The Teaching of Vocabulary in the Primary School
Foreign Language Classroom

by

 Daniela Pohl

I. Introduction  1

II. Main Part  2

1. The Importance of Teaching Vocabulary  2
1.1. Vocabulary Development in the Primary Grades  2
1.2. Educators View on Teaching Vocabulary  3
1.3. Memory and Storage Systems  4
1.4. Why Vocabulary is Important  5
1.5. Levels of Word Knowledge  6

2. Teaching Vocabulary  6
2.1. Which Words Should be Taught  6
2.1.1. Basic Functional Vocabulary  7
2.2. Ways of Teaching vocabulary  8
2.2.1. Strategies  8
2.2.2. Teaching Concepts  8
2.2.3. Teaching Methods  9
2.2.4. Specific Approaches to Teaching Oral Language  11
2.2.5. Different Learning Styles  17

2.3. Pronunciation  18

2.4. Definitions Help To Build Up Vocabulary   19

2.5. The Importance of Practice   19

2.6. Assessment   20

III. Conclusion  20

IV. References  21

V. Appendix  23
Practical Activities for Vocabulary Learning

I. Introduction

Wouldn’t it be nice if we could purchase all the words we needed to know at the market? In real life, “owning” words is a much more complicated enterprise. Research shows that we need to encounter a word about 12 times or more before we know it well enough to help us comprehend what we read (McKeown, Beck, Omanson and Pople, 1985). When students had enough encounters with a word, they’ll begin to use it in their writing and speech. That word then becomes a part of their personal vocabulary bank. The goal is that students should improve their vocabularies through listening, speaking, reading, and writing. At this point it is important to mention that oral language development follows a sequence from single words to more and more complex phrases. Children learn to listen and to talk long before they learn to read and write. The same sequence should be followed in classroom teaching. Extra difficulty would be created if one would try to develop English reading and writing skills before children can speak the language. In order to be able to speak the language, students need to know some vocabulary first. In this paper I will focus on how to teach vocabulary that enables students to construct a rich vocabulary bank. Guiding methods are introduced and sample activities are provided.

II. Main Part

1. The Importance of Teaching Vocabulary

1.1. Vocabulary Development in the Primary Grades

The findings of the “National Reading Panel” indicate that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader. Using both indirect and direct teaching methods to build students’ oral and reading vocabularies should be a part of a balanced reading program. Indirect methods would include read-alouds, shared reading and writing experiences, and independent reading. Direct teaching of vocabulary should respond to the needs of the students and should actively engage them in the process (National Reading Panel, 2000).

All word learning tasks are not equal in difficulty. A child may understand the concept behind a word, but not know the word itself. For example, the word cease represents a known concept to most children; however, a young child has probably not heard this word used for stop. Learning a new word that represents a known concept is not as difficult as learning a new word that represents a new concept. Teachers in the primary grades introduce many new concepts, and direct instruction is necessary to build up the understanding of these concepts and the vocabulary words that represent them.

When teaching vocabulary words that represent known concepts, the emphasis should always be on the context in which the word appears. Discussing the meaning of the word from the context of the reading selection together with supplying a definition of the word will help to build meaning for students. If students are to acquire this word as part of their vocabulary, then they must be given repeated exposure of the word in a variety of contexts. They must also have opportunities to practise using the word in conversation and/or writing.

By the time children enter second grade, they are likely to know between 2,000 and 5,000 vocabulary words. This amazing growth continues throughout the elementary years, as most children gain 3,000 - 4,000 new vocabulary words each year that they can read and understand (Teaching Reading in the 21st Century, 2001). By encouraging independent reading and providing both indirect and direct instruction in vocabulary, students can be helped to develop the vocabulary knowledge they will need for effective comprehension.

1.2. Educators View on Teaching Vocabulary

"Teaching one word at a time out of context is the worst way of teaching vocabulary, with rapid forgetting almost guaranteed," asserts Frank Smith, author of "The Book of Learning and Forgetting" (1998), recently published by Teachers College Press. According to Smith, people assimilate new vocabulary words from context the first time they read them, "provided that the gist of the material being read is both interesting and comprehensible. Within five more encounters, the word and its conventional meaning are usually firmly established in the mind of the reader."

Other educators who share this view add that when reading material isn′t instantly interesting or comprehensible, it′s the teacher′s job to build context by activating students′ prior knowledge of the topic. With regard to vocabulary, that means having students identify difficult words themselves and pool their knowledge to get the meaning. Ann Marie Longo, director of the Boys Town Reading Center, argues that teens can′t use context effectively when their vocabularies are limited. Limited vocabulary is the most common problem among weak readers she′s worked with. Longo begins with indirect instruction in words and their meanings and then provides high-interest opportunities to use the words. Vocabulary expert Isabel Beck of the University of Pittsburgh embraces both approaches. For her, there are four ways to learn vocabulary: wide reading, hearing unfamiliar words in speech, direct instruction in words and "gimmicks" to boost students′ interest.

Beck suggests teachers incorporate difficult words into their classroom routines and encourage students to look for the words in reading outside class. Longo agrees that students need to put new words to use in writing and conversation as well as reading. "For vocabulary instruction to increase comprehension," says Longo, "you have to see those words over and over again" (When Adolescents Can´t Read: Methods and Materials that Work, 1999).

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