As I did my research, I found this to be a vast topic with numerous opportunities for new directions. I have selected to discuss five main topics: the importance of vocabulary, comprare/ contrast vocabulary and language in second language learnin, optimum time for learning vocabulary and language, helping adults and children see the value of vocabulary, and finally methodology for teaching in an ideal situation. The importance of vocabulary cannot be overstated.
Generally there are specialized forms of vocabulary which is found in medical fields, education, law, theology, and many other fields. More specific examples would be sign language, court reporting, math and science. For example chemistry, biology, and math use advanced vocabulary within their area of study. Some of these may overlap however this does not negate the specific nature of these highly developed specialties. The point is, if a person is incapable of acquiring the vocabulary or expertise in these areas their usefulness is going to be hindered.
At the minimum, the success of an individual in these areas of study is dependent on their ability to understand the vocabulary and then ultimately use their vocabulary and ability to explain the meaning of a term to someone that may not have the foundational vocabulary to communicate. This is especially true in our field as teachers. It is not enough to know the terms. We should ask ourselves if we can communicate meaning to someone without the foundation. “We think with words. As we read this, we are using language to think. We have defined thinking broadly as the activity of the brain that can potentially be communicated.
Although we may think in other ways besides language, such as with images or feelings, language plays a central role in our thinking. ” Reference goes here Teachers can emphasize the importance of vocabulary early in school and continue to provide students with opportunities to build word skills. Up to this point I have been talking in some what geriail terms now I want to bring focas a little more spisific in regared to younger student vocabulary and language in the early stages of life beginning specifically in children ages birth to puberty.
The relation of lexical and grammatical knowledge is at the core of many controversies in linguistics and psycholinguistics. Recent empirical findings that the two are highly correlated in early language development have further energized the theoretical debate. Reference goes here This has been an incredible find for me because I have always wondered about this and after hypothesis about the similarities of vocabulary and linguistics when I was over sees I struggled with the two languages I was trying to learn primarily because it was more of a grammatical study rather than a lexical experience.
What I mean by this is we would go to class and study the language rather than use the language. I eventually began a method of learning referred to as barefoot language learning and began seeing some improvements using the new method. The barefoot language method was developed by the linguistic expert, . In his book he identifies PHASES OF LANGUAGE USAGE Bi-passing — when two persons communicate using their two languages. • Start with a language helper with whom you have a language in common. • Learn how to ask while pointing, “What is this? ” “What is that? ” Passing — when two persons communicate in one of their languages.
Critical point — when you can continue language learning using only the language. PRESUPPOSITIONS Language learning happens best within social relationships, about cultural experiences, using actual linguistic expressions. Stick to everyday topics and public topics. This presumes that: 1. Language in intertwined with culture; language is not mainly an academic subject. 2. We learn best through interdependence with ordinary people; we should not be passively dependent on a teacher. 3. The local community is the context for our language learning; we use schools or formal courses as explanatory aids.
FIVE STEPS TO DE-ALIENATION 1. Start — Meet somebody, do something, speak simply, process new input. 2. Fit in — Five kinds of groups: family, neighborhood, work place, social events, faith events. There are 25 combinations. 3. Seek closeness — detect bonds and barriers, sense and nonsense, routines and interruptions, rules. 4. Seek membership in the five kinds of groups. 5. Seek leadership in the five kinds of groups. GLUE: Get what you need, Learn what you get, Use what you learn, Evaluate what you learn. CONSTRUCT TEXTS With a language helper, construct texts of dialogues that include your part and likely responses.
For examples: • How to respond to requests for help. • How to solicit help. • Greeting, while coming and going, people according to their age, sex and status. USE TEXTS 1. Grow the text over several days. 2. Let your helper explain both the language used and the social reasons for the expressions. 3. Role play the text together. 4. Record the text on tape with pauses during which you will mimic what you hear. (Record it with two helpers, if possible. ) 5. Transcribe the text, using symbols to represent sounds, tones, accents. MIMIC SOUNDS • Melody (intonation) • Rhythm (emphasis) • Beat (syllables) Onset — peak(s) — codas (all the other parts) • Note consonant and vowel patterns: CV, VC, CCV, CCVV, VVC, VCC, CVC, CVVC… EDIT YOUR TEXTS Check all changes with your helper. • Delete (undress) • Arrange • Replace • Add (dress) COMPILE WORD SETS • This is usually much better than vocabulary lists. • Begin with your texts, and elicit related words from your helper. • Include things, events, abstract words. • Then put the new words into sentences that you understand. Remember: get fluency before accuracy. LISTEN OFTEN • Passive listening — go where the language is being spoken and hang out. Selective listening — listen for sounds and for meanings of words, phrases, sentences. • Listen to your hosts (kin), to people you meet often (neighborhood), and to strangers with whom you have legitimate business. Larsen Reference goes here this is a good methed with acusition of vocabulerie in the current state of affieries in texas it Is inperitive we as teacher and angloes understand that we are not the majurity and culture continues to change and we must understand the relivent cultuers if we hope to be affictivesallso become Multimedia tools are good ways to
Is documenated One way to do this is to pre-teach key words in all subjects. This strategy helps students grasp concepts that contain terms with which they may be unfamiliar. Putting emphasis on root words, prefixes, and suffixes assist students in morphemic analysis, which combines this knowledge with the context to figure out a new word’s meaning. expose students to new concepts and enhance their desire to build vocabulary skills. Reading and discussing books is also an excellent way to build vocabulary. Parents can do this with both younger and older children.
Studies have shown that parents who read regularly are more likely to have children who do so. Frequent verbal interaction with young children that emphasizes repetition and expansion of their communications helps cement words in their minds and exposes them to new ones. The importance of vocabulary training can make a difference in their ability to succeed in school and work. TitleGuidelines for barefoot language learning: an approach through involvement and independence AuthorDonald N. Larson PublisherCMS Pub. , 1984 Original fromIndiana University DigitizedOct 17, 2009 ISBN0932311008, 9780932311009 Length327 pages