How to teach English Vocabulary effectively?
Introduction
With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them.
With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them.
What a student may need to know about an item
· What it means
It is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions.
It is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions.
· The form
Students need to know if it is a verb / a noun / an adjective etc to be able to use it effectively.
Students need to know if it is a verb / a noun / an adjective etc to be able to use it effectively.
· How it is pronounced
It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses.
It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses.
· How it is spelt
This is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form.
This is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form.
· If it follows any unpredictable grammatical patterns
For example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on)
For example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on)
· The connotations that the item may have
Bachelor is a neutral/positive word whereas spinster conjures a more negative image.
Bachelor is a neutral/positive word whereas spinster conjures a more negative image.
· The situations when the word is or is not used
Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly in speech or in writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio.
Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly in speech or in writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio.
· How the word is related to others
For example, synonyms, antonyms, lexical sets.
For example, synonyms, antonyms, lexical sets.
· Collocation or the way that words occur together
You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later.
You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later.
· What the affixes (the prefixes and suffixes) may indicate about the meaning
For example, substandard sub meaning under. This is particularly useful at a higher level.
For example, substandard sub meaning under. This is particularly useful at a higher level.
Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across.
Ways to present vocabulary
There are lots of ways of getting across the meaning of a lexical item.
There are lots of ways of getting across the meaning of a lexical item.
· Illustration
This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits though, not all items can be drawn.
This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits though, not all items can be drawn.
· Mime
This lends itself particularly well to action verbs and it can be fun and memorable.
This lends itself particularly well to action verbs and it can be fun and memorable.
· Synonyms/Antonyms/Gradable items
Using the words a student already knows can be effective for getting meaning across.
Using the words a student already knows can be effective for getting meaning across.
· Definition
Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly.
Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly.
· Translation
If you know the students' beginner, then it is fast and efficient. Remember that not every word has a direct translation.
If you know the students' beginner, then it is fast and efficient. Remember that not every word has a direct translation.
· Context
Think of a clear context when the word is used and either describe it to the students or give them example sentences to clarify meaning further.
Think of a clear context when the word is used and either describe it to the students or give them example sentences to clarify meaning further.
Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable
Alternative ways of teaching vocabulary
· Give your students a few items of vocabulary and tell them to find the meaning, pronunciation and write an example sentence with the word in. They can then teach each other in groups.
· Prepare worksheets and ask your students to match words to definitions.
· Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land.
· Ask students to find new vocabulary from reading homework and teach the other students in the class.
· Review the vocabulary you teach through a game or activity and encourage your students to do the same at home
· It is a good idea to teach/learn words with associated meanings together
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