Teaching Vocabulary Midterm Task

 

VOCABULARY LEARNING

According to Wilga Rivers, vocabulary is not something that can be taught but can be expressed, offered, and experienced via activities in the class or extensive resources. As language teachers, we use tricks to advertise words so that learners sense enthusiasm towards content and this accelerates the word acquisition by learners.  But, at the end, the learners, themselves, acquire the vocabulary with certain ways. Here, I share some techniques so as to shed some light on vocabulary learning.

 

Guessing words out of context

Once two or three thousand most used words are learned by the reader, these words are  used in dictionaries to make description, the reader, himself, can make guesses about unknown words from the context, itself. One of the reasons why it smooths away for the reader is that common two thousand words constitutes about eighty to ninety percent of each English sentence. This is not a skill that needs to be taught and almost everybody with the knowledge of most common two thousand words can predict the meaning of other words. To give an example, “I couldn’t solve the test, because it was so gawkun.” As it is obvious, anyone knowing other words can easily predict the meaning of made-up word as “hard” or “difficult” like solving an equation problem with unknowns in mathematics.

We can say that the reader experiences a few steps. First, the reader looks under the hood and anticipates the class (verb, adverb, noun, or adjective) of the unknown vocabulary. Then, he finds its role in the sentence and its collocation. And then he investigates the usage of the relation of sentence with unknown vocabulary with other sentences (if there are any). Punctuation and conjunctions play an important role on discovering these relations.  And in the end, the reader with this knowledge predicts the meaning of the vocabulary. If words guessed can be used interchangeably in place of unknown vocabulary without deformation in the meaning, then most probably it is correct. They can use breaking word into prefix, root, and suffix and check root word meaning as a verification method.

The problem we face while teaching is that learners are less confident about guessing L2 words. So, we should implement more guesswork in our activities so that students can embrace this strategy. It should not be reduced to reading. Listening is also favorable for guessing.

Mnemonics

Known as keyword technique also, mnemonics can be described as getting help from an L1 vocabulary with similar sound. L2 (English) word and with auditorily similar word from L1 are put into an unusual association together in learner’s imagination. When this association is remembered, so is it the meaning. Although this technique seems to be bizarre at first, it is effective thanks to using imagination. Moreover, it even can be used for remembering words from L1. (Here is an example[1]) By this aspect, this technique is thought to be superior to the other techniques. It is easier to remember and can be used for any parts of speech.

To have learners activate this technique, we should give a few minutes to think with their inner sound and advise them to generate their own mnemonics with a visual element -not just by sound. However, it can be still borrowed from someone or somewhere else (Here is an example[2]) and it can strengthen connections and help the learner understand this technique.

Word Cards

This is a beneficial activity for the students who have problems with imagining words (using mnemonics or reflection). In this activity words are learned or memorized by intermittent repetition as a result of retrieval practice effect. Students’ vocabularies are testes by “student to students” or “teacher to students” interaction. One side of the cards are written with L1 words while the other ones with target language (L2) counterparts. Cards can be prepared by the teacher or students, or it can be provided from somewhere else. There is no specific rule that person preparing should consider such as choosing the words from same context. Any word can be written down regardless of context. Important parts are that cards should be around 20 to 50 and words with difficulties should be put the top of the pile. Another thing is, words already learned I should be put aside for focusing on unknown ones. Students or teachers can benefit from online resources for creating word cards for testing themselves by which they can add and omit words from their virtual card pile. (Example for Android | IOS)

When looked at the big picture, it can be seen that this strategy is based on guessing. To implement this strategy, we, teachers, can create pairs in the class and get students to test each other. They can get clues from each other asking whether the word is an adjective, noun, verb, or adverb, or by asking syllable count. Other clues that can be shared are giving the word without syllables and using ghost writing technique, which is writing in the air or on pair’s back. The more it turns into a game, the more they like the strategy.

Reflection

Users of this technique mainly aims to fortify the words in mind by focusing on important and effective usage and reflecting on how they are used in context.  They know learning cannot occur in a minute and are aware of the fact that they are not able to use some words while speaking and writing although they understand them easily when they read or listen. Moreover, they are fully aware that they avoid using some words because they know that they do not have a grasp of collocation, punctuation, or pronunciation of these words.

Leaners make stride in vocabulary learning in six stages: from “I have never seen the word before.” to “I use the word with confidence, both and speaking and writing.” To overcome these stages, they endeavor to notice and learn polysemes (multiple meanings of a word)[3]. For example, the word reinforce is used in the meaning of giving more support to something in “This evidence reinforces my view that he is a spy.”[4] and used for increasing the military strength in this example “Our defense is must be reinforced against attack.”.  

It is important for us to students to experience authentic material and notice how people respond to the use of their words. When people respond unexpectedly, they can think that they have said something wrong or there are other meanings for word they used. We can also suggest our students to watch movies and series because equivocal words or phrases are used much in series to make expression more quizzical.

Using Dictionaries

Using dictionary is useful for studying vocabulary in terms of reaching them quickly and learning accurately when getting from context does not work (So the learner is familiar with parts of speech). It is also favorable for self-studying even after years following education completion.

To integrate dictionary using in vocabulary learning, the learner needs to get familiar with dictionary layout. Reading dictionary guide, which is in the first pages in a dictionary, would be helpful to embrace explanation and abbreviation style of the dictionary.  On the other hand, phonetic transcription may variate between dictionaries although it is believed that there is an international standard. Cross checking (checking backwards) is also important for bilingual dictionary users in order to use suitable and fully covering vocabulary.

Learners should be careful about polysemes (the fact of having more than one meaning) such as “digest” in “digesting the food” and “digesting the words”, and homonyms (a word that is spelled the same as another word but that does not have the same meaning). For example, marine /məˈriːn/ meaning “found in or produced by sea” and marine meaning “member of a body of soldiers trained to fight on land or sea.” are completely different words but spelled and pronounced the same. We can put homographs [or heteronyms (they are almost the same)[5]] in this category. They are like homonyms but pronounced differently. Then you can see the trick here: “Why would you desert /dɪˈzɜrt/ your dessert /dɪˈzɜrt/ on the desert /ˈdez·ərt/?”

We, teachers, can set tasks or give examples [MU1] in which learners have distinguish polysemes. We can create groups from students sharing same L1 to prevent or diagnose interference problems. To prevent this, learners should be encouraged to crosscheck the words from bilingual dictionaries. On the other hand, we can integrate vocabulary learning into writing activities. Students check each other’s assignments and correct their spellings by using dictionaries.

Sub-strategies for Vocabulary Learning

Alphabetical index

In this strategy, learner creates a personal dictionary to recall words from their long-term memory.

Labeling objects

In this strategy, learner prepares adhesive labels on which he writes L2 equivalent of the vocabulary. Every time he interacts with objects turn into a repeat rehearsal and he procedures retrieval practice effect.

Motivation

Motivations for vocabulary learning cannot be distinguished from language learning itself because approximately half of the words in a sentence are content words (words from dictionary not grammar). By this sense, I decided to regard motivations for language learning in this category.  From cognitive aspect, we can regard exploration, knowledge, ego enhancement as motivation drives for language learning. From constructivist view, we can put belonging, social status in this category.  To give tangible examples, some learners learn to read Harry Potter in English, watch movies without subtitles or just because they love English culture.  Some learns for studying abroad, getting better job opportunities, or because their parents told them to do so. It can even be a parent living abroad who wants attend meetings in school.[6] So, learners should have a purpose and try to reach it.

 

 

REFERENCES

Printed References

·       Akar, N. (2010). Teaching Vocabulary. Özel Eğitim Hizmetleri Yayıncılık ve Danışmanlık Tic. Ltd. Lti.

·       Harmer, J., & Thornbury, S. (2002). How to Teach Vocabulary (1st ed.). Pearson Education ESL.

·       Zimmerman, B. C. (2008). Word Knowledge: A Vocabulary Teacher’s Handbook (1st ed.). Oxford University Press.

·       Nation, I. (1990). Teaching & Learning Vocabulary (Teaching Methods) (1st ed.). Heinle ELT.

·       Hornby, A. S. (1994). Oxford Advanced Learner’s Dictionary. Oxford Univ Pr (Sd).

·       Brown, D. H. (2014). Principles of Language Learning and Teaching (6th Edition) (6th ed.). Pearson Education ESL.

 

Online References

·       Elini Kaldır! | Karsu Dönmez | TEDxIstanbul. (2016, January 4). YouTube. https://youtu.be/D7LxuEODkys?t=443

·       Dünyanın En Hızlı İngilizce Öğrenme Metodu! (2017, July 1). YouTube. https://www.youtube.com/watch?v=Qa4Eac5bpUQ

·       https://dictionary.cambridge.org/dictionary/english/polysemy

·       https://dictionary.cambridge.org/dictionary/english/homonym

·       https://en.wikipedia.org/wiki/Homonym

·       https://en.wikipedia.org/wiki/Polysemy

·       https://apps.apple.com/us/app/ef-mentor-words/id928429152

·       https://play.google.com/store/apps/details?id=com.ef.mentorapp

·       https://www.udemy.com/course/tefl-essentials-learners-and-learning/

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[1] Elini Kaldır! | Karsu Dönmez | TEDxIstanbul. (2016, January 4). YouTube. https://youtu.be/D7LxuEODkys?t=443

[2] Dünyanın En Hızlı İngilizce Öğrenme Metodu! (2017, July 1). YouTube. https://www.youtube.com/watch?v=Qa4Eac5bpUQ

 

[3] Polysemy. (n.d.). Https://En.Wikipedia.Org/. https://en.wikipedia.org/wiki/Polysemy

[4] Hornby, A. S. (1994). Oxford Advanced Learner’s Dictionary. Oxford Univ Pr (Sd)

[5] Wikipedia contributors. (2020, December 3). Homonym. Wikipedia. https://en.wikipedia.org/wiki/Homonym

[6] Brown, D. H. (2014). Principles of Language Learning and Teaching (6th Edition) (6th ed.). Pearson Education ESL.

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 [MU1]Adam öldü gömmüşler.

Kafasını gömmüş uyuyor.

Koca tepsi baklavanın yarısını gömmüş.

En son kalkacağım gömeceğim kafayı akıllanacak!

TEACHING ENGLISH TO YOUNG LEARNERS I MID-TERM ASSIGNMENT

TRAKYA UNIVERSITY ELT DEPARTMENT

2020-2021 ACADEMIC YEAR

FALL SEMESTER

TEACHING ENGLISH TO YOUNG LEARNERS I MID-TERM ASSIGNMENT QUESTIONS

 

 

Instructions for exam: You are responsible for answering two questions given below in English. While answering both of the questions, you should make a research on the field from reliable resources and consider what you have learnt from this course, then write them down connectively.  Please do not forget to list the references that you have used at the end of your answers.

 

1.      Examine the following extract from Hughes' research (1986) and discuss what very young learners need in order to understand new learning? (Your answer should include at least 200 words) (50 points)

Hughes: How many is two and one more?

Patrick aged 4: Four

H: Well, how many is two lollipops and one more?

P: Three

H: How many is two elephants and one more?

P: Three H: And two giraffes and one more?

P: Three H: So, how many is two and one more?

 P: (Looking Hughes straight in the eye) Six

 

Reference: (Hughes, M. (1986) Children and Number: Difficulties in Learning Mathematics Oxford: Basil Black)

 

We can clearly say that child’s cognitive period falls into pre-operational stage in Piaget’s cognitive development stages. In this period, child is unable to think about abstract things. For that reason, when he was asked to add two with one, he could not do it. However, when the content is contextualized, he was able to.

For a healthy learning procedure with young learners, first of all we have to provide an environment in which the child feels safe and feels no threat.  Under stress, learning does not occur. The more exciting and funnier the lesson, the more learning occurs. Then, because the child is not able to think logically and comprehend abstract concepts, we have to conceptualize (mixing abstract concepts with concrete objects) our topics. To do this, we have to add as much visual materials as much possible. As can be seen above, child is able to do addition problem when concrete objects were presented. Otherwise, numbers for them are just meaningless sounds and they can answer differently although the same question was asked twice. Then, we have to recycle syllabus as much as possible. Because children are generally absent minded, we have to repeat the activity. Important facts are that teacher is the role model for children and learning should be carried out in a routine. Because child has no ability to realize time, they can anticipate the time by activity order in their minds.

 

 

2.      Describe who very young learners are by using “VERYYOUNGLEARNERS” as an acrostic framework and start with initial for each line. Of course, you should find out the characteristic features of very young learners and how to teach them accordingly and then, you will write the acrostics.  (Your answer should include at least 50 words). (50 points).

 

Visual learner

Egocentric

Racket; noise every where

Yappy; talkative

Youthful; always fresh and active

Optimistic; cheerful always

Ubiquitous; they are everywhere

Nonsense rejective, meaning embracing; [Use language, don’t teach!]

Game lover

Loves attention

Experiment lover

Abstract rejective mind

Running, active all the time

Namby-pamby: bored easily

Excited easily

Restless

So curious

Micro-Teaching Mid-term Assingment

 

 

 

 

 

 

 

 

 

Trakya University

Faculty of Education English Language Teaching Program

2020-2021 Academic Year Spring Term

Microteaching Course Midterm Assignment Paper

 

Metin Uysal

English Language Teaching

 

 

 

Task 1. Study the following speaking activity.  

 

·         Which of the following working arrangements would be possible which not and why? Discuss each item in detail.                                                (8 items x 5 points = 40p)

 

a)      Students think and then write answers on their own.

To me, this a favorable activity for inductive learning and can be used for discovering grammar rules, as well. Because this is a fluency-based activity and the activity itself gives the student the correct answers which they have no chance to be grammatically wrong. Writing will help to establish connections with dependent and independent clauses.

b)     Students study on their own and take notes regarding each item. Then they present their opinions to the whole class.

I think this activity is not a fully suitable activity for speaking class. Everything is written down beforehand and there is no need to take notes. This working arrangement looks suitable for enhancing listening skills. But presenting the opinion and studying on their own parts look favorable. Each time we speak we think beforehand. By this aspect, students whose mother tongues are from different language families can improve their grammar skills to organize word order. Moreover, student can look their notes during their speaking session. In this sense, this activity turns into an accuracy-based activity and is not recommended for the teachers looking for a fluency-based plan.

 

c)      A whole-class discussion.

This is suitable but partially effective working arrangement. It is true that the teacher gets answers for unreal present events. But it may not be possible to activate all students to respond because in a big class sometimes they may be ones who even cannot get a turn.

 

d)     A pair work discussion.

This is suitable and more effective than whole-class discussion. By this arrangement, students can have more chance to talk and interact with each other. However, if students are not enhanced enough to produce sentences autonomously, lesson can turn into a chit-chat session.

 

e)      Small group-work.

Depending on student profile, this working arrangement can be used. If students have already comprehended the topic, this arrangement can be used as a scaffolding activity, by which students assist each other via social interaction. On the other hand, this arrangement will not be favorable if students generally do not understand or students who have not understood fall into the same group.

 

f)       Students walk around and mingle with other students.

This working arrangement is basically suitable for speaking activities. Only if students have already comprehended the grammar rule and are already ready for production phase, this working arrangement can be used as a part of speaking activity under the condition that they are given a scenario, in which they have to and need to use unreal present “if” form. In other cases, students may complain about not finding anything to talk about.

 

g)      Video recorded homework in which students discuss their opinions.

For accuracy, this is a good homework because students can watch again and correct their mistakes. On the other hand, students may not provide perfect conditions for shooting the video. Students with less technological experience may have extra problem apart from producing and uttering sentences. It looks like good assignment but for mid-terms or finals.

 

h)     Written homework.

A suitable homework for accuracy. Students can spend how much time they ever need, and they can reach additional resource in case. What we do in the time of speaking is putting words in an order as in writing. In this sense, this writing activity may help students reduce the time for production and speak fluently in the future.

Task 2. Bearing in mind the activity route map:

 

·         Describe your plans, actions, and moves you will adopt in each step.

 (6 items x 10 points = 60p)

 

 

a)      Before the lesson[MU1] 

ü  Material preparation (board, board marker, course book)

ü  Analyze the content (reading activity/ present simple tense)

ü  Imagine the activity.

ü  What is your role? (guidance, helper, initiator)

ü  Rehearse it.

ü  Assumptions (students know simple present tense and most used 300 English words)

ü  Anticipate potential problems and questions? (pronunciation problem on TH sound and some unknown words)

ü  Solutions (pronunciation activity and word check are put before reading)

ü  Decide on duration. (15 min)

ü  How should it be instructed? (using gestures)

 

b)      Lead-in/Preparation [4 min]
(Make a guess about the previous activity which most probably was a speaking one. If you study the activity instruction carefully you will get it right)

Gathering attention, generating interest, and preparing the students what they are about to learn.

Hello guys! How are you? Today, we are going to learn about a different city from a different country.

            Lead-in Questions[MU2] 

            Where do you live?[MU3] 
            How are the people in your city?[MU4] 
            Do you know Brazil?[MU5] 

 

            Vocabulary Check[MU6] 

1.      Do you know these words? Can you say them.

2.      Now, we are going to fill in the blanks with words from the list.
There are two words you are not going to use.

ask
answer
question
common
research
thing[MU7] 
public transport

 

Layla and Imane ______ a question to thier mother.

But she can't ________ it.

Then they make a ______ on Internet.

They find an answer for thier ________.

Public transportation is very _____ here.

c)      Setting up the activity [1min]

Seating arrangement and giving clear instructions for the activity.

 

No seating arrangement is required.

  Any seating plan is suitable for reading activity. No time spent for seating arrangement.

 

Giving instructions for reading activity

Modelling the activity by showing the reading text with index finger upside down.

Now we are going to read a text about Gill. He lives in Rio. You have 5 minutes. Go!

Running the activity [5 min]

·         Students do the reading activity individually.

·         Monitoring whether it is understood

If understood, the teacher can use discreet monitoring (not helping), or he can do active monitoring (helping if needed not over helping)

d)     Closing the activity [2min]

Evaluation: checking whether students understood the reading text.

Now we are going to do true false activity.

Comprehension check

T   F    People in Rio generally ask for lighter and battery[MU8] .

            T   F    You can see beggars in Rio

            T   F    People ask questions about your personal life

If students do everything correctly, then I pass on the next activity. If they are not successful, then we redo reading activity again or point out the sentences to find answers.

e)      Post-activity [3 min]

In this part students are going to use their speaking skills to talk about topics related with reading activity.

Discuss these questions as a class

Now, I'm going to ask a few questions before we go home.

Would you travel Rio?[MU9] 
Do you share your belongings with others? [MU10] 

OK guys that's all today see you tomorrow!

---

I think we can call this section as lesson plan because of the similarity

The course book seems to be an elementary level. After analyzing the text, I decided not to use any past forms or present perfect tense.

 [MU3]Reminding students the form of present simple tense by asking a stereotype question.

 [MU4]My preparation for reading text because we talk about people in Rio and their behavior.

 [MU5]Getting learners attention to Brazil.

 [MU6]Potential vocabularies that learners may not know.

 [MU7]Check in TH sound pronunciation. If there is problem with that sound, then I do pronunciation practice with other TH sound words like thanks, think and compere them other TH sounded words from reading text such as that, mother, then and there. Because /θ/ and /ð/ are different sounds but written with TH. So that students can start to make some distinction.

Intentionally put for learners to realize the difference between light and lighter.

 [MU9]For asking student ‘s personal opinions.

 [MU10]Question related with reading text. Because in the text Gill says there are many beggars in this street. With this question, students will be able to share their personal attitudes. 

TYPES OF FEEDBACK FOR ENGLISH TEACHERS TO BE USED FOR LANGUAGE LEARNERS

 

In language learning process, making mistakes or errors are inevitable for students. And, correcting their mistakes or errors is a crucial ability, which the teacher must have. So that the students do not build a faulty schema in their minds with some knowledge they believe to be true. There are a good number of types of feedback that teachers use in their classes. However,  with their typical positive and negative aspects, there are well-known eight feedback types for teachers to correct errors of students: (1)explicit correction, (2)recast, (3)metalinguistic feedback, (4)clarification request, (5)elicitation, (6)repetition, (7)body language, (8)explicit correction with metalinguistic explanation.

Explicit correction

This type of correction is carried out by teacher just as the error or mistake occurs without students’ rectification. For example, the student says “I goed to Paris last summer.”, and the teacher corrects: “I went to Paris last summer.”. As a positive aspect, it can be said that it is time saving feedback, especially for crowded or with-tight-schedule classes. Moreover, it is a good way of correction for enhancing accuracy and announcement the correct form to the whole class. However, because it interrupts the conversation, it is not recommended to use this type of feedback in activities, in which fluency is more important. On the other hand, it may cause students to have low self-esteem because mostly faults are magnified rather than accurate productions of students. By this aspect, it is not far from behavioristic approach to teach language, which is a very traditional way. However, it is undeniable to be useful in individual teaching/learning environment and sometimes is the only option depending on your number or profile of your students.

Recast

In this type of feedback, error is not corrected explicitly but implying. For instance, if the student says “I goed to Paris last summer.”, the teacher corrects responding as if in conversation “So, you went to Paris last summer. How was it?”. Positive aspect of this feedback is that fluency is maintained, and it looks like more natural conversation, which means meaning is more considered than grammatical correctness. It can also be said that self-efficacy is more in this type of feedback than the one explicitly corrected. Because the conversation itself is emphasized rather than the mistakes. On the other hand, by recasting, it is not always possible for students to realize their mistakes. So, in terms of accuracy, it is not fully recommended.  But, for better speaking skills it is crucial.

Metalinguistic Feedback

When self-correction is preferred to the teacher’s correction, metalinguistic feedback is a good option. Teacher simply asks the student to remember the form or the rule itself when mistake occurs and does not provide the correct information as in “explicit correction”. Then, he or she corrects themselves.  For instance, if the student says “I goed to Paris last summer.”, the teacher asks him to remember irregular verbs rule. And the student corrects himself. Another advantage is that the rule or the form in need of correction is reviewed each time someone is mistaken and errors on the knowledge are rectified immediately. However, it can never be said that this feedback is useful for speaking activity because of the mostly interruption of the conversation. However, in grammar-based activities it will be effective. As inferred, this is an accuracy-based feedback and not recommended for fluency.

Clarification Request

Clarification request is a kind of signaling to student that they have made a mistake in their last sentence or phrase. This signal occurs in a conversation seeming way such as “Excuse me!”, “I am sorry. Can you repeat?”, “Pardon me!” etc. and the teacher does not provide the correct answer. He creates chances that students can realize and correct themselves. In terms of speaking skills, this is a favorable fluency-oriented feedback. However, as to accuracy, this feedback cannot be the utmost feedback type because, although the teacher aims to have students correct themself, they may not notice their mistakes. And as a nature of conversation and this feedback type, they could not interrupt to demonstrate the correct form.

Elicitation

Elicitation is another type of self-correction feedback. The teacher creates a gap activity from the sentence the student is mistaken about, and the student corrects himself. For example, the student says “I goed to Paris last summer.”, the teacher says “I …” or the whole sentence without mistaken part ( “I … to Paris last summer.”) and waits for the student to utter the correct form. As a positive aspect, mistaken part of the sentence becomes apparent and no extra emphasis is needed. Apparently, this is an accuracy-based feedback and favorable for grammar practice.

Repetition

Like elicitation, repetition is also a self-correction feedback type. When the student says “I goed to Paris last summer.”, the teacher repeats the incorrect part “goed?”. By this repetition, where problem is demonstrated, and the student is expected to correct himself. As in elicitation, this is an accuracy-based feedback and not favorable speaking skills.

Body Language

In this type of feedback, the teacher does not say incorrect part, but he uses his body language or mimics to demonstrate that student has a problem in his sentence. It can be by a body movement, approaching to speaking student or any other behavior that students can recognize. As students understand the teacher, they build a conditioning, and they can anticipate that they have done something wrong. This is a decent technique that anyone can use in the classroom.

Explicit Correction with Metalinguistic Feedback

When student make a mistake, the teacher provides the correct form and metalinguistic explanation. Or the teacher can ask the student to provide the metalinguistic explanation.

For example:
Student: I goed to Paris last summer.”
Teacher: You should say: I went to Paris last summer.” Why?
Student: Because “go” is a regular verb.

With this feedback, the teacher can examine the student’s knowledge on the topic and correct it immediately. This feedback can be used for individual tutorials.

Dilbilimi Ders Kitabı

The Study Of Language - George Yule

Telif hakkı kendime ait değildir. Aşağıdaki bağlantı adresinden kitaba ulaşabilirsiniz.

Satın alma linki

• Cambridge University Press
• Release Date: October 27, 2016
• Imprint: Cambridge University Press
• ISBN: 9781316776124
• Language: English

This bestselling textbook provides an engaging and user-friendly introduction to the study of language. Assuming no prior knowledge of the subject, Yule presents information in bite-sized sections, clearly explaining the major concepts in linguistics through all the key elements of language.