Vocabulary
Activities
Folse (2008, p. 14) It is important
to define what we mean by second language vocabulary. When we
talk about vocabulary,
we usually mean words,
but what is a
word? Most people
think of words as
single units, such
as cat, dozen,
or reluctant. However, these single words are merely one part of the
vocabulary load that our
students face. In
fact, a “word” can
be one of
five types, namely (1) a
single word, (2) a
set phrase, (3) a variable
phrase, (4) a phrasal verb, or
(5) an idiom.
Marzano 2004 point out the
vocabulary activities in six step process teaching academic vocabulary
a)
Provide a description, explanation, or
example of the new term. (Include a non-linguistic representation of the term
for ESL kids.)
b)
Ask students to restate the description,
explanation, or example in their own words. (Allow students whose primary
existing knowledge base is still in their native language to write in it.)
c)
Ask students to construct a picture,
symbol, or graphic representing the word.
d)
Engage students periodically in
activities that help them add to their knowledge of the terms in their notebooks.
e)
Periodically ask students to discuss the
terms with one another. (Allow in native language when appropriate)
f)
Involve students periodically in games
that allow them to play with terms.
In additionally nation (2001, p. 5)
explained the activities criteria in teaching vocabulary more specific ways at
the classroom as follows:
a)
Quickly give the meaning by (a) using an
L1 translation, (b) using a known L2 synonym or a simple definition in the L2,
(c) showing an object or picture, (d) giving quick demonstration, (e) drawing a
simple picture or diagram, (f) breaking the word into parts and giving the
meaning of the parts and the whole word (the word part strategy), (g) giving
several example sentences with the word in context to show the meaning, (h)
commenting on the underlying meaning of the word and other referents.
b)
Draw attention to the form of the word
by (a) showing how the spelling of the word is like the spelling of known
words, (b) giving the stress pattern of the word and its pronunciation, (c) showing
the prefix, stem and suffix that make up the word, (d) getting the learners to
repeat the pronunciation of the word, (e) writing the word on the board, (f)
pointing out any spelling irregularity in the word.
c)
Draw attention to the use of the word by
(a) quickly showing the grammatical pattern the word fits into
(countable/uncountable, transitive/intransitive, etc), (b) giving a few similar
collocates, (c) mentioning any restrictions on the use of the word (formal,
colloquial, impolite, only used in the United States, only used with children,
old fashioned, technical, infrequent), (d) giving a well known opposite, or a
well known word describing the group or lexical set it fits into.
