Activating Vocabulary 2

8/12/2019 Activating Vocabulary 2

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ICELT DISTANCE UNIT 7

Activating vocabulary


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ICELT distance unit 7 Activating Vocabulary

Contents

Introduction 3

Aims .. 3

Reading 4

Section A Reflection . 5

Section B Approaches to teaching grammar 8

Section C Presentation techniques .. 19

Section D Practice techniques .. 29

Section E Grammar in the young learner classroom 34

References 35

Feedback on unit . 36

British Council, Bogot 2006 2


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Introduction

In many traditional language classrooms, grammar was viewed as the most

important aspect of language learning. Methodology was concerned almostsolely with ways of having learners practise the grammar with vocabulary andpronunciation slotted in. Nowadays most teachers would not recognise thatsituation there has been a growing acceptance that there is much more to alanguage than grammar. In the 1970s, the communicative approach mostlyabandoned this emphasis on grammatical form in favour communicating themessage successfully, despite inaccuracies. More recently, however, theimportance of focussing on form has been addressed again.

In this unit we will be considering different approaches to teaching grammar andwhether we need to make form (or structure) rules explicit to learners. We shall

evaluate a number of presentation and practice techniques.AAims and Objectives

In this Unit we look at what it means to teach vocabulary and how we can helplearners to learn vocabulary effectively.There are 3 sections:

1. Section 1 - Reflection. This purpose of this section is to get you to thinkabout what is involved in teaching and learning vocabulary.

2. Section 2 - Input. This section looks at

active and passive vocabulary

memory and why we forget things

ways of presenting vocabulary in a meaningful way different activities through which learners can practise and recycle

vocabulary.3. Section 3 - Storing vocabulary, looks at ways of helping learners record

vocabulary in a personally meaningful way

ims

By the end of this unit you should:



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Have a clearer understanding of deductive, inductive and guided discoveryapproaches to grammar teaching

Have analysed lessons in relation to these approaches

Have analysed the learning process within a guided discovery lesson

Have planned a sequence of activities using a guided discovery

framework Have evaluated a number of presentation techniques

Have a clearer understanding of the notion of controlled and free practiceactivities

Have planned controlled and free practice activities for particular languagepoints

Have considered the place of grammar in younger learner classrooms



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Essential Reading

Cameron, L. 2001 Teaching Languages to Young Learners. CUPChapter 4 Learning Words

Nunan, D. 1991 Language Teaching Methodology. LongmanChapter 7 Teaching Vocabulary

Recommended Further Reading

ELT Forum Teacher Development Pack: Vocabulary



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Section A Reflection

Task 1 (taken form Thornbury, 2004)

Try to match the first half (1-5) with the second half (A E) of each extract.

They are all on the subject of learning vocabulary.

Then, think about the implications of these statements in terms of teachingvocabulary. Try to do this task with a colleague.

1. The human lexicon is believed tobe a network of associations, aweb-like structure of interconnectedlinks.

A. That is, if the words occur in newsentences contexts in thereading text, learning will behelped. Similarly, having to usethe work to say new things willadd to learning. Nation, 2001

2. The act of successfully recalling an

item increases the chance that theitem will be remembered.

B. In the case of vocabulary, the

more one engages with a word(deeper processing), the morelikely the word will beremembered for later use.Schmidt, 2000.

3. The more one manipulates, thinksabout, and uses mentalinformation, the more likely it is thatone will retain information.

C When students are asked tomanipulate word, relate them toother words and to their ownexperiences, and then justify theirchoices, these word associationsare reinforced. Skmen,1997.

4. When words are met in readingand listening or used in speakingand writing, the generativness ofthe context will influence thelearning.

D. That is, learners might be able torecognize a given lexical itemwhen it is presented to them tothey may be able to infer itsmeaning, but this is not at all thesame thing as recalling items foruse. Carter, 1998

5. A learners active/productivevocabulary is always smaller thanhis or her passive/receptivevocabulary.

E. It appears that the retrieval routeto that item is in some waystrengthened by beingsuccessfully used. Baddeley,1997.



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Commentary

KEY: 1 C; 2 E; 3 B; 4 A; 5 D

Some of the implications of these statements are:

It is important to provide activities for learners that require them toretrieve words form memory.

It is important to provide task that require learners to make decisionsabout words involving increasing degrees of cognitive depth, such asmanipulating them, relating them to words they know, andpersonalising them.

The more and the deeper the the decisions, the more likely it is thatthe words will be learned.

It is important to provide activities that require the learners to producewords rather than just recognise them, if the words are to become

part of the learners active vocabulary. It is important that learners meet and re-meet words frequently and in

different contexts in order for learning to take place.

As an EFL teacher you have probably had a great deal of experience in learningnew words in a foreign language especially if your mother tongue is not English.

Task 2

Think about these questions and make a few notes:

1. Do you have any systems for learning new words?2. When you wee learning English (or another foreign language), did the

teachers give you any help with learning vocabulary? What kind of help?3. Have you ever compared the way you learn new words with the way someone

else learns them (e.g. a friend or a colleague)? If so, did you notice anydifferences?

If you answered YES to question 3 then you are probably already awarethat people learn words, just as they do everything else, in their own

personal way. Our aim as teachers should be to give learners as muchchance as possible to:

understandnew words when they first meet them,

remembernew words and

use them efficiently, that is,

make them part of their active vocabulary.



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Now that you have looked at what it means to really know a word do the followingshort task.

Task 2

1. Write down five or more words or phrases that you have recently learnt in aforeign language or that you remember learning in a particular situation in thepast. Words which you have really learnt and always remember.

2. Write down the reasons you learnt those particular words, and perhaps notothers that were introduced to you at the same time. What made theexperience memorable and effective?

3. Ask some of your colleagues or friends or learners(!) for similar experiencesand compare them with your own.

Commentary

Here is what some other teachers said:

SeamusI always remember the Italian word for stupid (scemo) because it sounded a lotlike my name

RicardoI remember chickenshit. We learnt it when we were doing a song in class and I

remember it because it sounds rude.

Betty JoI always remember the Greek word for 'yes' , which is 'nai' because, in English, itsounds like the opposite of yes - nay.

BronwenI always remember the word for up/upstairs in Hindi because it sounds so similarto English - ooper (phonetic spelling) and because I liked the sound of it I used itas often as I could.



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Task 3Look at the account of the classroom vocabulary teaching below and considerthe following;

why the learner was having problems

how you think the teacher could help the learner more

Every lesson theteacher drew a white line down one side of the board andwrote 'Vocabulary corner at the top of the space. When we came across a newword the teacher translated it for us and wrote it, in English, with its translationnext to it in the box. At the end of the lesson we copied down all the words intoour notebooks in alphabetical order, like a dictionary. I never seemed toremember many of the words except from the ones that sounded funny or rude.Learning vocabulary was a real effort for me.

Commentary

Lets think about whats involved in learning and teaching vocabulary. Threeaspects that need to be focussed on are;

contextactivationpersonalisation

1. Context. This is probably the most important aspect of any vocabularyteaching. All words take their meaning from the other words around them andthe situation in which they are used. If you look back at task 2 you will seethat points 1,4, 5 and 6 all relate to context. In this class the learner cantremember the words easily because the way that they have been recordeddoes not provide any context. Words that have connections (e.g. car, drive,traffic lights, traffic jams, roundabout etc.) are not recorded together but inalphabetical order. The words are not put into sentences to remind the learnerhow they were usedin the lesson, they do not have pictures next to them tostimulate memory. The words are simply a list with nothing to help recall.

2. Activat ion. This is the process of helping the learner to guess the meaning ofa new word (from the context), putting her brain into action, stimulatinglearning and remembering.In this lesson the learners were not activatedat all. They were not invited totry and guess the meanings of the words, everything was given to them, likespoon-feeding a small baby. Consequently the information went in one earand straight out of the other!

3. Personalisation.All learners are different, as you may have seen if you didTask 1. Some learners respond to visual stimuli, others to audio and others



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to kinaesthetic stimuli. They also have different techniques for rememberingand recording vocabulary and in our classes we should aim for a variety ofpresentations to help different kinds of learners.The teacher in this situation did not allow the learners the chance to use theirown techniques in class, but used the same system every week for every new

word. The vocabulary notebooks were all the same and the format wasdictated by the teacher, so they were not personalised.

Task 5

Here is a list of terms describing how words relate to each other. Match each oneto its definition. Can you think of examples for any of them?

superordinate Words that are spelt the same way but have differentmeanings.

hyponym A word that has the same or nearly the same meaning asanother word.

homophone Items that are members of a general concept,

synonym A letter or a group of letters that are added to a word andchange the meaning or function of that word.

antonym Words that sound the same but are spelt differently.

affixation A combination or two or more words that function as asingle word.

compound A general concept that covers specific items.homonym A word that is the opposite of another word.



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Task 5

superordinate A general concept that covers specific items. e.g. animalis the superordinate of dog, mouse, elephant, lion, cat etc.

hyponym Items that are members of a general concept, e.g. dog,

mouse, elephant, lion, cat etc. are hyponyms of thesuperordinate animals

homophone Words that sound the same but are spelt differently e.g.know/no knew/new to/too

synonym A word that has the same or nearly the same meaning asanother word. e.g. He hid the money in his shoe. Heconcealedthe money in his shoe. It is important to notethat there are sometimes differences between words. Inthe above example conceal is more formal than hid.

antonym A word that is the opposite of another word. e.g. hot/coldpoor/rich

affixation A letter or a group of letters that are added to a word andchange the meaning or function of that word. e.g. kind:kindness, kindly, unkind

compound A combination or two or more words that function as asingle word. e.g. headphones, teapot, car park,toothache etc.

homonym Words that are spelt the same way but have differentmeanings e.g. you should liedown. Don't lieto me!



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Section C Presenting and Recycling Vocabulary

Learning StylesIt would be useful for you to look again in Unit 1 in which we introduced the brain

and learning styles. If we accept that everyone has their own style of learning:that is, some prefer to seeinformation written down; others prefer to heartheinformation; and others prefer to dosomething with the information, then in ourpresentations we should aim to accommodate different learner styles.

Task 1Thinking about the above, can you think of what different methods of presentingvocabulary we could use to help different kinds of learners

Commentary

To help the different kinds of learners we should aim to include different ways ofpresenting vocabulary so associations can be made:

With a mental image or picture

With a situation, topic or story

With some kind of need (personal significance)

With another word (of the same language)

With a positive or negative feeling

With a smell, sound or movement By the specific word being memorable in itself for some reason

Memory - why we forget things.

There are several different theories about why we forget some things andremember others, but below are some that are useful to bear in mind aslanguage teachers:

The decay theory.This states that unless we periodically activate andrevise information stored in the brain, it will gradually disappear.

The fish tank theory.Sometimes the information is in the brain but weare unable to retrieve it. However, if we find the right association and linkwe can catchany information that is stored somewhere in our memory!Our brain is like a computer in lots of ways. We can categorise things thatwe need to learn and filethem according to the topic, order of events,place where we first heard it, the person we first heard it from, etc. If wethink of our brain as a fish tank full of different coloured and different sized



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fish, then we should know how to catchthem using the right associations.

The garden path theory. Activities done before OR after a period oflearning can also affect the quality of both the learning and retention.Therefore, associations, links and the order of events may help us toremember things. We can start from the last situation and trace them back

to the first point - the thing we have forgotten.

Task 2

Now close your eyes and try to remember what you were wearing lastWednesday afternoon.Which theory best fits the process you went through to remember?Perhaps you used another method. What was the trigger? Share this activity withyour students and see what made them remember.

Maybe it was the weather, or where they went or what they were doing or whothey were with.

Active and Passive vocabulary

It's important to remember that each person's active and passive vocabulary isdifferent.

Task 3

What is the difference between activeand passive vocabulary.

Think about the differences between the activevocabulary of a doctor,a six-year-old boy and a language teacher.



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Commentary

ACTIVEvocabulary is the vocabulary we need to useand PASSIVEvocabularyis what we may need to recognise, but do not really need to use.

It is obvious why this varies between individuals.Look at the active vocabulary of:

a doctor,(symptoms, dosage, antibiotic)

a six year old boy, (chicken nuggets, Mummy, bedtime story)

and a language teacher (noun, lesson plan, pairwork)As teachers it is important that we direct most of our vocabulary teaching towardswords that the students need to use and they will come across very often (theseare also called high incidence words). This does not mean that we pick out thewords from the text, make a list and translate them, like our teacher in Task 4!Just that we try to direct our tasks or activities towards useful words.

Ways of Presenting Vocabulary.

Task 4

Write down as many different ways as you can think of to present newvocabulary. Discuss with your colleagues, did they have any that were new toyou?



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Task 4

Below are some ways of presenting vocabulary that the teachers here came upwith.

Realia and visuals. By realia we mean the actual object itself. So, for

example, if you were introducing different kinds of fruit and vegetablesto an elementary class, you could bring in actual examples of apples,oranges, pears, plums etc.Visuals would include pictures, flash cards or video images.

Matching. If you look back at Task 5, this is an example of a matchingexercise. The students are given the words and their definitions andasked to match them up. In a classroom situation it can be quite agood idea to have the words and definitions cut up onto separatepieces of paper or card (especially suitable for kinesthetic learners).

Word-building. Use parts of words and affixes to help learners buildwords or to guess their meaning.

Guessing from context. Use the context surrounding a word to helplearners to guess its meaning. This is a very important skill and asteachers we should do all we can to help learners to develop it. Thereis nothing more frustrating than reading a text in a second languageand having to stop and check the meanings of every other word in adictionary.

Pictograms. Draw the words to represent their meaning. Example:

hugehot

tiny

cold

a. Name two things for each adjectiveb. How many more adjectives do you know. Write a list.c. Draw two of these adjectives. Give them to your partner. Can he orshe sa what the are and draw their o osites?



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6. Demonstrating. Act out or mime words.Example.

The class is going to listen to a song where they have to act out the following verbs:

clap shake snap your fingers swing wiggle

As an introduction the teacher acts out the words and asks the class to act too. As the

words occur in the song the learners act out the words.

7 Synonyms. Use words learners already know to teach them similar words. However,be careful with synonyms because few words are truly synonymous. For example:

antiqueand oldcollatedifferently, that is you can use antiquewith furniturebutnot with house, you would say an old house.

They often have different grammar,for example:leave the station but depart from the station

they may be particular varieties of English. For example the differencebetween American and British English, e.g.rubber (UK) / eraser (US)trousers (UK) / pants (US)handbag (UK) / purse (US)flat (UK) / apartment (US)

They may be of a different style, formal (child) /informal (kid),archaic(wireless)/modern (radio), or

different connotation skinny/thin, skinny is not very complimentary etc.

8 Situation/story. As it is not always possible to use realia or visuals, youmight need to use a situation or story to contextualise the word. For exampleif you wanted to explain a concept, such as honesty,



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9 Categorising words. For example if you wanted to introduce vocabularyconnected with people you may ask the learners to do the following:

People around you.Categorise the following words under the headings below.

acquaintance neighbour stranger colleague best-friend mother-in-

law boss pupil niece flat-mate great-grandparents ex-wife

partner head-teacher relative

family friends work school other

niece

10. Labeling a picture. For example, learners are given the picture of a human bodyand label all the different parts, arm, leg, back etc.

11. Call my Bluf f.This is a game that used to be on British television but can work wellin the classroom, especially with more advanced classes. The teacher divides theclass into three groups of three. Each group is given some words that the teacher

wants to introduce and a dictionary. Each group then has to check the definition ofeach word but also has to find two falsedefinitions. When the groups have finishedtheir definitions it is time to play the game. One group shows their word to the othertwo groups and then each member of the team gives a different definition of it. Theother two groups then have to decide who is telling the truth and who is bluffing. Ifthe other teams guess correctly they get a point. If not the team who gives thedefinitions gets a point.

Ways of re-cycling/revising vocabulary.

Task 5There are many fun ways of recycling vocabulary in the classroom. How many differentactivities do you use at the moment? Compare your ideas with your colleagues and thencheck the Commentary for some of our ideas.



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Commentary

1 Backs to the board - useful as a warmer at the start of the lesson or before anactivity where the students are going to be needing the vocabulary. The class isdivided into half and one half of the students sit with their backs to the board andtheir partner sits opposite them facing the board. The teacher then writes a word on

the board and the students facing the board have to explain the word to their partnerfor them to guess. When one pair gets the correct answer they put up their hands.

2 Pictionary -divide the class into two teams. One person from each team comes tothe blackboard and the teacher shows them a word or expression. Each person thenhas to draw the object on the board for the rest of their team to guess. The first teamto get the right answer gets a point. It's best to give them a time limit for each guess.30 or 60 seconds is usually enough.

3 Crosswords - this is a great favourite with our students. Crosswords can also beused to present vocabulary in which case they are used in conjunction with a classset of dictionaries. Each student gets a crossword with half the words filled in. The

students work in pairs and they have to explain the words that they have to theirpartner to enable their partner to complete the crossword. It is usually a good idea tohave students with the same words work together first to write definitions of theirwords.

4 Flash cards/pic tures.As a quick revision of words previously introduced. Show thestudents the picture or flash card and they give you the word.

5 Vocabulary bag.At the beginning of the term introduce the students to thevocabulary bag. The teacher and he students write any new words/expressions theycome across during the lesson on pieces of card or paper and put them into the bag.Periodically during the term the words/expressions are picked out by the teacher or

the students for revision. This can take any form, perhaps some of the ideas here!

6 Find someone who. There are many published versions of this activity. Eachstudent gets a sheet of paper with different words/definitions of words or pictures ofobjects and they then go round the rest of the class to find someone who knows themeaning. This is an excellent form of peer teaching.

7 Mime. Similar to pictionary but the students mime the word rather than draw it.

8 Walking round the room -there are two possible ways to do this activity:

Students are given a number of post its or slips of paper on which they write thenames of objects found in the classroom and then stick the pieces of paper on

the objects. Afterwards they go round checking if the objects are labelledcorrectly or not.

In the other the students walk around the room and as they pass another studentthey point to an object and name it.



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Section D Storing Vocabulary

Finally, let's look briefly at the written storage of vocabulary and at different waysthat learners can record vocabulary in their notebooks. How youstore vocabularymay not be the way your learnerswish to store vocabulary. Therefore, it is

important that the storage of vocabulary involves learners in the process.

The following are examples of how th is can be done.

A Special PlaceWith the aim of recording the following words:

Comfortable warm soft bright cosyold hidden round slippery wetalone exciting dry high delicatesecure imaginative noisy dangerous cold

clear quiet dream

1. Provide the learners with a large piece of white paper and ask them todraw a place that they were happy in when they were children.

2. Give them a few minutes to think about this. Tell them that it doesn'tmatter if the drawing is not great. Encourage them to produce thisdrawing.

3. Now dictate the words in the above list and ask the learners to place thewords on their drawing according to how they felt about the different partsof the place.

4. Ask the learners to now write in any other words of their own on their

drawing.5. Follow-up: ask the learners to do one of the following:

write a short description of the place that they were happy in when theywere a child

talk to each other about the place

ask each other about their drawings and why they have put the wordsin the places that they have.

Word WebsThis is another very useful way of recording vocabulary in that the associationsare made on paper just as they might be made in the brain. For example:

1. Write the word POLITICS in the middle of the board and ask your learners towrite the word in their note-books.

2. Make several balloons around the word POLITICS3. Ask learners to think of all the different words that they associate with politics



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and write them in the balloons.4. They now have a visual record of politics and the words associated with it..

E.g.

Polling stationpresident

politician to vote

electionballot

senator

politics

Word GroupsThis is a useful activity to revise and record recently learnt vocabulary.

Ask your learners to draw three columns in their notebook as shown:

Nice Words Neutral Words Horrible Words

Explain what nice, neutral and horrible mean if needed.

Now dictate a list of about 40 words. These can be words that you have taughtthem over the past few weeks. Ask the learners to put the words under one of theheadings in the columns. Tell them that it is their choice which column they putthem in. There is no right or wrong answer.

After the dictation, ask them to compare their words and discuss in pairs orgroups their reasons for seeing a word as nice or neutral or horrible.

While the learners are discussing walk around listening to your learners'comments.

There can be other headings for the groups eg sad words/ happy words, words I don'tlike in English/ Words I like in English etc.



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This activity involves the whole person. The learner has feelings towards certain wordsperhaps because of the sound of the word, mother tongue associations etc. The learnermay like a word because of who used it, perhaps a favourite teacher or a singer, orbecause of where it was said and how the learner was feeling at the time. It is effectiveto tap into these emotions and help learners to use these associations to remember

words.

NotebooksMAKE SUREthat from time to time you collect your learners' notebooks andhave a look at them.

WHY?Because the way they record words will tell you:

Whether they prefer looking or listening (listeners make more spellingerrors)

What their systems are for grouping words How much they rely on translation and if the translations they write are

correct.

If they are recording the lessons accurately.

Why not collect the notebooks tomorrow!

DictionariesAnd lastly a word about the biggest vocabulary storage of all.

The Dictionary

Learners love dictionaries. They hide them under the table, keep them in theirpockets and believe everything they say about English rather than what you say.The kind of dictionary you can keep in your pocket is not detailed enough. Theymay even give one word translations which are often WRONG!

You cannot tell your students never to look in the dictionary. But you can makesure that they are encouraged to:

Guess from context

Be suspicious about one word translations

Listen to the teacher's explanations Use their ears, eyes and bodies in the classroom and

Use monolingual dictionaries of a suitable level.

So if you have a book budget at the place where you work, make your firstpriority a set of goodEnglish dictionaries that students can have access to bothduring and between lessons. We can find context in a good dictionary.



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Students can activate their brains working out meanings and comparing words ingood dictionaries and there is a personal element in choosing which words theyneed to know and how to write down what they find out. So, dictionaries are veryvaluable but should be handled with care!

Reading and note taking

Read:

Cameron, L. 2001 Teaching Languages to Young Learners. CUPChapter 4 Learning Words

Nunan, D. 1991 Language Teaching Methodology. LongmanChapter 7 Teaching Vocabulary



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Peer Observation 4 Dealing with Lexis (from Wajnryb, 1992)

In this task you are ask to research the different perceptions that teachers andlearners may have about which lexis or vocabulary is difficult.

Before the lesson

1. Arrange to observe a lesson, preferably one which includes areading or listening text.

2. Meet with the teacher before the lesson to discuss which words theteacher thinks will be difficult for the learners (difficult here meansthat the learners do not know the words and they will hindercomprehension of the text).

3. Add the words that the teacher mentions to column one of the tableon the next page.

4. Tell the teacher that you want to ask the learners to make a list of

the words they found difficult and that this will take approximately10 minutes. Confirm that the teacher aggress to this.5. Analyse the text your self and write down which words you think

the learners will find difficult. Write these in column two of the table.

During the lesson

1. Monitor the learners carefully during the lesson and not down incolumn three which words they seem to have difficulty with.

2. At the end of the lesson, take ten minutes to ask the students towrite a list of the words they thought were difficult.

Af ter the lesson

1. Collate the students list so that you can compare these better.



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Words perceived as difficult by:

The teacher You The learners



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Observer .. Candidate number

Date of observation Level of c lass You should write between 100 and 200 words.

This piece of writing is not assessed but it is an essential part of your portfolio.

Use the following questions to help you evaluate the observation in terms of you ownprofessional development.

Continue on the other side of this page if necessary

1. How great were the differences between the teachers, the learners and yourperceptions of difficult words. How do you account for this

2. Do you think we should ask students directly which words they find difficultand then focus on those instead planning which words to work on inadvance?

3. How useful do you think it is to pre-teach vocabulary before a reading orlistening text?

4. Are there any areas of your won teaching of vocabulary that you mayconsider changing in light of this observation?

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References

Baddelet, A. (1997) Human memory: Theory and Practice. PsychologyPress

Carter, R. (1998) Vocabulary: Applied Linguistic Perspectives.Routledge

Nation, ISP. (2001) Learning Vocabulary in Another Language.Cambridge University Press

Scmidt, N. (2000) Vocabulary in Language Teaching. CambridgeUniversity Press

Skmen, AJ., in Schmidt, N & McCarthy, M (Eds) (1997) Vocabulary: Description,Acquis it ion and Pedagogy. Cambridge University Press.



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