Techniques in Teaching Vocabulary.

Teaching Techniques in English as a Second Language by

Virginia F. Allen
Review by: John F. Lalande, II
The Modern Language Journal, Vol. 68, No. 4 (Winter, 1984), pp. 382-383
Published by: Wiley on behalf of the National Federation of Modern Language Teachers Associations
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MLJ Reviews
Editedby DIANE W. BIRCKBICHLER

MLJ REVIEW POLICY gestions, and basic methodological truths.

The MLJ strives to review books, mono-
graphs,computersoftware,and materialsthat:
1) presentresultsof researchin - and methods
of- second language teaching and learning; 2)
are devoted to matters of general interestto
membersof the profession;3) are intendedpri-
marilyforuse as textbooksor instructionalaids
in classrooms where second languages, litera-
tures,and culturesare taught; 4) convey infor-
mation from other disciplines that relates
learn- to learn, how one creates in students a sense
directlyto second language teachingand
ing. Reviews not solicited by the MLJ can
neitherbe accepted nor returned. Unsolicited
books and materials that are not reviewed in
the MLJ cannot be returnedto the publisher.
Reviews of books contraryto this policy, but
solicitedpriortoits adoption, will appear occa-
sionally in the MLJ.
in Vocabu- to the pointthata primarygoal has become the
ALLEN, VIRGINIA F. TechniquesTeaching
in as a SecondLan- learning
lary.Teaching Techniques English
New York: Oxford Univ. Press, 1983. speakers,
guage.
Pp. vii, 136. $4.95, paper.
This slender volume, devoted mainly to prac-
tical ratherthan theoreticalaspects of second
language teaching, contains a wealth of tech-
niques for the of
teaching vocabulary. Written
in a concise, easy-to-followstyle,the book pre-
sents information applicable to second lan-
guages other than English. Although the book basic considerationsthatteachersshould enter-
contains ten chapters, it essentiallyfeaturesa
tripartitedivision among elementary, inter-
mediate, and advanced levels of instruction.
Chapter one speculatesbriefly on the reasons
whyvocabulary has been neglected in the past, an activities section. Here, users of the book
acquaints the reader withthe goals ofthe book,
and posits reasons for the alleged resurgence
of interestin vocabulary teaching. Chapters
two throughfour,with a focus on the elemen-
tarylevel, presentnumerouspracticaltips, sug-
These chaptersare typicalofothersin the book;
they are so well-writtenthat their activities
could be carriedout by studentsin a for-
easily
methods course. However, the
eign language
text does more than acquaint the reader with
practical ideas. It discusses criticalissues char-
acteristic of various levels of vocabulary learn-
For example, where the elementarylevel
ing.
is concerned, Allen discusses such selected
topics as whybasic vocabulary may be difficult
of need for a word, how teachers ought to
handle textbooklistsofvocabulary, how to use
student helpers and visual aids, etc.
Chapters fivethroughseven treatthe inter-
mediate level and enumerate differencesbe-
tween vocabulary learning at the elementary
and intermediatelevels. In chapter seven the
line between vocabulary learning and culture
learning becomes precariously thin. If, for
example, a student'svocabulary has expanded
of social meanings from native
then has not the student perhaps
entered a domain beyond thatof mere vocabu-
lary learning at the intermediatelevel? Unlike
the excellent activities suggested elsewhere,
those in chapter seven seem at times a bit con-
trived. It may constitutethe weak link in an
otherwise strong succession of chapters.
The teaching of vocabulary in advanced
classes receivestreatmentin chapterseightand
nine. The book concludes with a chapter on
tain beforeand afterteaching, such as how to
choose the words most importantforstudents
to know and how to test vocabulary.
Each of the last nine chaptersconcludes with
may reviewand occasionallyimplementactivi-
ties suggestedin the related chapter. The book
also containssix appendixes, some ofwhichare
of rather dubious value, viz: ten picturable
actions, an introductory crossword puzzle,

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Reviews: MLJ, 68 (Winter1984)
questions for conversations, and correspond-
ence with native speakers.
Taken as a whole, the text appeals on the
basis of its clarity,plethora of useful and truly
practicalideas, and itsuncannyknack to antici-
pate the questions so oftenposed by young and
prospective teachers. Moreover, it provides
answers to those same
questions--answers
whose import is easy to digest and examples
thatillustrateclearlyand convincinglyitsmajor
points.
The followingcriticismsare minor in com-
parison withthe success of thisbook in achiev-
ing its stated goals of presentingand exempli-
fyingpractical techniques for the teaching of
vocabulary. First,I fearthatmany ofthe activi-
ties are too time-consumingforthe all too often
crammed syllabi of college-level language
courses. Undoubtedly, the book would serve
elementary and secondary school teachers
betterthan it would those at the college level.
Second, the distinctionbetween "active" and
"passive"vocabularyis virtuallyignored.Third,
its use of the term"communication"left,in my
opinion, somethingto be desired. Is one learn-
ing language foruseful,communicative purposes
when engaged in performingteacher-oriented
commands (a la total physical response, such
as in "Touch the floor!")? Finally, it seems to
me thatno text,regardlesshow avowedly prac-
tical its intentions,can be excused foromitting
any bibliographyor list of worksforadditional
reading. But, as stated earlier, these criticisms
pale in comparison withthe greatserviceAllen
has performedforthe language teaching pro-
fession; with this highly recommended book,
a criticalneed in our professionhas finallybeen
met.
JOHN F. LALANDE II
of Illinois
University
TheForeignLanguageClassroom:New Techniques.
Ed. Alan Garfinkel.Lincolnwood, IL: National
Textbook Co., 1983. Pp. xiii, 114. $8.95,
paper.
This reportof the 1983 Central States Confer-
ence on the Teaching of Foreign Languages is
explicitlynot about language teaching theory.
Rather, it strivesto be a practical volume that
This content downloaded from 114.255.218.2 on Thu, 11 Dec 2014 03:55:18 AM
All use subject to JSTOR Terms and Conditions
383
will interest foreign language teachers at all
levels of instruction.In general, it meets this
goal.
The conferencethemewas "Language Learn-
ing: Gateway forGrowth."The volume begins
with a superb essay by Mary Finocchiaro in
which she outlines her perception of the state
of the art. Her essay, actually the keynotead-
dress fromthe 1982 conference,is a trenchant
commentarytouching on ESL versus foreign
language instruction,bandwagonism, the pro-
cedures and contributionsof the researchcom-
munity,and models forforeignlanguage cur-
ricula.
The remainderofthe papers rangefromnear
psycho-babble: "The real value of learning
another language may lie . . . [in] learning
about oneself, learning to communicate with
others, and learning to recognize and respect
others' ideas and values. While the linguistic
aspects of language may not be retained, the
experiences that emerge throughcommunica-
tive and creative use of language will always
remain a part of the individual's personal
reality"(Snyder and DeSelms, p. 31) to tradi-
tional, data-orientedstructuralism:"Ifreflexive
pronouns have already been presented. . . the
explanation could state that Spanish direct
objects are the same as the reflexivepronouns
withthe exception ofthe third-personsingular
and plural. The latterare identical to the defi-
nite articles,except forlo"(Ozete, p. 64). For-
tunately, the vast majority of the papers falls
comfortablybetween these two extremes.
Readers seeking "Monday morning ideas"
will not be disappointed. Carton's "passport
lesson" can be used at any level, and in activi-
ties farbeyond merelydesigningand fillingout
the original form. Walker's simulation of
ACTFL/ETS "superior-level"communicative
functions(persuading, negotiating) is lucidly
detailed. Oates and Hawley recommend ways
to introduce language students to "real lan-
guage," focusingon gettingtheminvolvedwith
native speakers, even in areas where native
speakers are scarce.
Other articles outline desiderata forseveral
instructionalareas. Sacco and Marckel provide
a helpfullook at the problemof"visual literacy"
and make valuable suggestionsabout utilizing
"real life" sources of "authentic, natural lan-
guage." Mellgren'scall forthe use of microcom-
puters in language classes is mostlyjust that.