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


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Teaching

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

When ********** students new *****, whe*****r the words are simply ***** 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 ***** meaning of new ********** through exposure ***** the words in a series of different contexts, not ***** through the memorization of definitions. 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 ***** 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 of the ***** regular less*****s ***** classroom environments increases the student's level of familiarity with the ***** *****, lessens the sense of intimidation when approaching difficult words, and broadens the contextual ***** students are exposed to regarding new vocabulary words.

One way to increase retention is to begin with the continual yet different contextual exposure of the words, then directly emphasizing the importance of the new words ***** classroom media, and fin*****y through material ***** are required to master in their formal homework. This process of contextual stages will make the final tests of vocabulary ***** seem less frightening. This gradual process fur*****r enables students to have a sense 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 ***** will ***** 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 read during

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