Ministry of education and science of ukraine

Chapter II. Methodical Approaches to Teaching Vocabulary

2.1 Key Strategies in Teaching Vocabulary

The teacher should try to get the meaning to the class without using translation. This is not preferable on the ground that translation may or may not provide the meaning of the word accurately and precisely. It is advocated as it enables the class to go without grasping the meaning of a word that they have learned to pronounce rather than to depend upon the translation.

Below there are recommendations on teaching the meaning of the word:

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  Perform an action either with your hands and/or a facial gesture if you can.
  
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  Draw or present a picture or representation of the word.
  
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  Write it on the board and spell it out loud pointing to each letter as you go.
  
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  Use props if you can.
  
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  Define the meaning of the word and use it in a few very simple sentences.
  
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  Use a similar word (synonym) to give your students something they can identify and compare it to and put into context.
  
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  Use an opposite word (antonym) so that you are driving a point home by showing a direct contrast to the word.
  
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  Get the pupils to try and put the new word in a few sentences.
  
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  Discuss the word and create a mind map with the students linking several words related to the new word i. e.: dog - barking - fluffy - playful - short-haired etc.
  

Teaching vocabulary requires use of all senses to get the best results and best memory retention possible.
Some of the key strategies to unfold the information and meaning of a new word to a class are as follows:
1. Definitions
Definitions in the target language may be very handy if they are expressed in terms that are better known or more easily guessed than the word that is defined. In this direction teachers and students can refer to authentic and reliable dictionaries.
2. Self-defining Context
The context makes the situation clear, and this in turn illuminates the meaning of the new word. This practice saves time and develops an intensive reading habit and better understanding.
3. Antonyms
When one member of a pair of opposites is understood, the meaning of the other can be easily comprehended. This helps the student to understand the different shades of meanings of a word.
4. Synonyms
A synonym may be used to help the student to understand the different shades of meaning if the synonym is better known than the word being taught. Synonyms help to enrich a student's vocabulary bank and provide alternative words instantly.
5. Dramatization
This method can be practiced at ease. It can win the favour of the students as learners like dramatizations and can easily learn through them. Many situations can be dramatized or demonstrated.
6. Realia
Real objects or models of real objects are very effective and meaningful in showing meanings but in handling of real objects, a teacher must be practical and should not be superfluous.
7. Series, Scales, Systems
The meaning of words such as the months of the year, the days of the week, the parts of the day, seasons of the year, ordinal numbers, cardinal numbers, etc. that form part of well-known series can be made clear by placing them in their natural order in the series.
8. Parts of Words
The parts of complex and compound words may be more common than the words themselves. Separating such words into their component parts generally elaborates the meaning.
9. Illustrative Sentences
Most words have a variety of restrictions on their use. Systematic descriptions of these restrictions and idiomatic uses would be laborious and not very effective in teaching. It is better to give appropriate examples that elucidate the range and variation of usage.
10. Practice from Meaning to Expression
This is controlled practice in which the class does not create new uses or new contexts but simply recalls the ones presented. There are many types of practices for this purpose. Pictures, realia, context, and dramatization can be used. Series and systems can also be used.
11. Reading the Word
Reading words aloud is also very beneficial. It makes a learner familiar with the word and also improves pronunciations of the learners.
12. Writing the Word
It will enable the class to write the new word while the auditory memory is fresh, even if the objective is only to read. Writing or copying the word from the blackboard will give the student a chance to understand the grammatical aspect of the word such as noun, verb, adverb, adjective etc.
13. Shift of Attention
Under this practice, the teacher provides a context by description or through reading which elicits the use of the word. The learners should be asked to pay attention to and develop an attitude or a point of view which he defends or attacks.
14. Strategy for Special Types of Words
Specific techniques or special combinations of the above techniques may be applicable for particular groups of words.
15. Words That Are Easy to Learn
It has been seen that the words that are similar in form and meaning to the first language are easy to understand and comprehend. They should be taught for listening and reading rather than for speaking and writing.
16. Words of Normal Difficulty
Words of normal difficulty are best taught in contextual realms, such as food, clothing, sports, work, and so on. There are advantages to using a connected context illustrating the words that are to be taught. Additional words can be taught as alternatives to those chosen in the connected context. Practice can be controlled in varying situations by changing a key word or phrase.
17. Difficult Words
Some words and sets of words are especially difficult to understand. They have to be taught as special problems with the strategy determined by the particular problem in each case.
Teachers can also use the following strategies, suggested by Alise Robston to help students learn vocabulary from active speaking and active listening engagements:
Reading passages - in order to train students to actively listen for vocabulary words, teachers can use a selection of reading passages that range from simple to complex to strengthen vocabulary skills.
Student selection of reading material - allowing students to select their own reading material with an assignment that requires them to list at least 10 vocabulary words with definitions will help them construct a vocabulary portfolio.
Using assistive technology/references/resources - with any vocabulary experience, students should have designated assistive technology or software or reference materials to look up words and define them.
Teaching word parts - an active listening tip would be to teach students how words are constructed into meaning by breaking them down into word parts (i. e. reconstruction vs. deconstruction are great examples).
Robert Marzano is pretty amazing, having spent countless hours observing students and teachers. An education researcher and teacher, he stresses that in all content areas, direct vocabulary instruction is essential and suggests six steps:
Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery).
Step two: Students restate or explain the new word in their own words (verbally and/or in writing).
Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation).
Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors).
Step five: Students discuss the new word (pair-share, elbow partners).
Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).
Marzano's six steps do something revolutionary to vocabulary learning: They make it fun. Students think about, talk about, apply, and play with new words [25, p.59].
The following recommendations to a teacher can be very helpful and useful in the teaching vocabulary process:

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  Create theme based visual projects with pictures on a poster board and label each object. Use subjects you like e. g.: fashion, animals, sports etc.
  
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  Seek out word games, activities and vocabulary exercises online and at the library.
  
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  Buy crossword puzzle, quizzes and word finder books.
  
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  Keep a notebook and write down words that interest them or that they don't understand.
  
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  Create flashcards of single words or phrases. This can be a fun project as they can create the cards in themes.
  
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  Post the alphabet, numbers, main colours and shapes in a location where they can see them on a daily basis.
  
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  Familiarize themselves with all the words they use on a daily basis at work, school and home.
  
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  Ask people to write down or spell out a word they don't recognize.
  
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  Buy a grammar book and reference it often.
  
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  Use audio and/or video lessons for speech and visual recognition of objects and words.
  

Teaching vocabulary requires from a pedagogue as a teacher to keep learning, looking and researching.
English lessons on video are highly recommended when teaching vocabulary as the connection between hearing the spoken word, seeing the visual object and written word is highly valuable. The learner's vocabulary can only expand if you keep exposing them to new words and practical situations. The lessons cover basic greetings and helpful common phrases. Areas of grammar, tenses and vocabulary builders like the alphabet, vowels, colours, numbers and shapes are also valuable teachings.
Theme based lessons are a must as they highlight a good, solid variety of everyday objects and situations. Their focal point is to familiarize the learner with all the daily visual articles in the world around us. Video lessons are presented with a huge array of bright, bold pictures and accompanying words. The tutor is pleasant in manner and has an expressive voice with an English accent.
When teaching vocabulary, you should inspire creativity as much as possible to keep the level of interest and excitement high. Get students to create colourful, bold street signs, posters, bill boards, magazine covers, flashcards, calendars, weather forecasts, newspaper headlines and news presentations using colours, numbers, shapes and letters. A written, creative project can then be given as an oral presentation and a class discussion can follow.