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Discovering Techniques of Vocabulary Teaching in Middle Schools
rience difficulty precisely because they do not notice the obvious groupings.
The teacher can prepare handouts that group words to help students remember them more easily.
a) Nouns: Nouns can be grouped in families:
①Colour: white, black, yellow, brown, green, pink…
②Foods: bread, milk, apple pie, grapes, cake…
b) Verbs: Verbs can be grouped by its usage and collocation:
1. enjoy, avoid, escape, finish, can’t help…+ doing
2. go v.
go about: perform; go after: try to get go against for: oppose
go by: pass; go for: attack go along with: agree with…
c) Adjectives: Adjectives can be grouped according to the way they are used
-ous: famous, dangerous, generous -able,-ible: eatable, accessible
-ful: useful, doubtful, resentful -ary,-ory: elementary, contradictory
-ic: patriotic, heroic, historic -ant,-ent: important, different
-ive: comparative, progressive, passive…
d) Pares of words: Synonyms and antonyms can be grouped. Root words may be paired with forms using prefixes or suffixes.
vii. Discovery techniques:
Especially at intermediate levels and above, discovery techniques (where students have to work out rules and meanings for themselves rather than being given everything by the teacher) are an appropriate alternative to standard presentation techniques. This is certainly true of vocabulary learning where students will often be asked to discover for themselves what a word means and how and why it is being used.
At intermediate levels we can assume that students already have a considerable store of vocabulary rather than teach them new words we can show them examples of words in action ask them to use their pervious knowledge to work out what words can go with others, when they should be used and what connotations they have.
Even at beginner levels, however, we may want to ask students to try to work out what words mean, rather than just handing them the meanings, when students have had a go, with the words we can lead feedback sessions to see it they have understood the words correctly.
We know that learners will select the words they want to learn. We know that the words they have acquired seem to move between active and passive status, and we know the involvement with word is likely to help students to learn and remember them. In other words, it we provide the right kind of exposure to words for the students and if we provide opportunities for students to practice these words then there is a good chance that students will learn and remember some or all of them as Richard Rossner writes:
“The factors that are crucial, surely, are those least easily controlled such as the relevance of a word to an individual’s immediate wants, needs and interest, the impact on his of her affect on the first few encounters and the number of opportunities to bring it into active use.”
viii. Using the native language:
The use of the native language to convey meaning may be direct or indirect. That is, the native language may simply give the meaning of a word or phrase or it may explain a gesture or symbol that will later be used to evoke the word or phrase.
a). Direct use of the native language: The question “Are you a Chinese?” means “ 你是一个中国人吗？”; “What time it is” means “现在几点？”.
b) Indirect use of the native language---gesture: A beckoning of hands means “repeat”. A hand cupped behind the ear means “listen”. Subsequently, when the teacher wants to tell students to listen, he or she will simply say, “listen” and, if necessary, accompanies the word with the gesture to reinforce the meaning of the command.
c) Indirect use of the native language---Symbols: The teacher can give the meaning of written symbols to teach the new words in the second language. Students readily remember the meanings assigned to simple drawings.
The teacher can prepare handouts that group words to help students remember them more easily.
a) Nouns: Nouns can be grouped in families:
①Colour: white, black, yellow, brown, green, pink…
②Foods: bread, milk, apple pie, grapes, cake…
b) Verbs: Verbs can be grouped by its usage and collocation:
1. enjoy, avoid, escape, finish, can’t help…+ doing
2. go v.
go about: perform; go after: try to get go against for: oppose
go by: pass; go for: attack go along with: agree with…
c) Adjectives: Adjectives can be grouped according to the way they are used
-ous: famous, dangerous, generous -able,-ible: eatable, accessible
-ful: useful, doubtful, resentful -ary,-ory: elementary, contradictory
-ic: patriotic, heroic, historic -ant,-ent: important, different
-ive: comparative, progressive, passive…
d) Pares of words: Synonyms and antonyms can be grouped. Root words may be paired with forms using prefixes or suffixes.
vii. Discovery techniques:
Especially at intermediate levels and above, discovery techniques (where students have to work out rules and meanings for themselves rather than being given everything by the teacher) are an appropriate alternative to standard presentation techniques. This is certainly true of vocabulary learning where students will often be asked to discover for themselves what a word means and how and why it is being used.
At intermediate levels we can assume that students already have a considerable store of vocabulary rather than teach them new words we can show them examples of words in action ask them to use their pervious knowledge to work out what words can go with others, when they should be used and what connotations they have.
Even at beginner levels, however, we may want to ask students to try to work out what words mean, rather than just handing them the meanings, when students have had a go, with the words we can lead feedback sessions to see it they have understood the words correctly.
We know that learners will select the words they want to learn. We know that the words they have acquired seem to move between active and passive status, and we know the involvement with word is likely to help students to learn and remember them. In other words, it we provide the right kind of exposure to words for the students and if we provide opportunities for students to practice these words then there is a good chance that students will learn and remember some or all of them as Richard Rossner writes:
“The factors that are crucial, surely, are those least easily controlled such as the relevance of a word to an individual’s immediate wants, needs and interest, the impact on his of her affect on the first few encounters and the number of opportunities to bring it into active use.”
viii. Using the native language:
The use of the native language to convey meaning may be direct or indirect. That is, the native language may simply give the meaning of a word or phrase or it may explain a gesture or symbol that will later be used to evoke the word or phrase.
a). Direct use of the native language: The question “Are you a Chinese?” means “ 你是一个中国人吗？”; “What time it is” means “现在几点？”.
b) Indirect use of the native language---gesture: A beckoning of hands means “repeat”. A hand cupped behind the ear means “listen”. Subsequently, when the teacher wants to tell students to listen, he or she will simply say, “listen” and, if necessary, accompanies the word with the gesture to reinforce the meaning of the command.
c) Indirect use of the native language---Symbols: The teacher can give the meaning of written symbols to teach the new words in the second language. Students readily remember the meanings assigned to simple drawings.
ship bus plane
morning afternoon evening
ix. By communication:
Teaching vocabulary by communication means teaching the new words through thinking with students about the things presented or happening in our daily lift, since real experience can deepen the impressions of things upon people, teaching by communication have a great advantage that the new words presented in the conversation immediately become an active word which students can exploit freely and proper; for example, look at the following conversation between a teacher and a student:
Teacher: do you enjoy yourself on the national day?
Student: yes!
Teacher: What did you do on national day?
Student: My father brought me to Beijing and that is the first time I raveled by plane? It’s very, very…
Teacher: Is it very exciting and pleasant?
Student: yes, yes, it’s very exciting and pleasant.
From the communication, the students consciously of unconsciously feel the relationship between “enjoy”, “the National Day (holiday)”, “go to Beijing (travel)”, “exciting” and “pleasant”. And since he really has experienced the travel and urgently wants to express his happy feeling, with the teacher’s prompting, he would remember the verb “enjoy” and th
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