VOCABULARY SKILLS

Two types:
 Receptive – Vocabulary that readers
recognize which has a general sense of
meaning, but that readers are not confident
enough of using when they speak or write.
 Productive – vocabulary that readers know
well and use in speaking and writing
Both types are important in reading.
 The role of vocabulary in reading
“reading involves the interaction of lower level
rapid, automatic identification skills and an array
of higher level/interpretation skills” (Grabe,
1991:383)
Good readers are usually data-driven – “ it is the
speed of …context-free word recognition that
allows capacity to be free for comprehension
processes” (Stanovich, 1980:58)
The role of vocabulary in reading…
 Accurate and automatic word recognition
skills are prerequisite for fluent reading.
 Vocabulary knowledge directly contributes
to automatic recognition of words and may
prevent readers from slow letter-by-letter
and word-by-word reading.
 Developing vocabulary
 One way is through extensive reading.
 Other strategies include those conducted in
intensive reading lessons.
 Teachers need to prioritize words Ss need
to know.
 Choose high frequency words – words that
are frequently used in texts, usually shown
in word lists.
Developing vocabulary…
Vocabulary skills can be carried out during
the various stages of a reading lesson.
1. In the Pre-Reading Stage
 Discussing vocabulary before reading–
only if failure to understand the target
vocabulary impedes comprehension.
 Ss usually need to know content-specific
or topic-specific vocabulary.
 Dealing with vocabulary at the various reading
stages…
Use Semantic Mapping (pre reading stage)
1. Write down the word or concept Ss need
to think about.
2. Brainstorm for ideas or related ideas or
words that come to mind. Here, T may
want to organize the ideas into different
classifications or subtopics.
Semantic Mapping…(during pre reading stage)
e.g. on the topic about clothes, words such as
bracelet, purse, and jewelry may appear.
Then, words for different types of clothes,
materials, costs, functions, and other words
related to clothing.
NOTE:
Semantic mapping? Go to:
http://www.readingrockets.org/article/connecting-word-meanings-through-semant
ic-mapping
Vocabulary in the While-Reading
Stage
 Determine whether unknown words are
crucial in understanding the reading text.
i.e. key words
 If the purpose of reading is general
comprehension, and the unknown word is
not a key word, skip the word.
 Reading Strategies in Teaching
Vocabulary
In teaching reading, and vocabulary skills in
particular, USE:
1. Contextual clues
2. Morphological analysis
3. Structural clues
4. Dictionary
Reading strategies…
I. Contextual Clues
 Guessing the meaning of the word from
context is helpful.
 5 steps to guess from context:

1. Look at the word. What part of speech is

it?
2. Look at the clause or sentence.
Guessing from context…
3. Look at the relationship between the clause
and sentence containing the unknown word
and other sentences or paragraphs.
4. Look at the knowledge you have gained
from Steps 1-3 to guess the meaning of the
word.
5. Check that your guess is correct.
 Types of Contextual Clues
There are basically 3 types of contextual
clues:
1. Words similar in meaning (same meaning)
e.g. “The irritated and angry man decided to
leave the office after being scolded by his
superior.” We can guess the meaning of
“irritated” because we know the meaning
of the word “angry”.
Types of Contextual Clues…
2. Words used in contrast
Use of contrasts are signaled by words such as
however, nevertheless, but, or, and although.
e.g.”When he was walking by the lake in the
countryside, he felt so tranquil unlike the stress
he experiences in the middle of traffic in Kuala
Lumpur.” Tranquil is contrasted with the word
stress. It probably means relaxed or peaceful.
Types of Contextual Clues…
3. Supplied Definition
Sometimes the definition of the word is given. This
is through use of words such as in other words
and that is.
e.g. (a) She discovered the antidote for the disease.
In other words, she found medicine that can fight
off the effects of disease.
(b) He has a tendency to use words that have similar
meanings – synonyms.
 2. Morphological Analysis
Vocabulary skills can also be developed
through morphological analysis.
e.g. Affixes
 2 types:

Prefixes and suffixes

Prefix + root word + suffix
Affixes…(Prefix + Suffix)
Prefix Suffix
ante antedate -dom freedom
il illegal -ness kindness
ultra ultraviolet - cy accuracy
in inadequate -ism barbarism
mis misleading -ity activity
 3. Structural Clues
Guesses can also be made based on the
position of words in a sentence. From that,
the grammatical category can be
determined.
e.g. The zugly man is standing by the door.
The word zugly is most likely an adjective
because it occurs before a noun (i.e. man).
 4. Dictionary
 At the early stages, a bilingual dictionary
can be used.
 Dictionary skills need to be taught and
developed. Ss need to know the various
meanings of a word when placed in
different contexts.
 Vocabulary Development in the Post
Reading Stage
Post reading
 Teach Ss to recognize the words and to use
the words via vocabulary exercises
(provided by the teacher)
Ss need to be reminded that it is their
responsibility to expand their vocabulary
knowledge.
That’s all for Today!

NOTE:
Please read what Nuttall (2000) has to say
about “text-attack” skills.