. There are many advantages of having wide vocabulary, first it can express yourself better and impressing others. Second, vocabularies allow people to have finer distinction in their thinking. Third, vocabularies in the field of study allow people to think better and more productively about the aspect of the study. Fourth, having wide vocabulary make people are more accurately to describe something. Fifth, wide vocabulary also can make people have better job, salaries and friends because they have good self confidence. As we know before, there are four categories of vocabulary; reading vocabulary, listening vocabulary, speaking vocabulary and speaking vocabulary. Reading vocabulary is all the words he or she can recognize when reading and generally the largest type of vocabulary. Listening vocabulary is all the words he or she can recognize when listening to a speech by using tone, gestures, topic and context of the conversation. Speaking vocabulary is all the words he or she uses in speech and it is to be a subset of listening vocabulary. The last, writing vocabulary is words that are used in various forms of writing from formal to informal one. (Wilkins, 1972) once said “without grammar, very little can be conveyed, without vocabulary, nothing can be
This makes it important for the learner to learn a language gradually allowing them to master each word without making major mistakes while using them. This is especially important when considering much language syntax differs from English which making many sentences be forced in the opposite structure. This makes it important 2nd language learners to first take time to learn how to place the words which would then translate to the right meaning. Failing to understand the word and grammar arrangement can lead to major complications and result in the learner having bad experiencing dealing with native speakers which can result in serious complications (Halliday 1970).
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)