a Techniques for Teaching Vocabulary Pav Narn, English Language Institute, Wellington, New Zecland Becane of requests for rom tacts n seve ferent counts, lp with teaching vorsbuay ‘weave been othe okt fr mai nt el So the aval of vo aes, {tom aitrent pats of the woud Seed ost opportune. Ose, sat, mas writen ‘yan Eaglheaching special rom Ne Zeslan now ‘aching assent Indonesia. “The eer, “Vocabulary Halling” by James W. ox, the work tan Engl achng pallet (rom Canaia, The gdgraphl spend af the requ and he turer of thee toate atest tthe wide intrest in Os aspect of TESL/TERL. We are happ to bey sou hese ideas of wetequed clears, n order hat you may weg tht staestions ‘nd test tho for pose nip in your ov woth, pap, ake exception em te bir soul bo the ease, oan el ‘iat pocedres jou have found mort cv fo teaching vestry. Wea i mts emorion vin te roy etc fed See perrered VTLS ew a ee SRR cg aay i pare lpr so Ad 7S SS a coe tee Sere rn ae Soa, Oana Oe ee Setar al greta RS ame Sa he nn Suter aces Saye as SEN TEA le lle Sete satel arty creas ae Sonicare ‘ean Soma ee ge) wots ah dap te om tl i Ma ead Abe Sad ane Pee Se Pooh re ae Sepia pos head oko ik SSE Saracen ttn Bethe Stays We oS et oh ace oe a Ag Seca a Sedat hat nae ey, ele hae a a ot ‘ctu een to oan yon aga Za fenton ‘Teesmagues rok Tessone ‘teaching the form of a word ‘We cam tech te hap, of form, of ¢ word fn many ctevent ways Here a0 some ways in wish we can ep En the leaner preset word by means of thee seurte ‘isay—by showing the writen fom ofthe word by owlag the mouth movements Ivar ia saying the word ty thawing band movements that draw the Tere ofthe wor inthe ae bs showing wooden or patie eters that spell the word ‘actly mesing the earners ws tee see of love) by sig Teters made of wd, cardboard saed- page, and so on a0 ti learners ean fel Ie ‘apes ofthe leteythet makeup the werd ay using a sso of woidag Ie tale Cine ‘wtng forthe ind) ty wing tbe word, Ite by Meter, ete learners ban Aweally —y saying the word by predacng the word in mane cade or some er aur ode ‘teaching the meaning of a word Here are ways in which we can fl he Ute under- stan te meciag of Word by eng irent spon: emonsttan—y shoving an objet or eiou gue by estates by pertoring an ation by sing photogapts, ackboarddrae- newspapers Pitares 8 G91) (2,3: te21 geet rem ae [Sts Tener ng C3 foe nen > thor vouan Soca T8G0 Wh ee, et Ice a thay cree Engh Loge ak "ie enn, Wenge, haw Sd Non sp uti rere yt ret acted re pce ese Waa es ‘usa mores n tcang ung a the ona Sra sneer tee fr ae ‘ht imate Sig platens, na 3 oe ad a fe Ene ee reieone, a wcer ma a ‘Sie hat paso xplinion —by dserton by gvngjaoayns or oponier by ping the wo ites defnng context, oy wesng helping de earner connect form and meaning ‘We eum belp the learer sonnet te form ef tweed ih i mesaing by preening the fom md. mess ‘opt, $0 tat he lemer fname they ste connected sch oer—and ths Enovledge femly inplastad nhs ‘oma response ‘Tecnnguns ow Cera Feenasy Unless sso eating, the ener may notte Interested enough in leaning new tocabuly to gee ful acaction aod enthsism wo he fark Wit leet te will nt pay attention tothe teaching, We can 260 cel Jeng and iets tthe teaching by 1. Maing it lta forthe lett tog teform of he ord 2, Making cdc for tela to gt te meaning of ‘he wor 3. Making i is forthe ae o comet the mean Ing and he form, Making i diet a1 se he phrase bar, means tht he teacher doesnot ge the “unser” (lor, tei, ot Nation / Techniquesfor Teaching Vocabulary 19 formpusmeasing) dict to te eet, He forces the etme o gues, o flow te by heehee found i bi own previous Inowledge. Thor be mst we his ‘eaoning en interpretative bites to fod the sore nother words, the teacher and the letnes py oes ‘Te tacber rst be ezell tose hate mas the jb it enough to change the araes bl nt 0 cat ht they ge up, Tse, he sould ep them toad seme of achievement feng of avng won the ge ‘Lets conser way to mae the the spat of esnng «word (listed above) leat for he learery—to pe ‘ie cmlenges tht are rea Dut ate nots df= to slacourage the learners: 1. We can ai intrest and challenge tothe tating (end emi) of the form of» wot by ©) Atring the arrangement ofa word—for exami, by srambling te Teter or wring the word use dow (Fright to ft. When the teacher ues sree eters he can write te leters (out of de) onthe Bacar and a the learners in rn to rts the ft leery iting (i, then the Seon ltr, nd 0d. Or he can 35th word and ak he leas um top he ers writes ox the bout i te nght oder ty sng the ro runcition sr ie, 2) Making it etete forthe Ianer to entity the ans of word—for example, by writing them Jn fle, (or by teaching he form tacilly without slog the leamer 1 loo, of by sing the word witout ting the lene Sethe teacher’ out, ©) Making ncestry for the Karner to choos {orm fom among eter posite chien, Te soe com mon clamp of this tess rguring the Jere to Sn words in a pasage tat mate the set of meanings _20enathe end ofthe usage. Ths teacher can mae this ‘etc easier by puting the meals Sethe ame dee 8 he words appear in the pasage~oe Barer by mining phe onder. He can make ease by proidng «dash ot acheter in the word, ght bythe meaning Or ear Su by ang the Be eter of the word ed dash for sich temainng Iter. Another way to wile many ‘worson th Mackboaed Then a fe ehee gue sys oe ofthe words writen on the board, lene mst Polat to the proper word To be mort else, tht Pocedire matte cuted oat with rapire spec, 2. We cin ad inser and calenge fo the tsching of ‘he meaning of «word by main lel for the ene 'o Mensy the meaning. Fer example, wha the teaches es cel objets, he can wrap tin in tse paper ot over thom witha los and Tot the lene guess whet the objet by fecing i sng by contemplating tt lsgied appearance O- the face cn have The let es clon their eyes while be tape the objost or is20, ENGLISH TEAGHNG FORUM + guint the do, andthe stent gest what the objet [by Tsering to tho sound ie aks If the form ofthe ‘wor is alo te, the teacher shoal repent t any fies Saring the ace, mith te Tears indeating what ‘hey think he meaning is by pointing, drawing, o ans lig ‘Whes the tscer sss detsnsion to teach he men ing he ean perform w given ton Is sich @ aya to te slghdy ambiguoes, bd. he larers gees in turn ‘tha the mening is. Later the teacher checks by aking Tip Tearses (0 trate the now word ino the mother ‘ongue. ‘Whe ews ravings, the teacher gt drew 8 eis of dot on de bitekboard and nite th anes ie turn to onnest the dts up in ich a ay to make 8 pctre of what the word means The teacher might mae fume ensie by mamtbering te dos aby tlie the st eat who peforming atthe board wer be has made core conection, He might reine ths game By eng the inv! learner dra one fine et © teal con nuit to rae only along a he eas exch seeding line corey. Wher the teicher wer sult ren, the Ieemer ean be tndloled es he tie olny the ext ‘en the achor wie eral explanations, be ct em ploy many ofthe tcctniges ued to ines nite frken teaching the form of the wort Foe example, he an wie the meaning yon, epposte,snonyee ‘the methertngve, deepen) in cde or vith ston Died Teter. Or te con omit sme ofthe lees of the words in the meaning anole usual and adaptable Cechnigue Sethe gare “What Is 10" Here the teacher tives clue about the word hei eaching, tat hemes Sure that he fst clus are general enough to fore the leaner to thnk hed Hore san camps, The teacher 5 dealing withthe word refrigerator. wie the Iaraets fo not know yet He myo (@u6 noi that Ho wer he ‘word in cack ‘A ofigeratr i wet, ‘A efriaratr i bi ‘A retigeate i uraly wht, [A refrigerator ea door, ‘Atefiastr tus eleticiy, 111 oid in refrigerator, A refiigeate mabe People pt 00d na ttre. (The teacher user the word refrigerator many dies Auting the preeatation of lacs When the tescer it een the meaning away from the Irae, be shoal ‘peat the feom ofthe werd as mach a pablo) The {eacher aie the learners tose the fade hen thoy {hin they cas tant the word theyre worklng cio ‘he mabe tongs, oF when they ae ble 1 daw of 19 pont ton picture of te abet indented bya word 3. We can ad intra 10 teaching the connection be: een the form andthe mening of 8 word by asking {he lesres to match the for andthe meaning from ev ‘al posible ches by: ©) Guening. Fo example, the wacher might show sou 2 ots or pctares He then aye the sume of one ‘ofthe objects = learner pot othe abst one by ‘ne ale pits t the crc oe, fhe taht was ‘makes gue of I be cs declare teaser who pointe 10 the cocectebjet inthe fewest tks the Winer A te pane, 1) Following Clu. For example, the teacher pro sae he eames with tof word aad st of rear Inge Each word onthe lit ic cnneced toe masing by wizly ne But the iu nes ros each other in Such away fat nots easy fellow ain fern the steed ote mesning bat can be done. Another ‘ype ‘of matting up word and meting wes several pictues tnd several sentences containing undeined word. Using the cues provided by the enters, the Tern mst teh the undelined words withthe plcutes Here 2 short trample, Uraly thir execs fn matching sould con (arabe 20 oc more pictures and mater aap a 0 wg 2 A ate cod ee 2) Une Thee Memory. Tn wing“ proves, of cour, the teacher wil be reviewing a rafting wordt Tat the lamers have had efor, He can, for exp tue a muliplechace tt, ore cana the Irn to ‘natch meanings Jn one caluna with words ip moter uume. These woold te empleo teaching by tes. “There are ofr geneal yay of introducing ines (ne important nay make te Jaret we thet owe: (95 of aberation snd memory. "Kim's Gam” i aa ‘tample of ti Te Ib wed for practicing word tat bane heady ben ioduceé. The teacher gives the lamers ‘oneannutegleps of about 1 objects o pire whose ames they Know. Then be coves the objects or pute ham suey. The ietners mast wie oe my the tamer of es maty of the objects ar they can remember Te ‘nother erin of “Kim's Ga,” the teacher uneovers Shout 15 weds tht Re har previous’ won onthe ‘ackbcrd Ae’ one minut, he overs the words ai ‘Thon he ane he learners {0 wote the words nthe rnottoote ithe ame order ia'whish they appeared| (he blackboard. This ges practice with the forts of he word Pulingtime-presture on he stadents fone Way of sowing inter, "Kin's Game” us this tateigue ltt, athe learners have only ne nts to Toa the words sig the spar of tie reir, the teacher fan make a smpl ob such as copying now wor in ths Notebook moce intresting Oy telling the Yesners that they have only 30 seconde o 8 1. The teacher wes hs 5 on the blakbous He says Brush serra times, and the larry 10 wots the word by umscranblng te eters. They do ot now "he meaning et 2. Tho ech shows chat with abou 12 ewig on Ione of which sn brash He sye Bra overlies Sie ous lease comes tothe fot aa tito ues Pointing which plore x rash Wien fe pts toa Seong picture, the teacher Ist pets a rack When be Pons to the coreet picture the tence sy "Yes, brash" He repeats he pace ith several ther nin ls unl ath one points to the corer picture on the fst ty On apoter day, the teaser ring t essa bra in is pocket oc wrapped ina ice 9 paper He ask the learner to gues what he ha 4 On another day, the etcher tes 8 ory sory that hs the wore Oru ai When e ences tis wor, ‘he teacher does oot sty the word slay but st mores ‘ns south ro shape th hard wate ang. The lease et ust wed hs ips to ge the word, When lescoer fa read the word, Reza aloud “Another way to bande ls sopplysheword technique istovwrite onthe akbar das foreach eter i he wore ‘The teehee hen ropes the sentence that contin the wood brlh—againnatout sang te Wort. Ito. one tbe ens provides the wordy te lence writs on the list dete = lL Thea be wes shen working backward unl someone i able to prose ihe word. Abather way it forthe teacher ‘este Brat inthe a wth hs Rage, 5 Tho teahor asks some learner to comet the Son. He blndols thet. Thea he hands te Mindflid st: eng several objets one by one, on of wah «Br, ‘By eeting te objec, the eens mat fin the frac 6 The teste plays “What I I? He aye: We we it every das. ‘We bold tin our hts, 11's net good to sion Ti cleans our soe 1 eens or tooth Nation Techniques for Teaching Vocabulary 21 When lamer thinks he knows what he word i he ais hs hed 7. Th clas plays “Kim's Game" A brush one of he jects or on a the ord 8. The tater or one of the sents (ubo has been seccied and prepred tefoehand) asks, “What fey and?” Thre le ely nothing ia Rand Bote pre tends to beh is shoe, or ru be ai, of brass teeth, unit someone gusner the word. Ifthe ener ‘sil no sure abut the fm af te word the fencer dts several word, ieudlag bush, on ths Bacboare “The Jere chose tei wer fom tht The teacher bus som wenden of pli oe ca board eters. He blndfois a few learners The tener Spel out Brush wih the Iter and asks the indole ‘sets to ead” the word by felng te letters, When 2 idole agen hk he as read the wor, he mit hee a brah rom group of bjt ll Mino, ‘of couse—io demaratate he bt rend the word corel For mioy sts ofthis, the teneher sn vie the ‘hw int teams 10. The chs has a reading psa in which the word ‘rush appears” When the cles complet teaing the sage, the teacher gr several meanings or show 2. (al petares or objcte The laure must find the word nthe page at corresponds fo te Meaning hus em cata ‘Can fou think of oor ways In wich of the werd uh ey ib ins of lsat Te cesar ety 00 snow i en ae a me hat ate Sate Tye nd cade See Sue an pce ae sae Sree allan a ny ees Tae ict sr te ae ne tad ys ol en Sy mE ho te fr i pie wcities So nea scien tr oer oe ESAT teh tae ‘Kowa he pm a te mia fate SPSL Se a a Monet tren oie eames