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.
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