<b>Teaching Vocabulary Through Sentences</b>
DOI:
https://doi.org/10.7596/taksad.v4i4.501Keywords:
vocabulary, teaching, idiom, sentence, acquisitionAbstract
Teaching Vocabulary Through Sentences
Abstract
Almost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication , and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things—the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases, individual interests and even needs will change, which then requires teacher-assisted guidance and remediation vis-à-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner’s more practical linguistic needs, whatever these might be.
Cümleler Yoluyla Kelime Öğretimi
Öz
Öğretmenler, ikinci bir dil öğrenmede kelimenin önemli bir yere sahip olduğu konusunda neredeyse hemfikirdirler. Kelime birikiminin, dilde akıcılık için önemli bir faktör olması sebebiyle, dilbilgisinden daha önemli yere sahip olduğu söylenebilir. Kural olarak, algısal kelime bilgisi oranı üretimsel kelime bilgisini geçmekte ve dinleme kavrama ve konuşma kavrama iki farklı unsur olup ve burada ikinci saydığımız unsur birincisinden daha zor bir bilişsel işlevselliğe sahiptir. Bundan başka, kelime edinimi yüksek derecede kendine özgü olup öğrenene, öğrenenin öğrenme tarzına ve bilişsel kabiliyetine büyük ölçüde bağlıdır. Hiç bir insan aynı değildir. Özellikle anlama ve akıcılık arttığında, bireysel ilgiler ve hatta ihtiyaçlar değişecek, daha sonra öğretmen destekli rehberliğe ihtiyaç duyulacak ve karşılıklı iletişimle ve her ne için olursa olsun öğrencinin dilbilimsel ihtiyaçlarına göre belirlenen detaylı kelime bilgileri daha iyi bir seviyeye gelebilecektir. Bu makalede, kelimelerin cümleler yoluyla nasıl öğretilebileceği konusu araştırılmıştır.
References
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Coady, J. (1997) & T. Huckin (Eds.). Second language vocabulary acquisition. New York:
Cambridge University Press.
Doughty C. & Williams J. (Eds.) (1998). Focus on form in classroom second language
acquisition. Cambridge: Cambridge University Press.
Folse, K. S. (2004). Vocabulary myths. Ann Arbor, MI: University of Michigan Press.
Fry, B. E., Kress, J. E., & Fountoukidis, D. L. (1993). The reading teacher’s book of lists 3rd
ed. West Nyack, New York: The Center for Applied Research in Education.
Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning
vocabulary. Cambridge: Cambridge University Press.
Hill, J. (1999). “Collocational competence”, English Teaching Professional. 11, 3-6.
Hunt, A. & Beglar, D. (April 2005). “A framework for developing EFL reading vocabulary”,
Reading in a Foreign Language. 17 (1), 23-59.
Krashen, S. (1989). “We acquire vocabulary and spelling by reading: Additional evidence for
the input hypothesis”, The Modern Language Journal. 73, 440-464.
Laufer, B. & Sim, D. D. (1985). “Measuring and explaining the threshold needed for English
for academic purposes texts”, Foreign Language Annals. 18, 405-413.
Laufer, B. (1997). “What’s in a word that makes it hard or easy: some intralexical factors that
affect the learning of words,” in N. Schmitt & M. McCarthy (Eds.), Vocabulary: description,
acquisition and pedagogy. Cambridge: Cambridge University Press. 140- 155.
Lewis, M. (1993). The lexical approach: The state of ELT and the way forward (Hove,
England: Language Teaching Publications), vi. Cf. Scott Thornbury, A-Z of ELT. Accessed 1
Jan. 2013. http://scottthornbury.wordpress.com/tag/michael-lewis/
Lewis, M. (1997). Implementing the lexical approach (Hove, England: Language Teaching
Publications).
Loucky, J. P. (1998). “Suggestions for improving ESL/EFL vocabulary instruction,” Seinan
Jogakuin Junior College Bulletin, 45, 1-12; Morgan, J., & Rinvolucri, M. (1986), Vocabulary.
Oxford: Oxford University Press.
Moras, S. (2001). “Teaching Vocabulary to Advanced Students: A lexical Approach”. San
Carlos,Brazil. July 2001. Accessed 1 Jan. 2014.
http://www.lrc.ctu.edu.vn/pdoc/47/Teaching%20Vocabulary%20to%20advanced%20students
-A%20lexical%20approach.pdf
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston, MA: Heinle & Heinle
Pub.
Nation, I. S. P. (Ed.) (1994). New Ways in Teaching Vocabulary (New Ways in TESOL
Series: Innovative Classroom Techniques).
Oxford, R. (1990). Language learning strategies (Newbury House).
Perkins, K., Brutten, S. R., & Pohlmann, J. T. (1989). “First and second language reading
comprehension”, RELC Journal. 10 (2), 1-9.
Pigada, M. & Schmitt, N. (2006). “Vocabulary acquisition from extensive reading: A case
study”, Reading in a Foreign Language. 18 (1), 1-28.
Richards, J. (1985). The context of language teaching, Cambridge University Press.
Scrivener, J. (1994). Learning teaching (Heinemann); Thornbury, S. (1998), “The lexical
approach: a journey without maps,” MET, 7 (4), 7-13.
Scrivener, J. Learning Teaching: Chapter 7 - Vocabulary (pg. 73). Sunday, 21 October
Accessed 1 Jan. 2014. http://dictionaries911.blogspot.com/2007/10/learning-teachingby-jim-scrivener.html
Shen, Jia, Roxanne Hiltz, Kung-E Cheng, Yooncheong Cho, Michael Bieber (2001).
"Collaborative Examinations for Asynchronous Learning Networks: Evaluation Results",
Proceedings of the 34th Hawaii International Conference on System Sciences (IEEE Press,
Washington, D.C.).
Taylor, L. (1990). Teaching and Learning Vocabulary. New York: Prentice Hall.
Taylor, A. M. (2006). ”Text selection and frequency: Comments on Pigada and Schmitt”, Reading in a Foreign Language, 18(2), 116-117
Walters, J. (October 2004). “Teaching the use of context to infer meaning: A longitudinal
survey of L1 and L2 vocabulary research”, Language Teaching, 37 (4), 243-252.
Wang, L. (2007). “Word association: Second language vocabulary acquisition and
instruction”, TESL Reporter 40 (1), 49-66.
Willis, J. (1996). A framework for task-based learning (Longman).
Wu, Dezhi, Michael Bieber, S. Roxanne Hiltz and Hyo-Joo Han (2004), “Constructivist
Learning with Participatory Exams”, Proceedings of the 37th Hawaii International
Conference on System Sciences (IEEE Press, Washington, D.C.).
V. Proverbs and Humor,” The PhyEmoC Method (n.p., n.d.), 16-17. Accessed 1 Jan. 2014.
http://www.languages.dk/methods/documents/PhyEmoc_English.pdf
Downloads
Published
How to Cite
Issue
Section
License
All papers licensed under Creative Commons 4.0 CC-BY.- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.