Teaching Vocabulary at the Initial Stage of Instruction
YEREVAN
STATE UNIVERSITYof Romance and Germanic PhilologyPhilology Chair
TERM
PAPER
THEME:
Teaching Vocabulary at the Initial Stage of Instruction
STUDENT: Gayane Manukyan: Naira
Avagyan
-2011
Plan
Introduction1.
Teaching English as a foreign language
.1
Methods of foreign language teaching2. Teaching vocabulary at the initial stage
of instruction
.1
Teaching English to children in an EFL setting
.2
Teaching vocabulary to children
.3
Textbook analysis
Introduction
paper discusses the methods of
teaching EFL and English vocabulary to children. The paper comprises two
chapters and analysis of the fourth form English textbook (Apresyan,
Thovmasyan). In Chapter 1 I speak about the current and traditional methods of
teaching English as a foreign language and give a brief description of each
method.the first part of Chapter 2 I speak about the objectives of teaching
English to children in a non-English environment, the role of motivation and
the teacher factors. The second part of Chapter 2 presents a study of methods
and techniques of teaching vocabulary at the initial stage of instruction. The
issues discussed here are the choice of teaching materials, ways of presenting
the new vocabulary, the development and extension of children’s vocabulary,
games and special activities as means of vocabulary acquisition and
retention.Franklin has emphasized the role of methods in a foreign language
acquisition: “Tell me and I forget, teach me and I remember, involve me and I
learn”.statement is particularly true in case of children as it is enjoyable
participation in the language learning process and motivation that children
need first of all. Motivation, curiosity, and holistic attitude to learning new
things make language learning both easy and interesting for children. The
importance of the initial stage of instruction lies in creating a positive
attitude towards the language learning process.
"Children can learn almost
anything if they are dancing, tasting, touching, seeing, and feeling
information" (Dryden & Vos, 1997).are a great many of methods,
techniques and approaches of teaching a foreign language, and more will be
created to meet the demands of the globalized world where the importance of
English cannot be underestimated. We should understand that any method is as
good as its implementation, and the best language teacher is the one who gets
good results no matter what methods he uses. “No course book will be totally
suited to a particular teaching situation. The teacher will have to find his
own way of using it and adapting it if necessary” (Jiazhi Wang). The third part
of Chapter 2 is the critical evaluation of an EFL textbook. After the
evaluation of its design and content I have analysed how the textbook fosters
the development of the four skills respectively: writing, speaking, reading,
and listening.
Chapter 1. Teaching English as
a Foreign Language
.1 Methods of Foreign Language
Teaching
There are eight language teaching
methods in practice today:
. The Grammar -Translation
Method
. The Direct Method
. The Audio-Lingual Method
. The Silent Way
. Suggestopedia
. Community Language Learning
. Total Physical Response
Method
. The Communicative Approach
1. The Grammar-Translation
Method
Around the turn-of-the-19th-century,
language students often translated volumes from Classical Greek or Latin into
English via this method. It consists mainly of exhaustive use of dictionaries,
explanations of grammatical rules (in English), some sample sentences, and
exercise drills to practice the new structures.
Students are given target language
reading passages and answer questions that follow. Other activities include
translating literary passages from one language into the other, memorizing
grammar rules, and memorizing native-language equivalents of target language
vocabulary. Vocabulary and grammar are emphasized; pronunciation and other
speaking/listening skills are not. Grammar is learned deductively on the basis
of grammar rules and examples. Literary language is regarded as superior to
spoken language.work is highly structured, with the teacher controlling all
activities. The teacher supplies correct answers when students cannot.
2. The Direct Method
The characteristic features of this
method are the practical direction in the teaching of foreign language, the
ignoring of the existence of the mother tongue, use of visual aids and various
exercises both written and oral. The method is called direct because it aims to
establish a direct connection between the words in the foreign language and
their denotations. The grammatical rules are discovered through many examples.
Students speak a great deal in the target language and communicate if in real
situations. Speaking and listening skills and correct pronunciation are emphasized.
Teacher/student interaction is fuller; it includes guessing of context or
content, completing fill-ins, question-and-answer exercises.
3. The Audio-Lingual Method
The audio-lingual method developed
with the advent of audio tapes. This method is based on the belief that
language learning is the acquisition of correct language habits. The language
learner actually hears and mimics native speakers on audio tapes, often used
with earphones in a language lab setting. Lessons begin with a sample dialogue
to be recited and memorized. This is followed up with substitution pattern and
saturation drills in which the grammatical structure previously introduced is
reinforced. The teacher directs and controls students’ behavior, provides a
model and reinforces correct responses.
4. The Silent Way
The teacher remains silent while
pupils output the target language through perpetual prompting. A color-coded
sound chart called a fidel, with both vowel and consonant clusters on it, is
projected onto a screen to be used simultaneously with a pointer, thus
permitting the pupil to produce orally on a continuous basis in the target
language. Brightly colored Cuisenaire rods are integrated into this method for
pupils to learn spatial relationships, prepositions, colors, gender and number
concepts, and to create multiple artificial settings through their physical
placement. The greatest strength of this method lies in its ability to draw
students out orally, while the teacher "takes a back seat". This
method works most effectively with round tables being used to promote small
group discussion. All four skills are worked on from the beginning.
5. Suggestopedia
Classes are small and intensive,
with a low-stress focus. Material is presented in an especially melodic and
artistic way. By activating the right "creative side" of the brain, a
much larger portion of the intellectual potential can be tapped, thus drawing
out long-term memory. Background classical or baroque chamber music, oftentimes
accompanied with soft lights, cushions on the floor for relaxation, yoga, songs
and games, question-and-answer sessions are used to make language learning less
anxiety provoking. Students focus on communicative use rather than form, little
emphasis on grammar is given.
6. Community Language Learning
or Counseling Learning
This method is designed to ease the
learner into gradual independence and self-confidence in the target language.
Learning a language is not viewed necessarily as an individual accomplishment,
but rather as a collective experience. Small or large groups are formed to
create a language learning community. Student is at first a dependent client of
the counselor and becomes increasingly independent through five specified
stages. Understanding and speaking are emphasized, though reading and writing
have a place. The basic premise of the method can be found in the acronym SARD:
S- security (to foster the student's self-confidence), A-attention
or aggression (students have opportunities to assert, involve themselves), R-retention
and reflection (students think about both the language and their experience
learning it), and D-discrimination (sorting out differences among target
language forms).
7. Total Physical Response
Method
In this method, both language and
body movement are synchronized through action responses and use of the
imperative (direct commands).Teacher provides often-humorous variations of
commands and the students demonstrate their comprehension by acting out the
commands. Once students are “ready to speak”, they give other students commands
too. Activities later include games and skits. TPR is very effective in
teaching temporal states, personal pronouns, and other deep grammatical
structures. Spoken language precedes the written word.
8. The Communicative Approach
This acquisition-focused approach
sees communicative competence progressing through three stages: (a)
aural comprehension, (b) early speech production, and (c) speech
activities, all fostering "natural" language acquisition, much as a
child would learn his/her native tongue. Following an initial "silent
period", comprehension should precede production in speech, as the latter
should be allowed to emerge in natural stages. Errors in speech are not
corrected aloud. A deliberate, conscious approach to the study of grammar is
considered to have only modest value in the language learning process. Pairing
off of students into small groups to practice newly acquired structures becomes
the major focus. Visualization activities that often make use of a picture
files, slide presentations, word games, dialogues, contests, recreational
activities, and realia provide situations with problem-solving tasks which
might include the use of charts, maps, graphs, and advertisements, all to be
performed on the spot in class.
Chapter 2. Teaching Vocabulary
at the Initial Stage of Instruction
.1 Teaching English to children
in an EFL setting
introduction of any language course
is affected by a great number of contextual variables. One very important
variable is the status of English in a given country. “Children in non-English
environments have limited opportunities to practise the language outside school
and no immediate need or clear motivation to use and learn English unlike
children who learn English in English environments. It’s also important to
consider both learner’s and teacher’s attitude to English. Children of primary
school age may not have strong opinions about other cultures or language
learning in general and may meet new cultures and new languages through the
experience of a primary foreign language programme. So it is of crucial
importance to establish positive attitude towards this process.
The Role of Motivation
An interesting study in 1999 by
Marianne Nikolov, a Hungarian teacher and researcher, shows that children as
they get older draw on different sources of motivation to learn English. At the
beginning, the youngest age groups are motivated by positive attitudes to
English and the learning context. They want to learn English because they enjoy
activities and the comfortable atmosphere in class. Children also say that they
like English because they like the teacher. Young children are therefore
intrinsically motivated. This means that they want to learn as they enjoy the
process of learning English for its own sake. Hence we can say that motivation
plays a crucial role in foreign language learning.of the main experts on
language learning motivation, Zoltan Dorney, suggests that there are four main
components of motivational teaching. The first stage is to create motivating conditions
for learning: a supportive and pleasant environment in the classroom. The next
stage is to introduce initial motivational techniques such as talking about
values, showing positive attitudes to learning, creating expectations of
success. After the initial stage, teachers need to maintain and protect their
learners’ motivation by offering stimulating activities and fostering
self-esteem, self-confidence, and co-operation among learners. Finally,
motivating teachers take care to turn evaluation and feedback into positive
experiences.
The Aims and Objectives of EFL
Programmes
Develop children’s basic
communication abilities in Englishenjoyment and motivationlearning about other
cultureschildren’s cognitive skillschildren’s metalinguistic awareness‘learning
to learn’first two aims are the most important ones. Developing children’s
basic communication abilities in English means teaching children to talk about
themselves and their immediate environments, to understand and respond to basic
English instructions, and to communicate about topics of interest with a
partner. The second main aim refers to the need to make English an attractive
school subject to children so as to foster their motivation and encourage them
to learn languages in the future.
Teacher factors
The primary class teacher who has a
good knowledge of the children, their special needs as well as the target
language is in the best position to succeed. Since the teacher is main source
of the language, the way the teacher speaks is of great importance. The teacher
should answer the questions with a full sentence. Children thus get used to
hearing patterns of English. Since children understand things in a more
holistic way than adults and concentrate much more on the totality of the message
itself and not on the message’s individual components, there is no need for the
teacher to slow his speaking speed.play a key role because their decisions can
make a real difference with regard to the success of a particular programme.
2.2 Teaching Vocabulary to
Children
materials
Children pick up new words at an
amazing pace in both their first and second language and they can understand
the concept of words well before the concept of grammar. They are interested in
the meaning and function of the new language more holistically, in order to
play a game, sing a song, or act out a story. The teacher, therefore, should
present the vocabulary as varied as possible. He can first introduce things
children can see, feel, play with, touch, and experience every day. Meaning can
be made apparent without the use of the first language. Teachers can use toys,
such as dolls to present parts of the body, or puppets to act out a dialogue.
They can also use classroom objects such as the desks, the pictures, and
posters. When appropriate, teachers can bring in real objects such as apples,
carrots, baskets, bags, hats, bottles, and cups. Pictures and picture cards are
often supplied with young learners’ course books together with a set of games
and exercises for use. These can also be made at home or teachers can ask
children help to make them.
Techniques of explaining the
meaning of new words to children
By demonstration or pictures
. using an object
. using a cut-out figure
. using gesture
. performing an action
. using photographs
. drawing diagrams on the
board
. pictures from books
. analytical definition (to
these moving images, from TV, video or computer should be added) By verbal
explanation
. putting the new word in a
defining context(e.g. we use a pen to write)
. translating into another
languageexplanations are useful when introducing abstract ideas such as
‘person’, ‘place’, etc.except (10) require the learner to do some mental work
in constructing a meaning for the new foreign language word. The more learners
have to think about a word and its meaning, the more likely they are to
remember it. The immediate translation of a new word takes away from the child
any need or motivation to think about the meaning of the foreign language word
or to hold the new word in mind.need to hear a new word in isolation as well as
in a discourse context, so that they can notice the sounds at the beginning and
end, the stress pattern of the word, and the syllables that make up the word.
For example, when explaining the word ‘tomato’:banana is a fruit.. Ba-na-na.
It’s a banana.vocabulary should be accurate, and the child should be given
enough information to prevent confusion.
The development of children’s
vocabulary
Vocabulary development is not just
learning new words but it is also about expanding and deepening word knowledge.
Children need to meet words again and again, in new contexts that help increase
what they already know about words. Encouraging memorization strategies is an
important way to practise new vocabulary. Children should also have the chance
to use the new vocabulary in situations where they have control over the choice
of language. Recycling vocabulary with board or card games, class surveys, and
project work provides an opportunity to integrate the language skills. For
example, children can create ‘mind maps’ on topics already covered such as
‘holidays’ or create poster displays with drawings and words. Memory games,
such as ‘I went to the market and bought...’ can be an enjoyable way of
revising food or animal vocabulary. The principle of the same type of memory
practice can be extended to other vocabulary such as presents in ‘For my
birthday I would like....’, wild animals:’ In the zoo I saw...’, or household
object, such as ‘In my cupboard there are....’and word knowledge can be seen as
being linked in networks of meaning. The teacher should show the links between
vocabulary items so that children learn words in dynamic and meaningful way
.For example, if the children learn the word ’sandwich’, this is also a good opportunity
to recycle possible types of fillings the children might know, such as jam,
ham, or cucumber sandwich, honey, fish, or cheese sandwich, tomato or chicken
sandwich, etc. As a follow-up, children can invent different sandwiches and put
them on the menu of their coffee shop. Activities like this will illustrate to
the children that when they learn a new noun such as ‘sandwich’, it can
interact with language they already know. This kind of dynamic view makes
vocabulary come alive and paves the path to explicit grammar learning.to sort
and categorise will practise vocabulary through its organisation in general to
specific hierarchy. If food words are being learnt, children can sort real
items into vegetables and fruit, naming the individual items as they
go.language games also exploit this type of organisation. The game ‘Shipwreck’
puts pupils into teams with pencil and paper. They are given three minutes to
list all the drinks they can think of, then all the food, then all the clothes.
Then one of them reads out their list item by item. Teams can only keep items
that no-one else has listed. At the end of the game, teams have to imagine
themselves landing on a desert island after a shipwreck, with only those items
left on their list (usually an amusing selection of odd things).
Extending children’s vocabulary
beyond the textbook
Most of the textbooks for young
learners start with words connected to the family, the house, the school. But
children are getting more and more global in their interests through the
Internet, television and video, and computer games. Their worlds are much
bigger, form much younger ages, than used to be the case. So difficulties in
learning vocabulary can arise since the vocabulary is insufficiently connected
to pupil’s real lives. To extend the vocabulary beyond the textbook, the
teacher can give words which are thematically connected to the words given in
the unit. Vocabulary learning around a topic could begin from the learners
rather than from the book, by asking them directly what words they already know
and what words they would like to learn about the topic. For example, the book
has a unit on wild animals. The teacher could write ‘wild animals’ on the board
and ask learners what they already know and which words they would like to
know. The words are then written on the blackboard and translated into the
foreign language.
· Teachers can show
how to find clues to the meaning of a new word in a picture or in other words
in the same sentence
· Teachers can teach
the sub-skills needed to make use of strategies. For example, to use a
dictionary efficiently requires knowledge of alphabetical order and lots of
practice with it.
· When reading a
story, teachers can explicitly encourage prediction of the meanings of new
words
· Children can be
helped to prepare lists of words they want to learn form a lesson, can be shown
ways of learning form lists and later can be put in pairs to test each other.
· Children can be
helped to reflect on their learning process through evaluating their
achievements. For example, at the end of a lesson they can be asked how many
new words they have learnt, and which words they need to learn more about.
Through regular self-evaluation, children can come to understand more about
what they are learning and how.activities for developing vocabulary and
forming concepts
. Word Puzzles
Crossword Puzzles are good because
they work on the definition as well as the spelling. The puzzles should not be
very long.
. Riddles and puns
Riddles encourage critical thinking
skills. For example, if the topic of the lesson is ‘Weather’, the teacher can
use some riddles after introducing the key-words to help children memorize
them.blow the clouds around and around, but you can't see me, I can't be
found.( the wind) Sometimes I am big and fluffy and white and when rain is
coming I am dark as night. (the sky)is full of holes, and holds water? (a
sponge)is full at night and empty at daytime? (a bed)hand do you use to sit
soup- the right hand or the left hand? (I use a spoon)many lions can you put in
an empty cage? (one; after that, the cage is not empty)is a piece of wood like
a king? (when it is a ruler)raises things without lifting them? (a farmer)is a
sailor not a sailor? (when he is ashore)kind of dog has no tail? ( a hot dog)is
black and white and red(read) all over? (a newspaper)
3. Games
Games are highly-motivating and
entertaining, and they can give shy students more opportunity to express their
opinion and feelings. Through games children can learn English unconsciously
and without stress like they learn their mother tongue. With the use of games,
the teacher can create various contexts in which students have to use the
language to communicate, exchange information and express their own
opinions.are many kinds of games which can be used in teaching English. For
example Role-Playing Games. A role-playing game is a game in which two or more
people interactively participate in the creation of a shared story. Most
players act out roles of characters in the story, while one player is the
referee or narrator of the story, playing the part of all the minor characters
and providing a framework by which dramatic conflict is resolved. There are a lot
of role-playing games such as “Broomstix: The Harry Potter RPG”, “Fairy Tale”,
“Amazing monkey adventures”. The teacher can invent one himself. RPG teach
social skills such as negotiation and decision making. They foster an
environment where vocabulary is improved. They allow values, ethics, and morals
to be taught in the context of a story. They promote reading and the study of
myth and literature.
4. Songs
Learning vocabulary through music
can help children to understand the power of language and how it can shape
ideas, feelings, and actions. Children will be able to use rhyme and rhythm to
increase their reading fluency and vocabulary. By listening to English songs,
children can hear the native pronunciation of words. It improves their ability
of hearing the language because the 4-beat division of most songs coincides
well with the linguistic foundation of binary alteration, or stressed and
unstressed syllables. Music also has a freeing, relaxing influence and can help
shy children to express themselves.like apples and oranges. and oranges are so
sweet.and oranges are good to eat.like apples and oranges. I like apples and
oranges.
2.3 Textbook Analysis
language teaching
vocabulary translation
General Appearance and Design
As the textbook is intended for
10-year-old children, the cover should be very colorful and attractive. There
is a picture of a funny dwarf who is pointing to some pictures of London. The
dwarf is unlikely to be children’s favorite cartoon character, so it will not
create associations of familiarity with the subject. Moreover, the dwarf with a
stick can even be associated with the teacher explaining the lesson. The
architectural monuments on the cover are also unfamiliar to
children.illustrations in the book are simple and close to the text. They add
to its meaning and make it more vivid. The shortcoming of the illustrations is
the appearance of the characters. They do not have an Armenian appearance, and
this can be a little distracting for children. The illustrations sometimes
cover most of the page leaving little space for the text. The children’s
attention may be focused on the big illustrations rather than on the lesson.
Content
The texts vary both in form and in
content. There are topical and descriptive texts, poems, short dialogues,
songs. The texts cover a wide range of topics: School, Family, Animal World,
Holidays, Seasons, Shopping, Travelling, Appearance, etc. The texts are taken
from foreign language textbooks, and there is little reference to Armenian
culture. The names of the characters (Jane, Mike, Pete, Bob) are foreign which
again makes children feel the difference of their native environment from the
English one, thus creating distance between them and English.exercises are
aimed to develop children’s reading, speaking and writing skills. The
activities facilitate children’s use of grammar rules by creating situations in
which these rules are needed. For example, children should make up dialogues on
their own or write short compositions answering the given questions. However,
grammar rules or grammatical patterns are not presented in the textbook in any
way. The textbook, therefore, meets the language needs but doesn’t take into
consideration the learner’s needs. Besides the grammar references, vocabulary
lists and expression glossaries are not included in the units either.new
vocabulary is presented with sample sentences and pictures. There are no
flashcards to make vocabulary presentation more interesting and
effective.weakness of the textbook is that it has few revision units. Children
have an opportunity for formal review after every 5 lessons, and the new
vocabulary words are not repeated in subsequent lessons to reinforce their
meaning and use.word-stock is quite large and a little complicated for children
who have been studying English only for a year. The concepts presented in the
texts may be unfamiliar to children even in their native tongue. For example, a
ten-year-old child may not know (and doesn’t have to know yet) what is
‘volleyball’, ‘sportsground’, ‘stomachache’, ‘monument’, or it may be difficult
for a child to understand and memorize the difference between snub, straight,
large noses.unit begins with a short list of new words. For example, exercise 8
of Unit 4 (“Family”) presents five words together with sample sentences. The
plural form of the words and their transcription is given. There is, however,
no translation of the words in mother tongue. A more complete list of words is
given at the end of the Unit. The latter doesn’t give the translation or the usage
patterns of the words. The word- list should not be presented at the end of the
Unit. Besides, it should be as clear as possible to make vocabulary learning an
easy task for the children. Another shortcoming of the unit is that there are
no games and special activities for the assimilation of the new vocabulary.are
different recognition and drill exercises such as “True or false”, “Complete
the sentences according to the example”, “Make up sentences, dialogues
according to the example”, etc. This will help children to retain the
vocabulary learnt. However, drill exercises are of little help when not
combined with creative exercises and activities (role play, crossword puzzles,
etc.) It is due to creative exercises that children develop their speaking and
writing skills, use the vocabulary they learn to communicate and express their
own ideas or to solve problems. So it would be good to add this kind of
exercises to each unit.
Speaking skills
There are interactive and task-based
activities that require students to use the new vocabulary to communicate.
Speaking practice takes place through the practice of new language items, in
dialogue work and class activities. This develops both their speaking and
social skills and can be considered as one of the obvious pluses of the
textbook. The more mechanical aspects of speaking are also occasionally covered
in pronunciation practice.
Listening skillstextbook
does not provide children with exercises for developing listening skills. This
means that children do not have the opportunity to listen to native speech. No
CD, cassettes, videos are offered with the textbook to help children to
discriminate sounds, stress, melody and to acquire correct language habits.
Reading skills
The instructions in the textbook
tell students to read for comprehension and to express their own opinion
concerning the text. The exercises promote critical reading of the text. The
only serious shortcoming is that the instructions are in English and the child
can have difficulties in understanding them.
Writing skillsare
two approaches to writing skills: a product- oriented approach and a
process-oriented approach. The product-oriented approach typically engages
learners in imitating, copying and transforming models of correct language
texts while the process-oriented approach emphasizes brainstorming, planning,
drafting, revision, and editing. Product writing focuses on sentence structure
and grammar, while process writing demands more creative work. The activities
and exercises presented in the textbook incorporate both approaches. The
children should write compositions, letters, short stories using the new
vocabulary. Other writing exercises include asking questions to the text,
making up questions and answering them, etc.textbook develops children’s basic
communication abilities in English by teaching children to talk (write) about
themselves and their immediate environments, and to communicate about topics of
interest with a partner.textbook differs from other ones that it offers a
number of tales and stories which can be given as home-reading or read in the
classroom by the teacher. These are authentic pieces of literature. Besides,
stories and tales are always appealing to children and can make English an
attractive school subject to children, foster their motivation, and encourage
them to learn languages in the future.
Conclusion
in non-English environments
generally want to learn as they enjoy the process of learning English for its
own sake. Hence we can say that motivation plays a crucial role in foreign
language learning. Teachers of EFL should create motivating conditions for
learning. They need to maintain their learners’ motivation by offering
stimulating activities and fostering self-esteem, self-confidence, and
co-operation among learners. Finally, motivating teachers take care to turn
evaluation and feedback into positive experiences. Only due to good motivation
is it possible to realize the main aim of foreign language teaching: developing
children’s basic communication abilities in English.pick up new words at an
amazing pace in both their first and second language. Vocabulary learning
around a topic can begin from the learners rather than from the book, by asking
them directly what words they already know and what words they would like to
learn about the topic. The presentation of the vocabulary should be as varied
as possible because children are interested in the meaning and function of the
new language more holistically, in order to play a game, sing a song, or act
out a story. Teachers can use an object, cut-out figures, photographs, pictures
from books. The meaning of new words can be explained by performing an action,
drawing diagrams on the board, giving the analytical definition, or by verbal
explanation: putting the new word in a defining context (e.g. we use a pen to
write), translating into another language. Recycling vocabulary with board or
card games, class surveys, and project work can give children the chance to use
the new vocabulary in situations where they have control over the choice of
language. This kind of dynamic view makes vocabulary come alive and paves the
path to explicit grammar learning.games children can learn English
unconsciously like they learn their mother tongue. There are many kinds of
games and activities which can be used in teaching English: riddles, puzzles,
crosswords, puns, songs. Riddles encourage critical thinking skills. By
listening to English songs, children can hear the native pronunciation of
words. Music can also help shy children to express themselves. Crossword
Puzzles are good because they work on the definition as well as the spelling.
Games and special activities form an important part of teaching English to
children.
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