TEACHING

VOCABULARY
Aynur Kitayeva, 301”A”
 WHAT IS VOCABULARY?

• The word “vocabulary” comes from the Latin “vocabularium”, which means a list of
words.

• Vocabulary is a group and set of words known and used by a particular person.

• The term vocabulary may also be substituted by these words: word-stock, lexis, lexicon.
 IMPORTANCE OF TEACHING
VOCABULARY
• Linguist David Wilkins sums up the importance of vocabulary learning in this way:
“Without grammar very little can be conveyed, without vocabulary nothing can be
conveyed”. Following points may describe the importance of vocabulary:
1. Vocabulary is critical for communication and expression.
2. Vocabulary forms the basis of reading comprehension.
3. Linguistic vocabulary and thinking vocabulary work parallel.
4. For conveying anything, vocabulary is important.
 THREE TIERS OF VOCABULARY

• 1. Basic Vocabulary
Basic words form the first tier of vocabulary. These words normally have a single
meaning and do not require instruction. Early reading words, sight words, adjectives, verbs,
nouns, etc. are portrayed in this layer. 8000 word families in English comprise this tier.
• 2. High-frequency Vocabulary
Also called the multiple meaning vocabulary tier, this layer includes words used in a
variety of domains, literature, communication, etc. It influences reading and speaking. The
characteristics of this layer are as follows:
- It has multiple meanings
- Vital for reading comprehension
- Typical mature language
- Descriptive vocabulary
- A diverse environment uses
these words
- Used for direct instruction
• 3. Low-frequency Vocabulary
The words that are used only when specifically required or in a particular domain
like weather, technology, geographical region, occupations, school, etc. comprise this tier.
 GENERAL PRINCIPLES FOR SUCCESSFUL
VOCABULARY TEACHING
- aim – what is to be taught, which words, how many
- need – target vocabulary should respond students’ real needs and interests
- frequent exposure and repetition
- meaningful presentation – clear and unambiguous denotation or reference should be
assured
 WHAT DOES “KNOWING A WORD”MEAN?
Generally, knowing a word involves knowing its form and its meaning at the basic level.
In deeper aspects it means the abilities to know its:
1) Meaning, i.e. relate the word to an appropriate object or context
2) Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as style and
register (the appropriate level of formality), to be aware of any connotations and associations
the word might have
3) Word formation, i.e. ability to spell and pronounce the word correctly, to know any
derivations (acceptable prefixes and suffixes)
4) Grammar, i.e. to use it in the appropriate grammatical form
 METHODS AND APPROACHES USED IN
TEACHING VOCABULARY
The choice of the method used in teaching vocabulary depends on the following factors:
1. Psychological factors: pupils’ age; pupils’ intelligence;
2. Pedagogical factors: the stage of teaching; the size of the class; the time allotted to
learning new words; the qualifications of the teacher;
3. Linguistic factors: abstract or concrete notions; extent of meaning in comparison
with that of the mother tongue.
 GRAMMAR-TRANSLATION METHOD

• The Grammar-Translation Method is one of the widely practiced methods used in our
teaching system. It is a method of FLT which makes use of translation and grammar study as
the main teaching and learning activities.
 The advantages of the GTM:
1. The teacher can teach the large number of the students easily.
2. The class can be handled by the teacher who is not fluent to speak.
3. It is suitable for the students’ linguistic ability (elementary, intermediate, and advanced
levels.
4. The students have a good mastery on translation skill from and or to the target language.
 STEPS OF PRESENTING VOCABULARY THROUGH THE
GTM:
• Say the word clearly and write it on the board;
• Get the class to repeat the word in chorus;
• Translate the word into the students’ native language;
• Ask the students to translate the word from source language to the target language and vice versa;
• Give an English example to show how the word is used;
• Translate the English example into the students’ own language;
• Ask the students to make English sentences using the word, then translate them into the students’ own
language;
• Correct the sentences grammatically;
• Ask the students to practice the corrected sentences;
• Ask questions using the word.
 DIRECT METHOD

• The direct method of teaching, which is sometimes called the natural method, and is often
used in teaching foreign languages, refrains from using the learners' native language and
uses only the target language.
 CLASSROOM SOURCES OF
WORDS:
• Lists
• Coursebooks
• Vocabulary books
• The teacher
• Other students
 MEANS OF PRESENTING THE MEANING:
• Translation
• Real things
• Pictures
• Actions/gestures
• Definitions
• Situations
 TESTING VOCABULARY

• Vocabulary knowledge can be assessed qualitatively and quantitatively.

• Types of tests:
- multiple choice
- gap-fill
- selective cloze
- oral testing
 TESTING VOCABULARY

• Vocabulary tests can be divided into tests of:

-recognition
-production
• They also divide between tests where words are tested:
-out of context
-in context