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

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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 ********** students new *****, whe*****r the words are simply ***** or are tricky and difficult (such as homophones ***** homonyms), incre*****ing the students' range of context-dependent associations regarding the new word is key. Students must learn to understand the meaning ***** new ***** through exposure to the *****s in a series of different contexts, not simply through ***** memorization of def*****itions. This is why expanding ***** vocabulary, regardless of the students' grade level, ***** not be confined to a specific p*****rt of the lesson plan known as the vocabulary 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 ***** in all spheres of the students' regular less*****s ***** cl*****s***** environments increases the student's level ***** familiarity with the new words, lessens the sense of intimidation when approaching ***** words, and broadens the contextual definitions students are exposed to regarding ***** vocabulary words.

***** way to increase retention is ***** begin ***** the continual yet ***** contextual exposure of the words, *****n 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 ***** ***** seem less frightening. This gradual process further enables ***** to have a ***** of activating prior knowledge, if they are exposed to new vocabulary over time. It also gives students a sense of empowerment, especi*****lly when learning difficult words, as the ***** ***** seem less unfamiliar if students first hear ***** words said aloud during videotape, then see them in a collage ***** current events, and finally must understand the word in a story they must re*****d *****


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