Essay - Teaching Implication for Teaching Vocabulary Based on Knowledge of Language...


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Teaching

Implication for teaching vocabulary based on knowledge of language teaching methodology and the language sub-system vocabulary—what do we need to do as teachers to teach students vocabulary?

When *****ing students new *****, whe*****r the words are simply new or are tricky and difficult (such as homophones ***** homonyms), increasing the students' range of context-dependent associations regarding the new word is key. Students must learn to understand the meaning ***** new ***** through exposure ***** the words in a series of different contexts, not ***** through the memorization of def*****itions. This is why expanding students' vocabulary, regardless of the students' grade level, ***** ***** be confined to a specific part of the lesson plan known as ***** ***** or English section of the day. New, critical vocabulary words can be introduced during History, Social Studies, and even incorporated into decorative art on the bulletin boards around the room. In fact, incorporating new vocabulary words in all spheres ***** the students' regular lessons and cl*****s***** environments increases the student's level of familiarity with the ***** *****, lessens the sense ***** intimidation when approaching difficult words, and broadens the contextual definitions students are exposed to regarding new vocabulary *****.

One way to increase retention is to *****gin with the continual yet different contextual ***** of the words, then directly emphasizing the importance of the new words through classroom media, and fin*****y through material students are required to master in their formal homework. This process of contextual stages will make the final tests of vocabulary words seem less frightening. This gradual process further enables ***** to have a sense of activating prior knowledge, if they are ***** to new ***** over time. It also gives students a ***** of empowerment, especially when learning difficult words, as the words will seem less unfamiliar if students first hear ***** words said aloud ***** videotape, then see them in a collage of current events, ***** finally must understand the word in a story ***** must re*****d during

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