Vocabulary
Vocabulary building in young learners
(933 Words)
For this writing task, I was asked to give my response to 5 statements about how young learners can help build their vocabulary. I will answer true or false statements 1- 5 and explain why.
1. In a young child, a single word may constitute a considerable degree of meaning.
Is this True or False?
2. Words categories and concepts normally exist in isolation from each other.
Is this True or False?
3. Vocabulary development comprises at least three stages.
Is this True or False?
4. All languages have the same relationship between time and tense.
Is this True or False?
5. Where possible we should draw upon as many of the senses as possible when teaching vocabulary.
Is this True or False?
Dictogloss
So, you may be one of those instructors who are very teacher centred and has a deductive approach to learning and teaching. However, it may well be a good idea to think about collaborative procedures that allow the students to make discoveries. Thus, there is the inductive approach where students (in a dictation lesson, for example) induce meaning through their own use of the English language. Here is where ‘Dictogloss’ comes in. Learners retain the gist of a story (from dictation) and then use their own grammatical knowledge to rewrite the story.
So, here is how it goes. Students are introduced to the topic and the related vocabulary. Techniques such as an open class discussion, group brainstorming, question and answer elicitation, predicting text content from pictures or vocabulary, are used to contextualise the lesson. Learners then listen to the text. The first time, they do not write anything. But, the second time they take notes, noting keywords. Then, the students work in groups of three or four to reconstruct the text with one student acting as a writer of their own group version. Once finished, students can then write their copy on the board where a comparison can be made with other groups’ ideas and of course the teacher’s original text. Above all, at this point, feedback through peer correction is encouraged for all students.
text → student reconstruction → comparison
input output feedback
Thornbury (1999:85) evaluates the dictogloss and reports that it ‘provides a useful means for guiding learners towards noticing the gap between their present competence and their target competence’.
Reference: http://www.academia.edu/323021/A_Classroom_Experiment_Using_dictogloss
GIVE IT A GO!!!!!
Give reasons for your viewpoint about the place of grammar and vocabulary in IELTS preparation
(386 words)
The first aspect of IELTS preparation is that candidates should only enter the course if they are at least intermediate level of proficiency in the English language, so at this point, they should be conversant with the features of grammar and vocabulary. I think it is the teacher’s job to emphasise improving candidates’ general proficiency of these features without inundating them with too much grammar and vocabulary. I think there needs to be an overall consolidation of the system of grammar, vocabulary, and also pronunciation. In my viewpoint, I think the aim of the IELTS preparation course should be to build vocabulary in the topic areas to enable candidates to comprehend vocabulary they will encounter in the reading and listening sections and to correctly use vocabulary in the writing and speaking sections. I think the underlying design of teaching IELTS preparation and the distinctive core methodology is teaching ‘in context’. The language needs to be delivered ‘in context’ in a manner that is as authentic as possible.
Grammar and vocabulary are important for the test. I think the potential for classroom lessons where grammar and vocabulary are highlighted and discussed in interesting communicative activities is vital to learning. I think it is the teacher’s choices of task-based, often inter-related skills activities, involving IELTS-relevant micro-skills of the test that help promote grammar and vocabulary.
Outside class, I would advocate reading for pleasure with the candidates having an opportunity to discuss their reading in the class. This all has to do with changing learning patterns. For example, some students are taught grammar which is deciphered while they sit down and listen to the teacher. They need to put new words into context, know what part of speech it is, and break them down into syllables and stress. In the test, they may encounter words they do not understand. A simple reading of the text can put the word into context Furthermore, candidates should learn, practice, and use their new language forms in contemporary, realistic situations. Candidates need to build confidence with their grammar and vocabulary through clear course focus and goals helped by the teacher.
I think grammar and vocabulary cannot be avoided. If the teacher has a student-centered lesson, with the help of the teacher, grammar and vocabulary can be learned through the students undertaking meaningful tasks.
References:
http://www.ielts.org/404error.aspx?aspxerrorpath=/article1.aspx
http://www.britishcouncil.org/