Teaching Vocabulary in the Intermediate Level

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Introduction

Chapter 1.

1.1. What is the Vocabulary

1.2. Teaching Vocabulary for Intermediate Level

Chapter 2

2.1. Methods for Teaching Vocabulary

2.2 Vocabulary Teaching Strategies

2.3. Vocabulary Teaching through Games

Conclusion

Bibliography

Հատված

In its simplest terms vocabulary is words. Your vocabulary is the words you know and can use. While children often have extensive oral vocabularies (words they use in speech) translating these to print often poses challenges. Vocabulary, as it applies to reading, is not only a person’s knowledge of words, but also his ability to recognize these words in print. Learning new vocabulary involves connecting the oral and print versions of the words and integrating them into our vocabulary “knowledge base”. Vocabulary is multifaceted and complex. Each new word a person learns has denotations and connotations. A word’s denotation is its literal definition. For example the denotation of “frugal” is economic in use or spending. Connotations, on the other hand, are the implied meanings of words. Consider the connotations of the word “frugal”. Calling someone “frugal” is usually a compliment meaning that the person is careful and conservative in her spending. If you were to change the word “frugal” to “cheap” the connotation would be different. While “frugal” and “cheap” have essentially the same dictionary definitions, their connotations are very different.

Գրականության ցանկ

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  4. Cunningham, A.E. 2005. Vocabulary growth through independent reading and reading aloud to children. In E.H. Hiebert and M.L.Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbraum.
  5. Cunningham, A.E., and K.E. Stanovich. 1998. What reading does for the mind. American Educator. 22, pp. 8-15.
  6. Graves, M.F. 2000. A vocabulary program to complement and bolster a middle-grade comprehension program. In B.M. Taylor, M.F. Graves, and P. Van Den Broek (eds.), Reading for meaning: Fostering comprehension in the middle grades. Mew York: Teachers College Press.
  7. Kamil, M.L., and E.H. Hiebert. 2005. Teaching and learning vocabulary: Perspectives and persistent issues. In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
  8. National Reading Panel. 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
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