speaking skill developing vocabulary group 3

7/30/2019 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

speaking skill developing vocabulary group 3

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