Professional Documents
Culture Documents
Vocabulary Teaching
Vocabulary Teaching
Applied Linguistics
Kadek Susnawati
Ni Made Ivana Swastiana
Sang Ayu Putu Ari Purniawati
I Putu Surya Pratama
TOPIC OF DISCUSSION
Kinds of
The Notion of
vocabulary
Vocabulary
Teaching
The Problem in
The Solution to
Vocabulary
The Problem
Teaching
The Notion of Vocabulary
• The Definition
• The Importance
• The Types
• The Aspects
• The Factors
The Definition of Vocabulary
• Vocabulary is as “all the words that someone
knows or uses” in a target language (Longman
dictionary of contemporary English )
• “vocabulary” has two definitions: all the words
known and used by a particular person all the
words which exist in a particular language or
subject. (Cambridge Advanced Learner’s
Dictionary)
The Importance of Vocabulary
- Vocabulary is basic to English language teaching
because without adequate vocabulary items learners
cannot appreciate others expressions and ideas or
express their own ideas
Wilkins (1972) states, “… while without grammar very
little can be conveyed without vocabulary nothing can
be conveyed.”
- recognizing, understanding, and using the vocabulary
is a very essential aspect in learning the English
language.
The Types of Vocabulary
Lehr, Osborn, & Hiebert (2004)
- Receptive vocabulary refers to the
word that can be understood through
reading and listening.
- Productive vocabulary refers to the
words that are used to communicate
through writing and speaking
The Aspects of Vocabulary Knowledge
- Meaning
involves the way that form and meaning work
together, in other words, the concept and what
items it refers to, and the associations that come to
mind when people think about a specific word or
expression
- Use
involves the grammatical functions of the word or
phrase, collocations that normally go with it.
Factor Affecting Word Learnability
• Meaning
• Form
• Use
Vocabulary Exercises
Exercise for Exercise on
Exercise for Use
Meaning Forms
• Word and • Following • Sentence
Meaning Spelling Rules Completion
Matching • Recognizing • Collocations
• Labeling Word Parts • Interpreting
• Sentence • Building Word Dictionary
Completion Family Tables Entries
• Crossword
Puzzles
• Semantic
Analysis
• Lexical Sets
A. Exercises for Meaning
5. DOCKYARD - ( noun )
d. Expressing strong feelings or great energy or force
Activities:
Sort words into groups
Chaining word game
Odd One Out
B. Exercise on Forms
1. Sentence Completion
Examples:
Select words from the list to complete these sentences.
Note that there are more words than sentences ...
Choose words from the text you have just read to
complete these sentences ...
To avoid sentences like “I saw a philanthropist,” ask
students to write complete sentences that indicate a
word’s meaning, such as, “The rich man was a philanthropist
because...”
2. Collocations
Collocations : combinations of words which
are used together with greater than usual
frequency.
Example: de-lexicalized verbs (get, have,
make, do, put, take), such as make a
mistake, do your homework, take an
exam; nouns (well-paid job, part-time job,
package holiday, etc).
Collocation Matching
Match the words in column A to the best available
answer in column B.
Column A Column B
rob
steal
3. Interpreting Dictionary Entries
Steps:
1. Pronounce the word in syllables using the diacritical
marks as a guide.
2. Note the part or parts of speech of the word and any
related words.
3. Read the definitions.
4. Check the etymological reference to see if you can
find remnants of the meaning of the originating word
in the meaning of the entry.
5. Use the word in a sentence that has a clue in it as to
the meaning of the word.
Problems in Vocabulary Learning
Ad VISE AD vice
The students cannot differentiate words that are similar in
pronunciation, belong to the same function, but have different meaning
(such as ‘flower – flour’, ‘son – sun’, ‘to – two – too’, etc.)
Solution: provides incomplete sentences or texts in different context and
let the students complete them with the target words.
1. Solution to Spelling and Pronunciation
Problem
The words have different spelling, function, and meaning, but the
students cannot pronounce them correctly (such as ‘through, though,
thought, tough, thorough’).
Solution: The teacher facilitates them with learning resources (such as
video, song, or recording) and practices (such as drilling, speech-chain,
or oral conversation)
The students have problem in pronouncing long and complex words
(such as unattended, vigorously, difficulties, unfriendliness, etc.)
Solution: provide long and complex words and let the students find out
the root, endings, and affixes of those words after being explained.
2. Difficulty with meaning due to synonym,
polysemy and contextual meaning