Learning Vocabulary in Activities (original) (raw)

This chapter examines vocabulary learning activities and aims to shed light on what teachers need to consider when designing, selecting, and modifying activities. It looks at questions like: Which words should be learned in activities? To what degree are words likely to be learned in activities? Does the activity make efficient use of learning time? Which features of activities contribute to learning? How effective is an activity likely to be? A list of criteria for examining activities is described and two activities are evaluated and then modified to increase their potential for vocabulary learning. There are many different vocabulary learning activities. Many focus attention on linking form and meaning, some aim at learning the forms of words, and others focus attention on how words are used. The range of activities allows teachers the choice of using a variety of techniques to teach vocabulary. Teachers need to evaluate activities and select the ones that are appropriate for their learning context. They should select activities according to the following criteria:

Sign up for access to the world's latest research.

checkGet notified about relevant papers

checkSave papers to use in your research

checkJoin the discussion with peers

checkTrack your impact

Vocabulary Teaching Techniques: A Review of Common Practices

Abundantly clear though the need for effective eclectic techniques for enhancing learners’ vocabulary learning strategies may seem, in practice, language instructors, by all accounts, tend to resort to only a few obsolete ones. This review paper aims to provide a brief account of practices in vocabulary teaching and learning by focusing on the research on teaching words in context and out of context as well as incidental and intentional vocabulary learning.

Teaching and Learning Vocabulary

In Teaching and Learning Vocabulary, Hiebert and Kamil bring a collection of valuable pieces of research to practice. The book provides learners, teachers, materials developers, researchers, and curriculum designers with an informative compilation of articles in three distinctive sections. The sections are designed in three main categories such as: How vocabulary is learned, how vocabulary is enhanced by the instruction, and finally how words are selected for instruction. In all chapters, an attempt is made to bring different researchers to a common idea of the effect of vocabulary enhancement on the reading comprehension. The book is designed in 12 chapters with chapter 1, as an overview to the theme of the book, and chapter 12 as a conclusion by the editors themselves seeking an effective vocabulary curriculum for elementary students. Each chapter is reviewed as follows. Hiebert and Kamil, in Chapter One provide readers with an overview to themes that run throughout the book. The chapter addresses the reader to the importance of vocabulary in reading text and continues with different research and statistics to bring evidence to the relationship between oral language and word recognition perspectives on vocabulary teaching. This relationship is also evidenced by findings of the National Reading Panel (NRP) such as the need for direct instruction of vocabulary items, repetition, and multiple exposures to vocabulary depending on a variety of methods for vocabulary instruction. Finally the chapter goes to the end with focusing on persistent issues requiring additional attention by researchers. The size and type of words to teach are included in this section. Chapter Two generally deals with perspectives on how vocabulary is learned and mainly brings reasons to necessitate teaching comprehensive vocabulary in the long term. Also the importance and complexity of the relationship between vocabulary knowledge and reading comprehension is emphasized. The chapter starts with exploring some characteristics of an effective vocabulary instruction. The researcher introduces the reading comprehension through three aspects, such as: Causal, Reciprocal, and Indirect links. Focusing on a rationale for effective vocabulary

Fun Activities to Teach Vocabulary for Young Learners: A Library Research

E-LINK JOURNAL

It is found that young learners in Indonesia still have low vocabulary mastery. It is resulted from the teacher factors in teaching vocabulary which cannot use appropriate media and technique. This study investigates kinds of fun activities under young learners' characteristics and learning styles to teach vocabulary. Based on library research, teachers can implement nine kinds of fun activities: singing/listening to a song, watching videos, playing games, listening to a story/storytelling, conversational activity, study tour/outdoors, coloring, and using pictures and flashcards. Those activities already meet the characteristics and the learning styles of young learners. However, the teacher must be creative, imaginative, and innovative to implement the activities to make the teaching and learning vocabulary process more enjoyable. Keywords: Vocabulary, young learners, fun activities

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.