Teaching Vocabulary and Grammar

 " Teaching Vocabulary and Grammar" 



Teaching world should be based on context and meaning, not rote learning. Hyme (1972) the goal of language teaching is referred to as “communicate competence”. Hyme coined this term in order to contrast a communicate view of language and Chomsky’s theory of competence. In Hyme’s view a person who acquires communicative competence acquires both knowledge and ability for language use.

Learning a word for productive use requires more learning than for receptive use. Therefore, when planning, the teacher needs to prepare activities that enrich the learning to known words and improve the access to the words. There are several activities that suggested: role play, retelling, ranking, same or different, kim’s game, remember the picture, the paragraphing strategy, communicative crosswords, twenty question, describe it!, beating the odds, split information problems, headlines, where should the prison be built, 4/3/2.



To teaching vocabulary through:

  1. ·       Deliberate teaching& learning: ( The direct teaching approach guidelines) > If the word is a high frequency word or one that will be of continuing importance for the learners> give it attention, preferably focusing on its learning burden> make sure the learner will come back to it again> If the word is a low frequency, pass over it without comment or give some brief attention to it focusing on what is needed in that instance.
  2. ·       Language focus learning: Keep it clear and simple, rely on repeated meeting to develop an understanding of the complexities of a word. > don’t try to deal with the complexities by intensive teaching
  3. ·       Strategy training: guessing from context, using cards, using word parts, using dictionary. (It takes a few months and several minutes each week for learners to get really good at using each strategy. A strategy is not learned in one training session).> some ideas for teaching target vocabulary we can use frayer model or square vocab.
  4. ·       Fluency development: Help students become more proficient with words they already know. Also, for fluency task should focus on meaning, have unknown vocabulary, push Ss to go faster and have quantity of practice.

A good vocabulary must focus on useful words, preferably high frequency words that students are 1 familiar with, also focus on a useful aspect of the learning task. That is has a useful learning 2 goal. Gets learners to meet or use the word in ways that establish new mental 3 connections for the word. It sets up useful conditions involving generative use involves the learners in actively searching and evaluating the target words in4 the exercise does not bring, related unknown or partly known words together. It avoids inference.  

Effective language teaching leads students to use their knowledge of the form of the language to develop skills for talking and listening to each other, reading and writing to each other. Language teaching includes both grammar and people interacting in meaningful ways. It’s a balance between correct grammar and using language to communicate. Some kind of focus on form is useful to some extent. For some forms, for some students at some point in the learning process.

In grammar we can 2 different things such as forms and language function. Forms of a language deal with the internal grammatical structure of words. Meanwhile language function refers to the purpose for which speech or writing is being used.

Language functions:

  1. ·       Accepting an invitation
  2. ·       Interrupting politely
  3. ·       Acknowledge someone’s interest
  4. ·       Keeping someone from interrupting agreeing
  5. ·       Making an excuse
  6. ·       Declining an offer
  7. ·       Disagreeing
  8. ·       Offering advice
  9. ·       Requesting
  10. ·       Greeting
  11. ·       Suggesting an alternative
kkExample of same form, different function:

  • Ø  Are these same?
  • Ø  Can you play the piano?
  • Ø  Can you run fast?
  • Ø  Can you speak French?
  • Ø  Can you pass the salt?

Same function, different form

  • Ø  Why don’t we watch a film?
  • Ø  Let’s watch a film
  • Ø  Shall we watch the film?
  • Ø  We could watch a film





  Teaching model:

  • ü  Modelled language
  • ü  Controlled practice
  • ü  New uses of the focus vocabulary and structure

R  References: 
     Nation, Heinie & Cengage. (2008). Teaching vocabulary strategies and Techniques. 

     Richards, Jack C. (2009). Approaches and Methods in Language Teaching. 2nded Cambridge: Cambridge University Press.

 


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