Technology of teaching vocabulary

IMPORTANT CONSIDERATIONS:

1. 
   The teacher should periodically include interesting history of a word - its origin and derivations.
   
2. 
   The teacher may wish to include sections on foreign vocabulary for fun.
   
3. 
   Many words can be spelled more than one way, have more than one definition and have many correct applications. The teacher should be aware of this and be clear as to his/her expectations of the student. (Students should be required to know ALL correct definitions).
   
4. 
   Vocabulary drills, though they provide immediate evaluation and progress information, should not be overused. They should not be the only technique used for building and evaluating vocabulary.
   
5. 
   The main purpose of the vocabulary drill is to build vocabulary. The teacher must be creative in his/her attempt to make students interested in words. Students must want to build their own vocabularies so they must have a reason for doing it, and it should be fun.
   
6. 
   Vocabulary drills can be oral as well as written. Word games should be used when appropriate.
   
7. 
   Students should have learning experiences which allow them to apply new vocabulary.
   

QUESTIONS FOR DISCUSSION ON THE TEACHING OF VOCABULARY

1. 
   Speak on the principles of selecting a minimum vocabulary.
   What, in your opinion, is the soundest criterion?
   
2. 
   Comment on the main rules in teaching vocabulary.
   
3. 
   Speak on the possible difficulties a pupil has to overcome when
   new words are presented. What is the role of the teacher here? Illustrate
   your answer with several examples.
   
4. 
   Not all words require the same exercises for retention. Why?
   
5. 
   Some techniques are more popular than others. What are they, and can you account for their popularity?
   
6. 
   Are there techniques that are particularly appropriate for the presentation of
   certain types of words?
   
7. 
   Are there techniques which are likely to be more, or less, appropriate for particular learner populations (young/adult, beginner/advanced, different background cultures)?
   
8. 
   Do you, as an individual, find that you prefer some kinds of techniques and tend to avoid others? Which? And why?
   
9. 
   Can you think of five or six further examples of vocabulary items, in any language you know, that consist of more than one word?
   

ACTIVITIES

1. 
   Select an item from the vocabulary taught in a foreign language textbook you know. Think how the meaning of this item would best be presented to learners who are encountering it for the first time, and note down some ideas. If you are working in a group, three or four participants then get together, share ideas and contribute new ones to each other.
   
2. 
   Putting your practical suggestions aside for the moment, study a list of different techniques of presenting the meaning of new vocabulary. In a group, this list may be compiled by a brainstorm among participants, or derived from the below table; or a combination of the two.