3. • Vocabulary is a bridge to learn other language skills and components.
• The core of a language is its vocabulary (zimmerman in amer, 2002 and coady & huckin,
1997:5).
• Vocabulary mastery can affect the mastery of a language (tarigan, 1989:2).
• Thus, mastering vocabulary is required to master a language.
• In order to master a language, students must learn its vocabulary.
• The more vocabulary students know, the better understanding they will have (bob, 2010).
• Most common hurdle for students in learning vocabulary is memorizing the meaning (batia,
1988:6).
• Hence, students are reluctant to learn new vocabulary.
• This hurdle can lead to restrict students vocabulary mastery.
• As a result, students can only communicate with the target language in limited vocabulary.
4. Learning vocabulary is the key to all other
aspects of language learning. So building up your
vocabulary is probably the most important part of the
learning process.
5. 6 TIPS IN LEARNING VOCABULARY
1. READ, READ, AND READ.
-The more you read -- especially novels, but also magazines and newspapers -- the more words you'll learn. As you read
and uncover new words, try to work out the meaning from the sentence as well as from looking up the definition in a
dictionary. Write down new words. Your vocabulary will sky rocket!
2. KEEPA DICTIONARY AND THESAURUS HANDY.
-Use whatever versions you prefer -- in print, software, or online. A good quality dictionary is one hundred times better
than google translate, and electronic ones are quick! When you uncover a new word, look it up in the dictionary to get
both its pronunciation and its meaning(s). Next, go to the thesaurus and find similar words and phrases -- and their
opposites (synonyms and antonyms).
3. BUILD YOUR OWN DICTIONARY.
-It's a very good idea to write down the new words you discover. Just by writing them down you will start to recognise
the words when you read. Plus, keeping a dictionary of all your new words will give you the confidence to learn even
more words -- especially when you can see how many new words you've already learnt.
6. 4. LEARN A WORD A DAY.
Using a word a day calendar, a website, or develop your own list of words to learn. This is a
great technique many people use to learn new words.
5. PLAY SOME GAMES.
Word games that challenge you and help you discover new meanings and new words are a
great tool for expanding your vocabulary. Examples include crossword puzzles, anagrams,
word jumble, scrabble, and boggle.
6. ENGAGE IN CONVERSATIONS.
Simply talking with other people can help you learn discover new words. As with reading,
once you hear a new word, remember to jot it down so that you can study it later -- and then
slowly add the new word to your vocabulary.
8. VOCABULARY STRATEGIES
1. CONCEPT DEFINITION MAPPING
• To place information in logical categories, to identify defining
properties and characteristics, and to offer examples of ideas.
• This strategy is especially useful for analyzing brief, but content-rich,
reading selections.
9.
10. 2. CONTEXTUAL REDEFINITION
Specific steps for deducing the meaning of unknown (or unclear) words in a
reading passage.
Close attention to word order, syntax, parallel ideas, and examples as keys
for predicting word meaning.
This strategy encourages students to:
• focus on what is clear and obvious in a reading selection,
• to use these observations to help interpret unclear terms and ideas within
the known context.
• CONTEXTUAL REDEFINITION Calls for close attention to word order, syntax, parallel ideas, and
examples as keys for predicting word meaning.
11. STEPS ON CONTEXTUAL REDEFINITION
1.Select several key words from a reading selection (especially words that have multiple meanings or might otherwise
be unclear to readers). Write these words on the chalkboard.
2.Have students suggest definitions for these terms before reading the selection. Most likely, students will provide a
range of definitions since the words are considered in isolation from any specific context. Some of the proposed
definitions will be inexact, hinting at, but not fully defining, the term.
3.Record all definitions suggested on the chalkboard.
4.Have the students read the text selection, noting the specific sentences in which each of the words appears.
5.Ask students to revisit their previous definitions and see which, if any, reflect the use of these words in the context of
the selection. Use dictionaries if student definitions lack enough clarity to match the contextal meaning of the words.
6.Reiterate that words have multiple meanings and uses and that the context of a word in a text selection determines its
meaning.
12. 3. DICTIONARY GAME
A team activity that both builds student vocabulary and
strengthens dictionary skills.
In this game, student teams first compete with each other
to find a word definition in the dictionary.
Students quickly learn that the primary definition of a word
is not always its meaning in a specific context.
13. 4. FRAYER MODEL
A graphical organizer used for word analysis and vocabulary
building.
This four-square model prompts students to think about
describe the meaning of a word or concept by
•Defining the term,
•Describing its essential characteristics,
•Providing examples of the idea,
•Offering non-examples of the idea.
14.
15. 5. LIST / GROUP / LABEL
Offers a simple three-step process for students to organize a
vocabulary list from a reading selection.
Stresses relationships between words and the critical thinking skills
required to recognize these relationships.
List/group/label challenges students to
•List key words (especially unclear and/or technical terms) from a
reading selection.
•Group these words into logical categories based on shared
features.
•Label the categories with clear descriptive titles.
16. LIST: MAKE A LIST OF ALL THE WORDS YOU CAN THINK OF RELATED TO THE TOPICS
ROWENA GUAZON CARL BALITA PILLOW
LAGUNA ELECTRICFAN TABLE
BAGUIO KALINGA BONTOC
TELEVISION BICOL CHAIR
KIKO PANGILINAN ILOCOS JOSE RIZAL
SARAH DUTERTE JAM MAGNO TABUK
GROUP & LABEL
Combine the words into groups based on the similarities. Give each group a title that identifies the similarity.
PEOPLE PLACES THINGS
ROWENA GUAZON LAGUNA TELEVISION
KIKO PANGILINAN BAGUIO ELECTRICFAN
SARAH DUTERTE KALINGA PILLOW
JAM MAGNO BICOL TABLE
CARL BALITA ILOCOS CHAIR
JOSE RIZAL BONTOC
TABUK
17. 6. RIVET
• A variation of the childhood game, hangman.
•This game introduces vocabulary terms and encourages
better spelling.
•The game is very simple. The teacher draws a blank line
each letter of a vocabulary word.
• Then she slowly fills in the blanks, one letter at a time,
until a student guesses the word. This student is then
asked to come to the chalkboard and complete spelling
the word.
18.
19. 7. SEMANTIC FEATURE ANALYSIS
•Strategy asks students to identify key words in a reading selection and relate
these words to the major concepts of the text.
•This strategy makes special effort to draw on a student's past knowledge and
experiences to define and relate the key terms.
•The semantic feature analysis strategy uses a grid to help kids explore how sets
of things are related to one another. By completing and analyzing the grid,
students are able to see connections, make predictions and master important
concepts. This strategy enhances comprehension and vocabulary skills.
20.
21. 8. SEMANTIC WEBBING
-Semantic webbing builds a side-by-side graphical representation of
students' knowledge and perspectives about the key themes of a
reading selection before and after the reading experience.
-Semantic webbing is a method that students can use to organize
information from a reading passage or other source as part of the
prewriting process.
22.
23. 10. STUDENT VOC. STRATEGY
Contextual redefinition and visual imagery strategies.
Students first identify key words in a reading selection and
define them from their context within the larger document.
Students then "visualize" or imagine the scene described in the
reading in vivid sensory terms.
This strategy greatly enhances retention by adding a sensory
connection between the reading content and the reader's prior
knowledge.
24. •Step 1: explain—provide a student-friendly description,
explanation, or example of the new term.
•Step 2: restate—ask students to restate the description,
explanation, or example in their own words.
•Step 3: show—ask students to construct a picture, symbol, or
graphic representation of the term.
25. 11. WORD ANALOGIES
Word analogies allow students to link familiar concepts
new ideas—prior experiences with new information.
In this strategy, students confront two related words and
challenged to explain the nature of their relationship.
Next, students apply this same relationship to other word
pairs.
26.
27. •12. WORD SORT
•A simple small group activity.
•Students list key words from a reading selection.
• Students identify the meaning and properties of each word.
• Then "sort" the list into collections of words with similar
features.
•This "sorting" process links students' prior knowledge to the
basic vocabulary of a reading selection.
