Download - Speaking Skill Developing Vocabulary Group 3
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TECHNIQUESOF TEACHING SPEAKING
SKILLS:
DEVELOPINGVOCABULARY
Prepared by:
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The amount of vocabulary that children need to
acquire each year is staggering in scope,estimated to be about 3,000 words a year.
Vocabulary acquisition is a key component to
successfully developing communication and
literacy skills.
A limited active vocabulary makes it difficult forstudents to express higher level complex
thoughts, opinions or concepts.
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Krashen professes that vocabulary is best
learned through reading and that other
vocabulary teaching approaches are not
effective.
Guessing from context is not always possible,due to the learners limited ability, and also due
to varied text construction.
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STAGESOF WORD KNOWLEDGE
Task One Learning to read known words.
Task Two Learning new meanings for knownwords.
Task Three Learning new words thatrepresent known concepts.
Task FourLearning new words that representnew concepts.
Task Five Clarifying and enriching themeanings of known words.
Task Six Moving words for receptive toexpressive vocabulary.
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7 PRINCIPLESOF DEVELOPING VOCABULARY
Building experiential background by
providing a variety of rich experiences.
Relate vocabulary words to students
backgroundthe words they already know.Building relationships - help students
explore relationships between words.
Developing depths of meaning- helpstudents to see the many shades of
meaning of words.
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Provide students with several/multiple
exposures to words.
Creating an interest in words
Teaching students how to learn new wordsindependently.
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A COMPREHENSIVE APPROACHTO
TEACHINGAND DEVELOPING
VOCABULARY
Use instructional read-aloud events.
Provide direct instruction in the meanings ofclusters of words and individual words.
Systematically teach students the meaning of
prefixes, suffixes, and root words.
Link spelling instruction to reading and
vocabulary instruction.
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Teach the effective, efficient, realistic use of
dictionaries, thesauruses, and other
reference works.
Teach, model, and encourage theapplication of a word-learning strategy.
Encourage wide reading.
Create a keen awareness of and a deepinterest in language and words.
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TEACHING TECHNIQUES
Planned/ Unplanned
There is a need for both planned and unplanned instruction.
Planned instruction involves deciding what lexical knowledge
you will teach. Also, teachers need to plan for enriching the
input which will serve as a constant supply of synonyms for thestudents.
Extensive planned instruction needs to be developed, but
teachers also need to be open to unplanned lexical instruction
which naturally arises from student need and interest.
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Systematic/ haphazard
Examples of systematic instruction are weekly word
lists, routine ways of increasing the depth of knowledge
of new lexical items, and systematic activities to move
students from the receptive to the productive stage.
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Written / Oral input.
There is a need for both forms of input during
instruction. This dual input increases the likelihood of
reaching different learning styles, but also addresses
important sociolinguistic aspects such as differences inregister.
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Focus on meaning/ Focus on formal features of
words.
Plan to teach multiple meanings of words and how
various words fit together.
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THANK YOU
Words, so innocent and powerless as they are, standing in a
dictionary; how potent for good and evil they become in the
hands of one who knows how to choose and combine them.
Nathaniel Hawthorne