Presented by Lucyana Dorothya Laurentia Mawar Buana Ika A.

1. How do children learn vocabulary? 2. How much vocabulary are young learners expected to learn? 3. What vocabulary to teach? 4. How to teach vocabulary?

How children learn vocabulary

a simple / complex matter ? Three vocabulary learning tasks: 1. Labelling 2. Packaging 3. Network-building Aitchison (quoted in Brewster and Ellis, 2002) Focus on how a word is pronounced, its meaning and its use (Brewster and Ellis, 2002)

Vocabulary Size
Realistic target for children learning a foreign language might be around 500 words a year (Brewster and Ellis, 2002) It depends on: - the learning conditions (good facilities?) - time available (once/twice a week? Everyday?) - learnability a word

Vocabulary Learnability (White, 1988)

Demonstrability Concrete noun vs Abstract noun Concrete level is easier e.g. Car is easier than transport Book is easier than stationery

 Similarity to L1 e.g. Apple apel Television televisi Book buku Pencil - pensil Lamp - lampu

 Brevity short vs long word e.g. Plane instead of aeroplane Fridge instead of refrigerator

 Regularity of form regular vs irregular form e.g. (noun) Apple apples vs foot feet (verb) Walk walked vs eat ate

 Learning Load If one or more components are already known separately, it will be easier to learn a new word. e.g. foot + ball football bed + room bedroom

 Oppurtunism The new word is better to be relevant to child's immediate situation. e.g. things in the classroom, things in bedroom, family, etc.

 Centers of Interest The words are likely to be of relevance of and interest to children. e.g. Toys, hobbies, animals

Selceting and Ordering Language Items (Ur, 1985)

Frequency Usefulness Simplicity Other lexical items for authenticity and fun

Vocabulary Teaching and Learning Process

Stage 1: Understanding and learning the meaning of new words

Ideally, present new vocabulary in a context which is familiar to the child For example: Things in your bag, Your favorite color, Fruits, Things in the classroom, etc.

Visualization Support
For example:

Balloons

Car

Grouping: o Lexical sets: e.g. shops, fruits, toys o Rhyming sets: e.g. bat, hat, mat, rat o Color sets: e.g. things that are yellow:

banana, sun, sponge bob

o Grammatical sets: e.g. Preposition: in, o Partners/collocations: play the piano,

on, above, under

walk around, stand up

o Opposites: hot/cold, girl/boy

Demonstration:
o Using (real) objects o Using drawings o Using illustrations, pictures, photos, flashcards o Using actions, mime, expressions, and gestures o Pointing, touching, tasting, feeling, smelling o Using technology (e.g. using doodle, hot potatoes)

Verbal: o Explaining o Defining the context o Eliciting o Describing o Translation

Stage 2: Attending to Form

o Listening o Repeating o Copying o Organizing

Vocabulary Practicing, Memorizing, and Checking activities The purpose is to organize words in order to make strong memory connections by learning words in group

Stage 3:

o Classifying/sorting: pets, sweet foods o Giving instructions: Simons says game o Picture dictation (students draw what you say) o What is missing? o Kims game o Word searches: spelling game o Sequencing o Labelling

Stage 4: Consolidating, Recycling, Extending, Organizing, Recording, and Personalizing Vocabulary

How? o Vocabulary books o Collages (art work) o Word networks/webs/trees o Clines: e.g. degrees of temperature, sizes

o Word stars diagram o Use dictionary o Word boxes, banks, envelopes, bags o Mobiles/craft

Stage 5: Developing Strategies for Vocabulary Learning

Knowledge which contributes to childrens strategies development and vocabulary learning: Linguistic knowledge prior knowledge of the language links and similarities to L1 punctuation, use of capitals

 Extra-linguistic/world knowledge
Visual clues: illustrations, mime,

gestures, expression Audio clues: sound effects, onomatopoeic words, word and sentence stress, pace, volume, pauses, disguises voice World knowledge: prior knowledge to the situation, the topic, the culture

Practice
Topic: Pets Stage 1 Lexical sets: pets (bird, cat, dog, fish, turtle, iguana, monkey, rabbit, hamsters) Using pictures Eliciting in web

 Stage 2 Listening and repeating the words

Stage 3 Classifying: Place to live (cage, aquarium, basket and kennel)

 Stage 4 Vocabulary books Each student gets 1 paper of pets pictures and 1 paper of pets names They should cut the pictures They have to match the picture and the name correctly They stick those pairs in their notebooks

 Stage 5 Listening to onomatopoeic words of pets Guessing the name of pets they hear