Teaching vocabulary Essay Example | Topics and Well Written Essays - 2000 words

Teaching vocabulary - Essay Example This is because, the LAD as a device which inheres man and helps him learn language, atrophies with age. The acquisition of language also goes hand in hand with the acquisition of vocabulary. Disinterest may also serve as a strong impediment to the acquisition of vocabulary since it is nearly impossible to educate someone on matters he is not interested in. Language-related illnesses and impairment such as Warnicke’s aphasia and global aphasia may be setbacks to the knowledge and acquisition of vocabulary. Those who have suffered global aphasia have great difficulty in understanding words and forming words. In the case of Warnicke’s aphasia, a student may: fail to realise that he is using wrong words; have great difficulty in understanding some words; and not appreciate how words are strung together to form a phrase, clause or a sentence. Again, those with Warnicke’s aphasia have a problem building vocabulary since Warnicke’s aphasia affects the region of the brain’s left hemisphere which is responsible for the understanding of words. Question B There are certain activities which a teacher can expend to solve some of the problems which have mentioned above. When dealing with linguistic barriers which non-native adult speakers use, it is important for me to use both incidental acquisition and direct study. This involves, having proficient and self-motivated students to read a lot of books which are suited for their age. The teacher can then follow incidental acquisition method with vocabulary logs and other techniques which shall also be divulged upon. It is also important to follow up the use of the incidental acquisition model with the provisions of direct study. The use of direct study models will help high-risk students struggling with vocabulary. The strength of direct study helps the student develop his vocabulary by: nurturing an independent reading culture; strengthening the learner’s ability to use context clues ; and strengthening the learner’s context-clues vocabulary acquisition. This measure above will therefore require the teacher to foster a classroom reading programme whereby he can: have the students read in turn; correct the reader’s phonology in case of a wrong pronunciation; have students identify the meaning of a newly encountered vocabulary by using context-cues [so that the student does not rush to the dictionary]; give learners the exact meaning of the newly encountered lexicons with an example of a sentence; and have the students record the same down and use them in a sentence. Again, it will be extremely helpful [of me and to me] to develop a multifaceted approach to vocabulary acquisition. This will entail helping learners to develop the culture of independent reading. As the teacher, I can help develop a recommended reading list, or form a recommended reading list with the school administration. The books in the reading list are those that should challenge t he gifted and the talented, and help slow learners. Thus, the books should be high-interest and low-level. Students will read some of these books independently. For the remaining books, the students can provide feedback by: making oral and written book reports; producing plot summaries; and [if time allows] making performances of key or important scenes. Similarly as an instructor, measures must be made to ensure that students are encouraged to use the different semantic significance of words. This involves, hav