teaching vocabulary strategies and techniques:
Students in the stage of complete ignorance they know nothing about the new vocabulary because they have never heard the word, and they can’t understand its meaning.
Expose students to the new vocabulary:
Teachers have to expose students to the new vocabulary and show them the way they have to use it in the target language through the use of real objects whenever possible, or even sounds, smells, and tastes. For example, to use stories, pictures, or audios as engagement materials, taking into consideration their level and their ability to understand.
3
Make students notice and recognize new words
Then make students see and understand new words (what goes with what and when) using a range of different activities like a matching exercise where students have to match a picture to a word or a word with its definition. Use a gap-fill practice, and that could be in the form of a song, description, short story, to even a letter with blank spaces that students must fill in from a list of words. And also use prefix and suffix activities or word maps.
Check students understanding:
Teachers have to check students’ knowledge while teaching vocabulary. For that, they can use the CCQs or activities such as asking each other about words they have just discovered, students here have to work in pairs or in groups to make them more involved in the activity.
PRACTICE THE NEW VOCABULARY:
To practice vocabulary, teachers have to be inductive and make students discover the new language themselves so they can memorize it quickly and use it in the context correctly. The learning pattern used for students when encountering a new vocabulary item is a guided discovery followed by reinforcement. And that should cover the MFPU pattern, which is: meaning, form, pronunciation, and usage.
6
Encounter the new vocabulary:
Teachers have to encounter new vocabulary. Make students understand how they can pronounce a word so they can use it to express their feelings and emotions, and also understand when to putt stress because it can change the meaning of what we want to say in a sentence. Intonation is also essential for the meaning; for example, the difference between questions and narration. T
eachers have to pay attention to their students’ collocation and get them to understand the relationship between words to form correct sentences. For example, the meaning of the word “poor” differs from a sentence to another, we can say a poor homeless who is the opposite of rich, but we can also mean a poor student who is the opposite of a good student.
The older we become, the more we learn, and the more vocabulary we will know. No matter what our age, we must continue to learn. Words are symbols for ideas that formulate knowledge. The effective teachers have to guide students to discover the new language and make them memorize the vocabulary they teach them.
0 Comments