Hello Everybody, sorry for the long post, but I got this in my e-mail and thought that it would be helpful. If you would like more information , you may find it here http://www.headsupenglish.com/
October 10, 2009
In this issue...
Vocabulary
New materials at Heads Up English
Vocabulary is an important need for students. Without vocabulary, they cannot speak at all. But what does it mean to know a word? For example, if students can understand the word in use, but can �t produce the word themselves, do they really know it? Do students know the word if collocations are unknown, as well as many of the other uses the word may take? Do they know the vocabulary if they don �t have a firm grasp of its word family (such as develop, developer, undeveloped, underdeveloped, etc.).
Let �s start with the foundation, the form, meaning, and use of a word. These three components make up the points required for successful vocabulary comprehension.
Form: The form can be viewed as the mechanics of a word which trigger recognition. Students must understand the pronunciation of the word, or its spelling if in a written text. Prefixes, suffixes, and roots are also important, so students can readily recognize that the word may be a noun (creation), verb (create), adjective (creative), or adverb (creatively).
Meaning: This is the mental image/comprehension. Students connect the form of the word with its meaning, both at the micro- and macro-levels. At the micro-level, the word stands alone. However, at the macro-level, a word may have a different meaning because of the sentence in which it appears. There is nuance or some other concept generated. In addition, when someone uses a word, there may be other associated word choices either selected or triggered.
Use: How is the word used? For example, some words appear more conversational, others more formal. Some often appear in written communication, or even in specific forms of written communication like academic essays or business correspondence. Yet others are usually used for oral communication. Students must understand these points for effective vocabulary use, especially at the higher-levels when they acquire words with less concrete meanings. In addition, students must also realize what words or types of words are commonly associated with the vocabulary. There �s grammar to consider too.
As important as the above may be, it only serves as the foundation. Students need repeated exposure to fully know a word. They may then still encounter the word used in new and unexpected ways. Consider as a rough guide fifteen to twenty encounters with a vocabulary word before students lock its form, meaning, and use into memory.
But there �s also a second aspect to consider, the receptive and productive levels of students. It �s just as integral as form, meaning, and use. For example, students may recognize a word when read or heard (receptive level), but be unable to actively put the word in their own writing or speaking (productive level).
Receptive: Students should be able to do the following:
1: Recognize the word when heard/read.
2: Recognize the prefixes, suffixes, and root that make up the word.
3: Understand the context in which the word has been used.
4: Realize synonyms of the word.
5: Realize common collocations of the word.
6: Understand the (un)commonness of the word.
Productive: Students should be able to:
1: Say the word with correct stress and pronunciation, or correctly spell the word.
2: Be able to correctly add any prefixes or suffixes for meaning.
3: Be able to use the word in different contexts.
4: Be able to use the word in connection with other words that regularly occur with it.
5: Be able to use the word (or not use the word) based on the situation. This includes formality and/or type of communication.
It �s important to consider these points, else risk moving on to the next activity or failing to assign follow-up work because students simply recognize the word when they encounter it. Yet this fails to consider their productive abilities, as well as word associations and various contexts that go into effective vocabulary acquisition.
You can find more tips and ideas at Heads Up English.
And don �t forget: If you liked this idea, consider forwarding it to a friend!
Have great classes!
Chris Cotter
Better Language Teaching
