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Vocabularies are unfamiliar words that students come across while learning but fail to understand their meanings and so, teachers find it necessary to teach their students about them. On this basis, students may come across vocabularies in and out of the classroom situation; hence there are different ways used in understanding a vocabulary. In this case, tutors should through different methods; teach their students about vocabularies and their meanings (Newton, 2001).
Among these methods, is the predicting method where learners form groups in which they discuss words from a certain topic amongst themselves. In this particular situation, they build some words into word webs then compare them to be able to note the differences and how these words should be used. The other way that learners can use in learning about vocabularies, is by cooperative dictionary search. In this method, each learner is given some words to look up in the dictionary after which he/she explains to others as he fills in the meanings of each word; this pattern repeats to all students in a class (Nagy, 1998).
Words and definitions are another way that learners can use to learn more about vocabulary. On this basis, a learner will be provided with a list of words and another one containing meanings; here the learner is expected to match these words with their correct meanings. For easy learning, this task can be done in pairs where each of the learners has half the words and half the definitions and each writer will take a turn in trying to match words with his/her partner’s definition (Newton, 2001).
Additionally, the glossary is a process where a learner is provided with words and their meanings making the learner’s work easier so all he/she has to do is to read and understand the definitions. In this approach, a learner becomes more inactive than when practicing to learn meanings in the class because it is not involving and the learner may easily forget; however a learner can use the glossary approach without the help of a tutor (Nagy, 1998).
Further, an interactive glossary is a process whereby students are provided with a strip of words and their meanings. To learn words’ meaning, a different strip will be provided containing words without definitions where a learner will pick a word he/she is not conversant with and look for its definition from the teacher’s strip. For easy and interactive learning, this approach is used as the teacher monitors the practice (Newton, 2001).
In the negotiation approach, learners are required to discuss the words among themselves without any external assistance. On this basis, this is a very effective way because through learners’ combined effort; they are able to get the answers making it easier to remember and making the vocabularies part of their way of communication. In most cases, it is easy to find all meanings of words given; by the use of this method as diversity of learners’ knowledge applies (Nagy, 1998).
From a personal perspective, it can be argued that some of the approaches are more effective than others; for example, the glossary is more effective than predicting because it provides accurate information. On the other hand, the predicting method may prove to be effective as it is more involved than the glossary method. On this basis, students would be in a better position to understand and get more information as far as vocabularies are concerned; if their teachers use all the combined approaches in teaching them (Newton, 2001).
To wind up, teachers must use the best approaches possible in teaching their students vocabularies. On this basis, this will help in the improvement of the students’ communication and writing skills; hence helping them to have a better understanding of their written and spoken languages.
Reference list
Newton, J. (2001) Options for vocabulary learning through communication tasks, ELT Journal, 55 (1), pp.30-37.
Nagy, W. (1998). Teaching Vocabulary to Improve Reading Comprehension. Newark: International Reading Association.
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