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 ***** sub-system vocabulary—what do we need to ***** as teachers to teach students vocabulary?

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

One way to increase retention is ***** begin with the continual yet ***** ***** exposure of the words, *****n directly emphasizing the importance of the new words through classroom media, and finally 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 ***** further enables ***** to have a ***** of activating prior knowledge, if they are ***** to new vocabulary over time. It also gives students a sense of empowerment, especi*****lly when learning difficult words, as the words will seem less unfamiliar if students first hear the words said aloud during videotape, then see them in a collage of current events, ***** finally must understand the word in a story ***** must read *****

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