How do young children make meaning of new words and in which way is new vocabulary taught to students? What are the most guiding principles concerning vocabulary acquisition? Also, which didactic strategies are best suited to teach vocabulary? In order to find out the answers to these questions, this paper investigates how primary school kids acquire knowledge in lexis within the framework of the VBS II, an internship, in which students participate. For this reason, I will analyze the value of teaching lexis based on Scott Thornbury´s book “How to teach vocabulary”.
Acquiring knowledge in lexis is a vital component in the process of learning a second or a foreign language. Lexis and grammar form the fundamental basis of the four language skills; speaking, listening, reading and writing. Those four give a person the ability to master a different language apart from one´s mother tongue, for instance, the English language. Nowadays, English, as the lingua franca, is basically taught to students on a global level. For this reason, it is crucial for students to develop a certain set of skills, oftentimes already at a young age, that helps them come to terms with contemporary expectations raised by the society and the global market.
In connection to these established expectations in society, teachers from around the world try their best to teach their ESL/ EFL (English as second or foreign language) students the necessary basics of the English language, which gives them the ability to communicate with people form different countries or to even act in the international world of business later in life. Depending on the country and its curricula, from kindergartners and first up to forth grade students are already introduced to the English language. Teaching young children therefore requires special methods, which need to fit the age of the pupils.
Table of Contents
1. Introduction
2. The value of teaching lexis
2.1 The process of learning new vocabulary
2.2 Three principles for teaching vocabulary
3. VBS II – Analysis of an English class with 3rd grade pupils
3.1 Lesson plan
3.2 Analysis of teaching strategies and procedures
3.3 Teaching material/ used objects
3.4 Student reactions and possible occurring difficulties in class
4. Conclusion
Objectives and Topics
This research paper examines the significance of vocabulary acquisition for primary school students in an English as a Second or Foreign Language (ESL/EFL) context, evaluating effective pedagogical strategies through both theoretical analysis and empirical observation during an internship.
- Theoretical foundations of lexical acquisition and the mental lexicon.
- Core principles for teaching vocabulary, including Cognitive Depth and Retrieval.
- Practical application of teaching strategies in a 3rd-grade English classroom.
- Evaluation of instructional materials and their role in student engagement.
- Analysis of learner feedback and classroom management challenges.
Excerpt from the book
2.2 Three principles of teaching vocabulary
These are three of the most common principles for vocabulary acquisition at which teachers orientate themselves to shape the lessons. The first principle is the Principle of Cognitive Depth: “The more one manipulates, thinks about, and uses mental information, the more likely it is that one will retain that information. In the case of vocabulary, the more one engages with a word (deeper processing), the more likely the word will be remembered for later use” (Schmitt 120)
During an English lesson, an activity which is constructed in guideline of this principle would be the “I pack my suitcase ” game. In order to play it, the pupils must sit in a circle. One pupil starts saying the phrase “I pack my suitcase and take with. me...”. Then, the child can liberally choose what he or she wants to put in his or her suitcase. It all starts with one object. The next pupil has to repeat the already said object from his or her predecessor. Afterwards, the child adds his own object that should be in the suitcase. This goes on until the last pupil in the circle has to repeat all of the objects which have been mentioned before. In this way, the entire class ponders deeply about the vocabulary that had been said before. This helps the kids remember the words more easily.
Summary of Chapters
1. Introduction: Outlines the importance of lexis in language learning and defines the research scope based on an internship with primary school students.
2. The value of teaching lexis: Explores the theoretical definitions of lexis and examines cognitive processes and pedagogical principles involved in vocabulary acquisition.
3. VBS II – Analysis of an English class with 3rd grade pupils: Details the practical implementation of a lesson plan, including methodology, materials, and a reflective analysis of classroom outcomes.
4. Conclusion: Summarizes the key findings, confirming the vital role of core vocabulary and effective teaching principles in primary foreign language education.
Keywords
Lexis, Vocabulary Acquisition, ESL/EFL, Primary School, Teaching Methods, Cognitive Depth, Principle of Retrieval, Principle of Associations, Mental Lexicon, Lesson Planning, Didactic Strategies, Communicative Approach, Language Teaching, Classroom Management, Student Engagement.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the importance of vocabulary (lexis) in the process of learning English as a second or foreign language, specifically looking at how primary school children acquire new words.
What are the central thematic areas of the study?
The study covers the theoretical importance of vocabulary, cognitive mechanisms of word learning, and practical pedagogical principles for teaching children.
What is the main research question or goal?
The goal is to explore how primary school students acquire vocabulary and to identify which didactic strategies and principles are most effective for this age group.
Which scientific methods were applied in this work?
The author uses a combination of literature review (based on Scott Thornbury) and empirical research in the form of a classroom internship analysis (VBS II).
What does the main body of the paper cover?
The main body examines the value of teaching lexis, explains specific learning principles, and provides a detailed account and analysis of a 3rd-grade English lesson conducted by the author.
Which keywords characterize this paper?
Key terms include Lexis, Vocabulary Acquisition, Primary School Education, Cognitive Depth, and Didactic Strategies.
What is the "Caterpillar Mr. Oggie" activity mentioned?
It is a visual classroom exercise designed to help children consolidate color vocabulary by interacting with a physical model, which aligns with the Principle of Associations.
How does the author evaluate the "Caterpillar" exercise?
The author notes that it was highly effective in maintaining student attention, providing a visual connection to the vocabulary, and encouraging spontaneous speech.
What difficulties did the author encounter during the lesson?
The author observed that some students were too shy to participate or lacked familiarity with the vocabulary, highlighting the need for better recognition of students' needs during future lessons.
- Arbeit zitieren
- Desiree Halves (Autor:in), 2018, The Importance of Lexis. How do primary school kids acquire knowledge in vocabulary on an ESL/EFL basis?, München, GRIN Verlag, https://www.grin.com/document/511512
