Teaching Vocabulary

Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. According to Michael Graves (2000), there are four components of an effective vocabulary program:

1. wide or extensive independent reading to expand word knowledge

2. instruction in specific words to enhance comprehension of texts containing those words

3. instruction in independent word-learning strategies, and

4. word consciousness and word-play activities to motivate and enhance learning

5. Fostering word consciousness

6. A more general way to help students develop vocabulary is by fostering word consciousness, an awareness of and interest in words. Word consciousness is not an isolated component of vocabulary instruction; it needs to be taken into account each and every day (Scott and Nagy, 2004). It can be developed at all times and in several ways: through encouraging adept diction, through word play, and through research on word origins or histories. According to Graves (2000), "If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest."

7. Multiple exposures in multiple contexts

8. One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often (National Reading Panel, 2000). According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.

Teaching Vocabulary We all agree upon the importance of vocabulary in learning a FL as a key element in the second language class. Without vocabulary no message is conveyed. I believe most of the teachers agree with this statement. It includes the knowledge of words and word meanings. As Steven Stahl (2005) puts it, “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world. Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence.” While teaching new vocabulary teachers use any method that matches to students’ learning style. For example: Visual learners learn words best by seeing words repeatedly. Auditory learners learn words best by hearing words repetitively. Kinesthetic learners learn words best by writing words repetitively. In this case it is very important for the teachers to know the learning styles of their students. This is something that we focus a lot in pre-service teacher preparation. While dealing with the vocabulary student teachers should have in mind the word, its form, meaning and use. Form has to do with different derivation, spelling pronunciation, connecting sounds to spelling, etc. Meaning has to do with denotation/ connotation.