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

When ********** students new vocabulary, whether 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 ***** meaning of new ********** through exposure ***** the words in a series ***** different contexts, not simply through ***** memorization of def*****itions. This is why expanding ***** vocabulary, regardless of the students' grade level, must not be confined to a specific p*****rt 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 ***** the students' regular less*****s ***** class***** environments increases the student's ***** of familiarity with the new *****, 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 to *****gin with the continual yet ***** ***** exposure of the words, then directly emphasizing the importance of the new words through classroom media, and fin*****y through material ***** are required ***** master in ********** formal homework. This process of contextual stages will make the final tests of vocabulary words seem less frightening. This gradual ***** fur*****r enables students to have a sense of activating prior knowledge, if they are ***** to new ***** over time. It also gives ***** a sense of empowerment, especi*****lly when learning difficult words, as the ***** will seem less unfamiliar if students first hear ***** words said aloud during videotape, then see them in a coll*****ge ***** current events, and finally must understand the word in a story they must read during

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