Interactive activities for practicing and consolidating

vocabulary acquisition during the foreign languages lessons

Teaching vocabulary is one of the most important and constant activities when teaching foreign
languages, as someone cannot improve his knowledge without new word acquisition, no matter the level, and it is
equally important for kindergarten learners as well as proficient learners. Languages, especially modern ones, are
continuously changing, just like living bodies.

This paper is meant to refer to interactive activities for practicing and consolidating vocabulary acquisition
during the English language lessons. There will be different opinions of linguists and teachers who wrote about this
subject and shared their experience in teaching vocabulary. For example, Elizabeth Hogan, English teacher in Illinois,
in her article “Supporting Vocabulary Acquisition for English Language Learners”, starts with a definition :

” Vocabulary acquisition concerns how people expand the number of words they understand when learning a
new language. This includes both first and second language acquisition. (…) Vocabulary is divided into four basic
types: listening vocabulary, speaking vocabulary, writing vocabulary and reading vocabulary. Each type has its own
conventions and words. A child typically learns listening vocabulary first, then spoken, reading and finally writing. The
number of words a child understands increases as he or she grows up and learns or experiences new things. More
specialized vocabularies develop in adulthood through studies and hobbies. (…) Learning a second
language attempts to create a parallel vocabulary to the first language. Another stumbling block in second language
vocabulary acquisition is the first language. This not only causes confusion in structure, but can also cause confusion
in vocabulary. (…) Knowing words in a first or second language is vitally important. In a first language, it allows for
greater social integration and self-expression. It also gives a favorable interpretation of a person’s status. In a second
language, the speaker will be able to communicate basic ideas through vocabulary even if the person does not
understand how to create a grammatically-correct sentence.”

Elizabeth Hogan’s suggestions for vocabulary acquisitions are to use multiple modalities such as
identify key content vocabulary and vocabulary that may be difficult for language learners, such as phrasal verbs and
prepositional phrases. Also, identify potentially difficult idioms, homonyms, and slang phrases. Elizabeth Hogan
emphasizes the importance of pre-teaching essential vocabulary, words and phrases “through word walls, Frayer
models with an opportunity to draw word representations, and, sparingly, bilingual and English language learner
(visual) dictionaries”.

Another method of pre – teching vocabulary is to use Google images. "Google" the focus
vocabulary words, and choose the images category. “When vocabulary words are more conceptual than concrete,
use the images to start a discussion rather than name an object. When possible, bring in realia to make the meaning
of objects clear, physically demonstrate verb phrases or ask students to role-play, and use relevant film-clips to
illustrate vocabulary.”

Kenneth Beare, an ESL teacher with much experience, suggests training memory and attention with
scientific brain games. What is clear from his article, “How To Improve Your Vocabulary”, is the fact that learning a
foreign language requires at least 30 minutes if not three or more hours per lesson and, commitment as learner
needs to dedicate himself to researching and broadening his vocabulary. Kenneth Beare’s methods of learning are
not only recommended for self – study, but can also be used by teachers at school.

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Here are his recommendations:

o 1. Vocabulary Trees: Vocabulary trees help provide context. Once you've mapped out a few vocabulary trees,
you'll discover yourself thinking in vocabulary groups. When you see a cup your mind will quickly relate such words
as knife, fork, late, dishes, etc. This overview to vocabulary trees provides will help you get started.

2. Create Vocabulary Themes: Create a list of vocabulary themes, include the vocabulary, a definition and an example
sentence for each new item.

3. Use Technology to Help You: Watching DVDs is a great way to help you understand native speakers of English.
Using all the fancy options watching individual scenes can help make DVD use into a vocabulary learning exercise.

4. Specific Vocabulary Lists: Rather than studying a long list of unrelated vocabulary, use specific vocabulary lists to
help you prepare for the type of vocabulary you need for work, school or hobbies. These business vocabulary word
lists are great for industry specific vocabulary items.

5. Word Formation Charts: Word formation is one of the keys to success for advanced level ESL learners. Advanced
level English exams such as the TOEFL, First Certificate CAE and Proficiency use word formation as one of the key
testing elements. These word formation charts provide the concept noun, personal noun, adjective and verb forms
of key vocabulary listed in alphabetical order.

6. Visual Dictionaries: A picture is worth a thousand words. It's also very helpful for learning precise vocabulary.
There are a number of excellent English learner visual dictionaries for sale. Here is an online version of a visual
dictionary dedicated to jobs.

7. Learn Collocations: Collocations refer to words that often or always go together. A good example of a collocation is
to do your homework. These lists of important verb + noun collocations will help your learn some of the most
important.

8. Use a Corpus: Corpora are huge collections of documents that can track the number of times a word is used. By
using a corpora, you can find which words are often used together with target vocabulary words. Combining corpora
use with vocabulary trees is a great way to learn key vocabulary for specific vocabulary target areas. You can get
started by visiting the British National Corpus.

Tips:

1. Use vocabulary learning methods to focus quickly on the vocabulary YOU need to study.

2. Don't make random lists of new words. Try to group words in themes. This will help you memorize new
words more quickly.

3. If you have the time, and even if you think you don't have the time, try to add context. Writing a few
example sentences using new vocabulary will help you remember the words in context.

4. Keep a vocabulary notepad at hand whenever you are reading in English.”

In my search for useful, practical activities for vocabulary acquisition, I also found a site (www.cobbk12.org) with
vocabulary strategies created by Dana Jones, Academic Coach - Mableton Elementary. Mrs. Jones advice when
learning vocabulary is: ” The key to teaching vocabulary is....Keep it personal. Keep it active. Be flexible. Be
strategic.”

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This site approaches themes such as: How are words learned? And the author’s answer is by 1. Connecting to Prior
Knowledge (Vocabulary Anchors, Picture Walk Word, ABC Charts, Give One! Get One!, Photographs, Wordless
Picture Books);

2. Share Metacognitive Strategies (Fix-Up Strategies, Teacher Think Aloud);

3. Active Engagement (Vo-back-ulary, Snap and Clap, Songs/Dances, Total Physical Response (TPR), Interview a
word);

4. Create a Word Rich Environment (Word Walls, Reading the Room, Word Jars, Word Books, Vocabulary Rings);

5. Apply Strategies Across the Curriculum (ABC Books, Find and Photograph, 4-Part Fold-ables, Wordsplashes, Circle
Maps, 5-3-1);

6. Teach Strategies for Independence (Multiple Meaning, Word Draw, From Here to There (linear arrays), Vocabulary
Cards,Vocabulary Folders (by content);

7. Mnemonics (Acrostics and Acronyms, Memory Paths)

Another approach of Dana Jones is: How are words taught? And the answer is: Using Context (Guess the
Meaning, Super Word Web, 4 Part Foldables, Predictable/Probable Passages, Word Detectives, 5 Box Word Analysis
Matrix); Using Structure (Flipbooks, Making Words, Activities, Making Big Words, Boggle Boards, Word Sorts,
Prefix/Suffix boxes); Using Games (Pictionary, Scrabble, Boggle, Hangman); Using Websites (Learning Vocabulary Can
Be Fun, Vocabulary Pinball, Vocabulary Games, Flash Hangman, Little Animals Activity Center, Internet Picture
Dictionary, Easy Vocabulary Quizzes, Vocabulary Lists) When referring to graphic organizers/activities which should
be used to teach vocabulary, here are some suggestions:

Frayer

Word Map
Meeting New Vocabulary

Guess the Meaning

Four-Fold Vocabulary

Word Analysis
Multiple Representations

Linear Arrays
Helping Students Learn Vocabulary-Acquisition Skills

The task of teaching vocabulary-acquisition skills usually falls to language arts teachers. This is a significant
responsibility because formal learning—the kind of learning that students do in school—demands vocabulary
knowledge. When you help students learn how to build their vocabularies, you help them succeed across the
curriculum.

There are two major ways in which students acquire new vocabulary, the students for whom each way is best suited,
and strategies for teaching vocabulary acquisition.

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Incidental Acquisition vs. Direct Study

Students may acquire vocabulary in two ways:

1.Incidentally, through the conscious or unconscious use of context clues during independent reading and listening
activities

2.Through direct instruction and study.

“Incidental Acquisition

Incidental vocabulary acquisition is a common means of learning new vocabulary, especially for proficient readers.
Students with strong reading skills who read a variety of texts may realize substantial gains in their vocabulary
without direct instruction. High-risk students may also realize some incidental vocabulary gains through independent
reading, however. Teachers should neither ignore nor rely solely upon incidental acquisition but rather seek to
enhance its effectiveness with vocabulary logs, word walls and other techniques discussed below.”

Direct Study

“Of the two ways students acquire vocabulary, direct study is the more efficient, particularly for high-risk students
with poor vocabularies. There are several reasons that students may fail to learn new vocabulary on their own:

• Lack of Independent Reading: High-risk students often have a history of reading difficulties. As a result, these
students generally read less—and with less comprehension—than students with strong reading skills and rich
vocabularies. The less students read, the fewer the opportunities to acquire new vocabulary.

• Inability to Use Context Clues: Students often lack the ability to find and use context clues to infer word
meaning. Students may simply skip over unfamiliar words or, if the concentration of unfamiliar words is high, quickly
become frustrated and stop reading entirely.

• Weakness of Context-Clue Vocabulary Acquisition: Even when students are able to use context clues to infer
the meanings of unfamiliar words, the words may not become part of students' speaking, listening, or reading
vocabularies. Studies show that students cannot recall an unfamiliar word whose meaning they have inferred unless
they encounter the word repeatedly and within the same or a similar context. “

A Multifaceted Approach to Vocabulary Acquisition

“Because most classrooms contain a variety of types of students—high-risk, gifted or talented, and everything in
between—teachers are wise to adopt a multifaceted approach to vocabulary acquisition. This approach provides
direct instruction as well as opportunities for incidental learning. Here are some strategies for implementing the
approach:

• Require independent reading: If your school does not already have a recommended reading list, help create
one. Include high-interest, low-level books suitable for high-risk students as well as books that will challenge the
gifted or talented. Then require students to read a certain number of books of their choice from the list. Students
might provide feedback on their reading in a variety of ways: oral or written book reports, posters with plot
summaries, performances of key scenes, or the creation of "book boxes"—cardboard boxes that contain objects key
to the plot or characters in a book.

• Encourage the use of semantic maps: Semantic maps are graphic organizers that help students associate an
unfamiliar word with familiar related words. To map the word noun, for example, draw a circle and write noun in the
center of it. Then draw smaller circles around the central circle and fill each with a key related word, such as person,
place, and thing. To complete the map, surround each outer circle with a series of subcircles, each containing an
example of the related word, such as the name of a specific person, place, or thing. Then show the relationships by
connecting all the circles with lines.

• Have students keep vocabulary logs: Require students to reserve a section of their journals or notebooks for
listing, defining, and using new words that they learn during independent reading or in their classes. Have students
copy the context in which they first encounter each word. Periodically collect students' logs and create opportunities
for students to hear, see, and use the words in context. For example, you might use words from students' logs in
classroom conversations. Have students create a "word wall"—a bulletin board displaying new words in sentences or
graphic organizers—and require students to use the new words in compositions.

• Teach students the key word method: To use this mnemonic device, students think of an image that
connects an unfamiliar word with a familiar key word that sounds similar or is contained within the target word. For
example, to remember the word truculent, students might think of the key word truck and then draw or visualize a
picture of a fierce-looking person driving a truck to represent the meaning of the word.

Preteach unfamiliar vocabulary in reading assignments: Studies suggest that students must encounter a new word in
print several times in order to remember its meaning. However, the number of encounters needed to learn the word
is significantly reduced when students are taught the meaning of the word before encountering it in a reading
assignment. “

Glencoe/McGraw-Hill, a division of the Educational and Professional Publishing Group of The McGraw-Hill
Companies, Inc., New York

Bibliography:

- Beare Kenneth, “How To Improve Your Vocabulary”, www.esl.about.com

- Hogan Elizabeth ,“Supporting Vocabulary Acquisition for English Language Learners”,

www.readwritethink.org

- Jones Dana, materials published on www.cobbk12.org

- Glencoe/McGraw-Hill, www.glencoe.com

Prof. SoaicaSorina