New
ways in teaching vocabulary to ESL Students
Pechenkina
Elizaveta
INTESOL
Russia
The
issues of teaching foreign-language vocabulary students have been under greater
consideration among pedagogic communities and associations all around the
world. Vocabulary is commonly defined as “all the words known and used by a
particular person” (Barnhart: 1968). Learning vocabulary is one of the first
and foremost steps in learning foreign language. However, acquisition of new
words is a continual process and “arguably the most critical component of
successful language learning” (McCarten: 2007). Therefore, a large amount of new
methodological aspects of teaching and learning vocabulary are being discussed
at present time, creating a plenty of opportunities to make these lessons
interactive and interesting.
Students
acquire new lexis in two ways: the first is by discovery while reading,
watching films or interacting, the second is by having words presented in the
classroom in a formal manner by a teacher. Both ways could be effectively
integrated in vocabulary lessons according to students’ level and age. Regardless
of the chosen way, teachers may face the number of intricate issues. McCarten
mentions that “ it is equally important to help students with how to learn
vocabulary as well as what to learn” (McCarten, 2007). In other words, it seems
quite essential to introduce the right amount of language, starting from the
most frequent words and developing into more specific lexis. The other crucial
point is timing, when small concentrated sessions are better than long-lasting
weary ones. Moreover, ESL experts recommend using the language of instructions
which is easier than the level of language is being taught. They also suggest
planning vocabulary lessons according to students’ individual interests,
engaging them in speaking and creating their own examples. It would seem that the
least problematic issue of vocabulary is meaning. However, ESL students are frequently confused with
different meanings of the same word. Besides, it seems really important
to learn new words using synonyms and antonyms as well as word stems. Furthermore, in the recent past collocations and
language chunks have become the subject of intense interest. As Steven Pinker considers
“the mind analyses language as some mixture of memorised chunks and
rule-governed assemblies” (Pinker:1999).
In my opinion, the way of
presenting new lexis depends on the students’ age and level. In my experience I
have been teaching students starting from preschool children up to secondary
school students. As I see, the most rewarding way of teaching vocabulary for preschool
children is the combination of different activities in one lesson
involving different memory types by playing card games (there is a great
variety of different activities in teacher’s books), drawing, singing songs,
rhyming, watching videos with more emphasis on role plays as the most effective
way of memorising words. Primary school pupils learn new words in
connection with phonics and letters. They are quite creative but more
concentrated and ready for writing simple words. In combination with picture
cards I use word cards and stickers. Among games the most popular are miming
games and competitions in teams. The right amount of words for this group is
about 5-7 words per one unit. Young learners can memorise simple chunks and
acting them out together with new lexis. Last year pupils of primary
school who are more confident in reading start discovering new words
from the context or monolingual dictionary, actively playing different word
games in teams, making up their own sentences, engaging in project work. For secondary
school students I commonly teach vocabulary by context discovery,
guessing games, synonyms and antonyms, word formation, collocations. Acting out
real life situations is extremely popular activity and is considered as the
most thrilling. Assuming that such students have their own hobbies and
interests, personal tastes, it would be challenging for them to discover words
from texts, songs or videos they choose themselves. At this level it is
important to introduce difference between spoken and written language. Students
greatly relish sms or social net slang which we sometimes practice.
On the whole, nowadays the standard
way of introducing vocabulary by a teacher, learning long lists of separate
words without context, tiring vocabulary sessions regardless personal student’s
interests are becoming less popular and effective. Teachers are now provided
with modern techniques to make vocabulary lessons more rewarding and effective.
Reference
1.
Barnhart, C. L.
(1968). The World Book Dictionary. Edition. Published by Thorndike-Barnhart,
Chicago, Illinois.
2.
McCarten, J. (2007) Teaching Vocabulary :
Lessons from the Corpus, Lessons for the Classroom, Cambridge University Press
3.
Pinker,
Steven. (1999). Words and rules: The ingredients of language. New York: Basic
Books.
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