Костанайский государственный педагогический
институт
Факультет иностранных языков
Кафедра иностранных языков
Давлетова Адеми Ерсайыновна
Vocabulary activities as a main
part of FLTL
Курсовая работа
Научный руководитель:
Кожухова Т.Г., магистр гуманитарных наук,
ст. преподаватель
Костанай 2014
Content
Introduction............................................................................................................3
1.Teaching vocabulary as a main part of learning
foreign languages
1.1The goals and principles of learning vocabulary…………………………..5
1.2. Methods of teaching vocabulary............................................6
2The main techniques of teaching vocabulary
2.1 Classification of vocabulary exercises ………10
2.2 Vocabulary activities as an effective way of teaching
vocabulary.......................................14
3. Approbation………………………………………………………………24
Conclusion............................................................................................................35
References.............................................................................................................36
Vocabulary is one of the important aspects
of language to teach. There are many quotations from famous linguistics
to support this idea. For example, "Without grammar very little
can be conveyed; without vocabulary nothing can be conveyed." (Wilkins
1972:111) and "When students travel, they don't carry grammar books,
they carry dictionaries." (Kristen in Lewis 1993) . Moreover, errors
of vocabulary are potentially more misleading than those of grammar.
Sometimes the context of the utterance would lead a listener to question
their first interpretation, but a chance response such as "Yes,
my father has an affair in that village'(confusing the Swedish “affair”
meaning 'shop' with the English 'affair' which can mean 'extra-marital
relationship') gives the listener the wrong impression. From above,
you will see the importance of vocabulary. Hence teachers should know
how to present vocabulary effectively in order to help student develop
vocabulary. Vocabulary is the knowledge of words and word meanings.
As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge;
the knowledge of a word not only implies a definition, but also implies
how that word fits into the world." Vocabulary knowledge is not
something that can ever be fully mastered; it is something that expands
and deepens over the course of a lifetime. Instruction in vocabulary
involves far more than looking up words in a dictionary and using the
words in a sentence. Vocabulary is the first and foremost important step
in language acquisition. In the classroom where students are not finding
themselves comfortable with L2, language learning can be made interactive
and interesting with the introduction of appropriate vocabulary exercises.[1;1-2]
In this work we present a lot of possible ways to
teach language more effective than nowadays.
The topic of the research is “Vocabulary activities as a main part of
FLTL”.
Vocabulary activities are suggested to be used in
order to help children find language classes, especially vocabulary
lessons, more interesting.
The object of the research: The process of teaching foreign languages.
The subject of the research: Different methods in teaching foreign language
vocabulary on the way of forming all four skill areas: reading, writing,
speaking, and listening.
The goal of the research: to develop optimal conditions for teaching
The objectives of the research:
-to study goals and principles
of teaching vocabulary
-to study methods of teaching vocabulary
-to define techniques of teaching vocabulary
-to present lesson plans on using some vocabulary
activities at school
The methods of the research:
-analysis of the literature on the given problem
-generalization
-description
Hypothesis: If we perfectly use methods in teaching and learning
foreign language vocabulary which are the requirements we will do the
process of FLTL effective, colorful and productive.
The structure of the research work:
The research work includes introduction, three chapters,
conclusion, references.
The first chapter gives information about goals
,principles and methods of teaching vocabulary.
The second chapter is about importance of vocabulary
activities and we present classification of vocabulary exercises here.
The third chapter is approbation.
1. Teaching
vocabulary as a main part of learning foreign languages
1.1 The goals and principles of
teaching vocabulary.
We know the following fact that:
I – words are used in reading,
II - words are used in speaking,
III – words are used in writing.
The main goal of teaching vocabulary is assimilation of the meaning,
form of the words and its usage in oral and written speech – that
is formation of lexical habits. People can have many aptitudes, but
without a large and precise English vocabulary to express them, they
cannot take a full advantage of these abilities. Unlike aptitudes, vocabulary
is not a natural ability; it can be improved if one is willing to make the
effort to do so.[2;112]
Principles of teaching vocabulary
The vocabulary, therefore, must be carefully selected in accordance
with the principles of selecting linguistic material, the conditions
of teaching and learning a foreign language in school. Scientific principles
of selecting vocabulary have been worked out. The selected words should be:
- Frequently used in the language ( the frequency of the word is may
be determined mathematically by means of statistic data);
- Easily combined (nice room, nice girl, nice weather);
- Unlimited from the point of view of style (oral, written);
- Included in the topics the syllabus sets;
- Valuable from the point of view of word-building (use, used, useful,
useless, usefully, user, usage).
The first principle, word frequency, is an example of a purely linguistic
approach to word selection. It is claimed to be the soundest criterion
because it is completely objective. It is derived by counting the number
of occurrences of words appearing in representative printed material
comprising novels, essay, pays, poems, newspapers, textbooks, and magazines.
Modern tendency is to apply this principle depending on the language
activities to be developed. For developing reading skills pupils need
“reading vocabulary” ( M. West), thus various printed texts
are analyzed from the point of view of word frequency. For developing
speaking skills pupils need “speaking vocabulary”. In this case
the material for analysis is the spoken language recorded. The occurrences
of words are counted in it and the more frequently used in speaking
are selected. [3;15]
The other principles are of didactic value, they serve teaching aims.
The selected words may be grouped under the following the classes
(M. West):
1. Words that we talk with or form (structural) words which make up
the form (structure) of the language.
2. Words that we talk about or content words.[4;10]
1.2Methods of teaching vocabulary
Teaching vocabulary in regular English classes
has come to involve the production of a series of strategies and
has since become an even more common subject matter for research studies.
As a basic approach in teaching standard vocabulary, conclusively rendered
by several authors in the field, we can agree that “it is important
that we as teachers only introduce a little at a time, starting with
the most frequent, useful, and learnable vocabulary, and returning later
to more difficult vocabulary and less frequent uses of previously learned
items.
We need to repeat vocabulary often, because students
must work with a word or phrase many times before acquisition takes
place, and we must offer variety to keep the exercises fresh and to
cater to different learning styles.” (McCartney, 26)
Classic methods that can be used for introducing
vocabulary might range from the following (Joseph Pettigrew): matching
(synonyms, opposites, beginnings and endings, terms and definitions,
parts of phrases etc.), filling in the blank sentences, choosing the
possible answers, completing phrases / sentences, correcting the mistakes,
labeling / drawing a picture, crossing out the word that doesn’t belong
with the others in the group, indicating categories, completing
and discussing word sheets, looking for words that mean something given
by a synonyms or a definition, filling in crossword puzzles, acting
out (pantomime) for guessing the word, asking y/n questions for finding
the word (e.g. jobs).
Then, for distinguishing shades of meaning &
near synonyms, several types of drills can be employed, such as: discussing
analogies, choosing multiple possible answers that can complete a structure
or sentence, identifying semantic categories, arranging the words on
a scale, discussing which word in a pair or a group is
stronger, is slang, is more polite, has a more positive
connotation, etc., completing definitions with one of several variants
given.
When approaching a reading material, a reading passage,
vocabulary can be introduced by teachers indicating students to guess
word meaning from the context, giving the definitions and letting them
find the words, teaching them when not to look up a word/ parts of speech/
different meanings of familiar vocabulary
or explaining to them how to guess word meaning from
the context (by relying on aspects such as: cause & effect, opposite/contrast,
general sense, synonyms or paraphrases, recognizing definitions or examples
from the subcategory implied by the notion etc.). (Pettigrew, 4-5)
[5;2-3]
The variety of methods (of teaching vocabulary) leads
to increased vocabulary learning.
Different methods for teaching vocabulary:
Explicit instruction (definitions instruction including
pre-teaching and analysis of root words)
Implicit instruction (exposure to words during reading)
Multimedia methods (pictures, hypertext)
Program methods based on investigating of different
scientists (Direct, Audio-lingual, Grammar-translation, etc.)
Direct method
The direct method of teaching foreign languages, sometimes
called the natural method, refrains from using the learners' native
language and uses only the target language. It was established in Germany
and France around 1900. Characteristic features of the direct method
are:
-teaching vocabulary through pantomiming, real-life
objects and other visual materials;
-teaching grammar by using an inductive approach
(i.e. having learners find out rules through the presentation of adequate
linguistic forms in the target language);
-centrality of spoken language (including a native-like
pronunciation);
-focus on question-answer patterns;
-teacher-centering;
Principles of the Direct method:
Classroom instructions are conducted exclusively
in the target language.
Only everyday vocabulary and sentences are taught.
Oral communication skills are built up in a carefully
graded progression organized around question-and-answer exchanges between
teachers and students in small, intensive classes.
Grammar is taught inductively.
New teaching points are introduced orally.
Concrete vocabulary is taught through demonstration,
objects, and pictures; abstract vocabulary is taught by association
of ideas.
Both speech and listening comprehensions are taught.
Correct pronunciation and grammar are emphasized.
Student should be speaking at least 80% of the time
during the lesson.
Students are taught from inception to ask questions
as well as answer them.
The aim of direct method is to think in the target
language to develop a good communication skill. [6, 18]
Audio-lingual method
This method of Language Learning is also called the
Aural-Oral Method. This method is said to result in rapid acquisition
of speaking and listening skills. The audio-lingual method drills students
in the use of grammatical sentence patterns. When this method was developed
it was thought that the way to acquire the sentence patterns of the
second language was through conditioning or helping learners to respond
correctly to stimuli through shaping and reinforcement.
The Audio-lingual Method is based
on the following principles:
Speaking and listening competence preceded reading
and writing competence.
Use of German is highly discouraged in the classroom.
The development of language skills is a matter of
habit formulation.
Students practice particular patterns of language
through structured dialogue and drill until response is automatic.
Structured patterns in language are taught using
repetitive drills.
The emphasis is on having students produce error
free utterances.
This method of language learning supports kinesthetic
learning styles.
Only everyday vocabulary and sentences are taught.
Concrete vocabulary is taught through demonstration, objects, and pictures.
Abstract vocabulary is taught through association of ideas.
The printed word must be kept away from the second
language learner as long as possible. [7,78]
Grammar-translation method
The grammar-translation method of foreign language
teaching is one of the most traditional methods, dating back to the
late nineteenth and early twentieth century’s. It was originally used
to teach 'dead' languages (and literatures) such as Latin and Greek,
and this may account for its heavy bias towards written work to the
virtual exclusion of oral production. It is based on translation from
one language into another. Students work individually, student-student
interaction is missing. Students are given grammatical rules and they
memorize them. Later they should apply the memorized rules into other
examples in form of translation. Students mostly work with literary
texts focused on culture.
The major characteristic of the grammar-translation
method is, precisely as its name suggests, a focus on learning the rules
of grammar and their application in translation passages from one language
into the other. Vocabulary in the target language is learned through
direct translation from the native language, e.g. with vocabulary tests
As Omaggio describes is, testing of the students
is done almost exclusively through translation: "students had learned
the language well if they could translate the passages well."
Translation
Translation is an effective technique when translating
students something that they do not understand, from English language
to L1 or vice-versa. This is more appropriate for students who are beginners
and is occasionally used for students of intermediate or advanced level
of English. This technique helps teachers to emphasize new structures,
specifically in terms of accuracy.
Building Vocabulary Through Reading
Another technique that teachers can use is to help
students to use new words in context. Use this kind of method to help students find the
meaning of words while reading a text. The important is that teachers
should make sure that students are aware of how words fit into sentences
and how to use them, and not just to know their meaning and pronunciation. [8]
2.The main techniques of
teaching vocabulary
2.1 Classification of vocabulary
exercises.
L2 Vocabulary Exercises: Vocabulary exercises vary greatly according to which
aspect of word knowledge is being practiced. Exercises focus on other
aspects of word knowledge, besides a word's meaning; such as the word's
spelling, part of speech, morphology, meaning in a specific context,
connotation, synonyms….
In addition, the directions for a given exercise
vary considerably. Therefore, the amount of time required, degree of
difficulty, the type of retrieval and the number of vocabulary retrievals
are affected by these two factors.
Some studies show that L2 vocabulary retention
is higher for students who complete written activities after a
reading task than for students who complete another reading assignment
after reading task. [9;1654-1655]
Manipulative
communicative activities
meaningful
Scheme1 .Classification of vocabulary exercises by
Paulston [10;7]
Paulston (1970) classifies classroom
exercises(see scheme1) into manipulative (e.g., reciting dialog lines,
pattern drills, and cued question-answer), meaningful (e.g., directed
dialog and predictable question-answer but still focus on the meaning
rather than drills), and communicative activities (e.g.,
simulation, interview, and free completion exercises).
[10;8]
recognition
reproduction
interpretation
manipulation
selective attention
Scheme 2. Classification of vocabulary exercises by Wesche and
Paribakh [11]
Vocabulary exercises, developed
by Wesche and Paribakht (1994) comprise five categories(see scheme2)
of mental processing which are required to complete various vocabulary
exercises. These categories are: selective attention, recognition, manipulation,
interpretation and production. The first exercise category is selective
attention. The widespread application of this type of exercise is first
to supply learners with a target word list that serves as the tool to
attract the learners’ attention. The second exercise category is recognition.
The usual application of this type of exercise is asking learners to
match the target word with the only correct definition from many word
distracters. The third exercise category is manipulation. The general
application of this type of exercise is asking learners to construct
target words with stems and affixes. The fourth exercise category
is interpretation. The common application of this type of exercise is
multiple-choice exercises asking learners to guess the word meaning
in context. The fifth exercise category is production. The public application
of this type of exercise is answering a question by using the target
word. Wesche and Paribakht (1994) claimed that extensive
reading without vocabulary enhancement exercises was insufficient for
vocabulary retention and gains. Exercises that drew learners’ attention
and provided the mental processes required to expand vocabulary and
learn new words in depth were indispensable for promoting vocabulary
learning (Kargozari & Ghaemi, [11; 111-112]
Awareness raising
The following types of exercises are designed to
draw the learners' attention to the relevant vocabulary in the text.
1.Awareness
raising – listening and writing (Gap filling with sound) |
|
Task
Learners are presented with a gapped text. They listen
to the complete text and are asked to fill in the gaps. They may pause
the sound at any time to fill in a gap.
Pedagogic
note
In this exercise the learners' attention is drawn
to relevant vocabulary. On the one hand, learners have to concentrate
on particular words while listening to the text, on the other hand they
are asked to write those words; they also have the possibility to compare
wrong entries with the correct solution.
This combination of listening to, writing and comparing
a particular word in its context offers learners many opportunities
to get acquainted with the vocabulary of a new text (cf. chapter 3,
WP1 Gap-filling exercise).
Word list explanations
Pedagogic
note
Word lists are very helpful if you want to get learners
to focus on specific vocabulary relevant for a particular topic.
We recommend using word lists only after the vocabulary
has been introduced as part of a text or in exercises of type Voc1 or
Voc2.
Moreover, word lists should be followed up by exercises
in which learners can check whether they have actually learnt the words'
meanings (cf. Voc4) and whether they are able to use the new vocabulary
(cf. Voc7 and Voc8).