Introduction
The basic ground for larning foreign linguistic communications that all people have in common is communication – communicating in any manner. It is a reversible procedure, which requires the ability to understand each other, to be able to code a message that person wants to convey to person else in a manner, which will be comprehendible to the receiving system and besides appropriate to a concrete state of affairs and position of all participants. Vice versa the individual should be able to construe a message that person else is conveying to them. To get a good accomplishment of communicating in foreign linguistic communication it is necessary to be familiar non merely with vocabulary ( individual words and their significances, collocations, phrases and phrasal verbs etc. ) but besides with linguistic communication constructions and above all with schemes for utilizing them in right context harmonizing to concrete state of affairss.
Learners can by and large pass on good, holding learnt all the basic constructions of the linguistic communication. However, they need to broaden their vocabulary to show themselves more clearly and suitably in a broad scope of state of affairss.
Students might even hold a receptive cognition of a wider scope of vocabulary, which means they can recognize the point and recognize its significance. However, their productive usage of a broad scope of vocabulary is usually limited, and this is one of the countries that need greater attending. At this phase we are concerned non merely with pupils understanding the significance of words, but besides being able to utilize them suitably, taking into history factors such as unwritten / written usage of the linguistic communication ; grade of formality, manner and others.
The relevances of the subject are
:
& # 183 ; Forming the demands to the learning foreign linguistic communication vocabulary in modern secondary schools ;
& # 183 ; Finding out the basic rules of learning vocabulary in FLTL ;
& # 183 ; Introducing the methodological facets of learning vocabulary ;
& # 183 ; Looking for interesting and effectual ways of instruction and larning foreign linguistic communication vocabulary in conformity to clip.
The job:
-We got used think that vocabulary is non the of import portion of learning vocabulary, it is evidently proved that vocabulary ensures a successful start for personal knowledge..
The subject:
The subject of our research paper is & # 8220 ; Methods and rules of learning in learning and larning Foreign Language & # 8221 ; . This research paper is directed to the function of vocabulary for the advancement in instruction and larning foreign linguistic communications.
Object of the research:
The procedure of learning foreign linguistic communications.
Subject of the research:
Principles and methods in instruction and larning foreign linguistic communication vocabulary in order to sketch suited ways of effectual and comfy covering with pupils ‘ vocabulary instruction possibilities on the manner of organizing all four accomplishment countries: reading, composing, speech production, and hearing.
Hypothesis:
If we perfectly use rules and methods in instruction and larning foreign linguistic communication vocabulary which are the demands we will make the procedure of FLTL effectual, colourful and productive.
Goal:
to happen out the appropriate rules and methods for learning vocabulary.
Aims:
– to exemplify the theoretical support of the importance of learning vocabulary ;
– to utilize techniques of learning vocabulary on the lessons ;
– to happen out the effectual rules and methods of learning vocabulary ;
– to enlarge ain cognition of instruction.
Research methods:
observation of the procedure of instruction and larning foreign linguistic communications at school, generalisation, method of comparing, analyzing and analysing scientific literature, method of processing and reading informations, descriptive method.
Scientific footing:
1. Allen, V. ( 1983 ) Techniques in learning vocabulary. OUP.
2. Gairns, R. Redman, S. ( 1986 ) Working with words. CUP.
3. Hill, J. ( 1999 ) & # 8216 ; Collocational competency & # 8217 ; English Teaching Professional, 11, pp. 3-6.
4. Lewis, M. ( 1993 ) The lexical attack. LTP.
5. Lewis, M. ( 1997 ) Implementing the lexical attack. LTP
6. Brown, H. D. ( 1987 ) Principles of Language Learning and Teaching. Ma: Addison-Wesley Publishing Company.
7. Brumfit, C. and Johnson, K. ( 1979 ) ( ed. ) The Communicative Approach to Language Teaching. New York: Oxford University Press.
Spheres of application:
the class of methodological analysis in pedagogical institute, learning procedure at secondary schools.
Structure of the research: Roentgen
esearch work consists of 3 chief parts: theoretical, practical and approbation ; decision and resorts and mentions, appendix.
The first theoretical portion divides into 2 sub points and gives general information about learning vocabulary.
The 2nd portion reveals the rules and methods of learning vocabulary during the procedure of instruction and larning foreign linguistic communications in different waies.
The 3 portion is approbation, it deals with the researching cognition ( information ) harmonizing to the subject in the pattern.
Research approbation:
Traditionally, the instruction of vocabulary above simple degrees was largely incidental, limited to showing new points as they appeared in reading or sometimes listening texts. This indirect instruction of vocabulary assumes that vocabulary enlargement will go on through the pattern of other linguistic communication accomplishments, which has been proved non plenty to guarantee vocabulary enlargement.
Presents it is widely accepted that vocabulary instruction should be portion of the course of study, and taught in a well-planned and regular footing. Some writers argue that vocabulary should be at the Centre of linguistic communication instruction, because & # 8216 ; linguistic communication consists of grammaticalised lexis, non lexicalised grammar & # 8217 ; .
The chosen subject & # 8220 ; The methods and rules of learning vocabulary in Foreign Language Teaching and Learning & # 8221 ; allow us look for the rules and methods of learning vocabulary to utilize them on our lessons while the pattern through the different techniques.
1 The importance of learning vocabulary
1.1 Teaching vocabulary & # 8211 ; the footing for organizing four chief accomplishments
To cognize a linguistic communication means to get the hang its construction and words. Therefore, vocabulary one of the facets of the linguistic communication to be taught in school. The job is what words and parlances students should retain. It is apparent that the figure of words should be limited because students have merely 2-4 periods a hebdomad ; the size of the group is non little plenty to supply each student with pattern in speech production ; schools are non yet to the full equipped with particular research labs for single linguistic communication acquisition. The figure of words students should get in school depends entirely on the course of study demands. The later are determined by the status and method used. For illustration, experiments have proved that the usage of programmed direction for vocabulary acquisition allows us to increase the figure of the words to be learned since students are able to absorb them while working independently with the programme.
We know the undermentioned fact that
I – words used in reading,
II – words used in auding,
III – words used in speech production,
IV – words used in authorship.
The chief purpose of learning vocabulary is assimilation of the significance, signifier of the words and its use in unwritten and written address & # 8211 ; that is formation of lexical wonts. Peoples can hold many aptitudes, but without a big and precise English vocabulary to show them, they can non take full advantage of these abilities. Unlike aptitudes, vocabulary is non
a natural ability ; it can be improved if one is willing to do the attempt to make so. [ 7,90 ]
Building vocabulary is a powerful manner to heighten your life and calling. Learning how to construct a better vocabulary can be a enjoyable and profitable investing of both your clip and attempt. At least 15 proceedingss a twenty-four hours of concentrated survey on a regular footing can convey about a rapid betterment in your vocabulary accomplishments, which in bend can increase your ability to pass on by composing, discoursing, or doing addresss. Geting a big vocabulary can profit you in school, at work, and socially. It will enable you to understand others ‘ thoughts better and to hold the satisfaction of acquiring your ideas and thoughts across more effectively.Of class, you already cognize 1000s of words, and you will go on to larn more whether you work at it or non. The fact is that many of the words you know were likely learned merely by coming across them frequently plenty in your reading, in conversation, and even while watching telecasting. But increasing the gait of your acquisition requires a consistent, dedicated attack. If you learned merely one new word a twenty-four hours for the following three old ages, you would hold over a thousand new words in your vocabulary. However, if you decided right now to larn 10 new words a twenty-four hours, in one twelvemonth you would hold added over three 1000 to what you already cognize, and likely hold established a lifetime wont of larning and self-improvement.
1.2 The techniques of learning vocabulary in the schoolroom
Possibly the most of import factor in a successful vocabulary-building plan is motive. It will be really hard for you to analyze words month after month without a strong feeling that it is deserving making, that a larger vocabulary will assist you in school and on the occupation, and that it can good take to a more exciting and fulfilling life.
For the first harmonizing to the subject of our research paper we identifyfour basic stairss
to a better vocabulary:
1. Be Aware of Words
2. Read
3. Use a Dictionary
4. Study and Review Regularly
While there are non any charming cutoffs to larning words, the larger your vocabulary becomes, the easier it will be to link a new word with words you already cognize, and therefore retrieve its significance. [ 7,101 ]
1. Be Aware of Words
Many people are surprised when they are told they have little vocabularies. & # 8220 ; But I read all the clip! & # 8221 ; they protest. This shows that reading entirely may non be adequate to do you larn new words. When we read a novel, for case, there is normally a strong impulse to acquire on with the narrative and skip over unfamiliar or possibly mistily known words. But while it is obvious when a word is wholly unknown to you, you have to be particularly cognizant of words that seem familiar to you but whose precise significances you may non truly cognize. Alternatively of avoiding these words, you will necessitate to take a closer expression at them. First, attempt to think at a word ‘s significance from its context & # 8212 ; that is, the sense of the transition in which it appears ; 2nd, if you have a lexicon on manus, look up the word ‘s significance instantly. This may decelerate down your reading slightly, but your improved apprehension of each new word will finally rush your acquisition of other words, doing reading easier. Make a day-to-day pattern of observing words of involvement to you for farther survey whenever you are reading, listening to the wireless, speaking to friends, or watching telecasting.
2. Read
When you have become more cognizant of words, reading is the following of import measure to increasing your cognition of words, because that is how you will happen most of the words you should be larning. It is besides the best manner to look into on words you have already learned. When you come across a word you have late studied, and you understand it, that proves you have learned its significance. What should you read? Whatever involvements you & # 8212 ; whatever makes you want to read. If you like athleticss, read the athleticss page of the newspapers ; read magazines like
Sports Illustrated ; read books about your favourite jocks. If you are interested in interior decorating, read a magazine like House Beautiful & # 8212 ; read it, do n’t merely look at the exposure. Often people with really low vocabularies do n’t bask reading at all. It ‘s more of a job for them than a pleasance because they do n’t understand many of the words. If this is the manner you feel about reading, seek reading easier things. Newspapers are normally easier than magazines ; a magazine like Reader ‘s Digest is easier to read than The Atlantic Monthly.
There is no point in seeking to read something you merely are non able to understand or are non interested in. The of import thought is to happen things to read you can bask, and to read as frequently and every bit much as possible with the thought of larning new words ever in head. [ 7,112 ]
3. Use a Dictionary
Most people know how to utilize a dictionary to look up a word ‘s significance. Here are some arrows on how to make this as a portion of a vocabulary-building plan:
& # 8226 ; Have your ain lexicon
Keep it where you normally do your reading at place. You are more likely to utilize it if you do non hold to acquire it from another room. At work, there may be a good lexicon available for your usage. At place, most people do non hold a large, unabridged lexicon ; nevertheless, one of the smaller collegiate lexicons would be all right to get down with.
& # 8226 ; Circle the words you look up
After you have done this for a piece, your oculus will of course travel to the words you have circled whenever you flip through the dictionary. This will give you a speedy signifier of reappraisal.
& # 8226 ; Read the full entry for the word you look up
Remember, words can hold more than one significance, and the significance you need for the word you are looking up may non be the first one given in your lexicon. Even if it is, the other significances of the word will assist you understand the different ways the word is used.
Besides, the word ‘s history, normally given near the beginning of the entry, can frequently give a absorbing image of the manner the word has developed its current significance. This will add to the pleasance of larning the word every bit good as aid you remember it.
4. Study and Review Regularly
Once you have begun looking up words and you know which 1s to analyze, vocabulary edifice is merely a affair of reexamining the words on a regular basis until you fix them in your memory. This is best done by puting aside a specific sum of clip each twenty-four hours for vocabulary survey. During that clip you can look up new words you have noted during the twenty-four hours and reappraisal old words you are in the procedure of larning. Put a end for the figure of words you would wish to larn and by what day of the month, and set up your agenda consequently. Fifteen proceedingss a twenty-four hours will convey better consequences than half an hr one time a hebdomad or so. However, if half an hr a hebdomad is all the clip you have to save, get down with that. You may happen more clip later on, and you will be traveling in the right way. Teaching a word does non do its automatic acquisition by the pupils. That is one of the first things instructors realize when they start learning. It would be fantastic if completing a unit of the class book meant that the pupils master all the words in it. Unfortunately, a batch of work ( recycling, vocabulary notebooks maintaining, memory techniques… ) has to be done before pupils exhaustively know a word. The activities which follow have been tested on pupils and supply a practical suggestion for a systematic attack to vocabulary acquisition.Appendix A
There are activities utilizing the card illustrated in appendix A:
| How | Example |
|
Working entirely |
–Super memo 1. When each verb is learnt it goes to slot figure two and so on until the last slot. All disregarded verbs are returned to the start. |
|
Working in groups |
Playing cards . Two battalions. One battalion is English face up, a heap on the tabular array. The other is given out to all the participants ( they read the L1 ) . In bend, they take one card from the battalion and maintain it, if they have the fiting one. Then they discharge the matching brace. If they don & # 8217 ; t have the fiting one, they leave it on the tabular array for person else to fit. They can pick a card either from the tabular array or from the battalion. |
|
Working in braces |
– One battalion of cards. Ss spread the cards on the tabular array, English face down. In bend they keep one and interpret. They check by reading and stating the verb. They keep the card if it is right. If they don & # 8217 ; t know any of them they say & # 8220 ; base on balls & # 8221 ; .Winner is the 1 with the most cards. – Use your transparent booklet. Ss maintain all these cards in transparent booklets ( kind of slide booklets A4 format ) . They place one & # 8211 ; empty, without cards – on the desk. Aim of the game is to travel from top to bottom and frailty versa, or from left to compensate or frailty versa by puting verbs and stating them ( if they place the L1 they have to state the English. |
|
Working with the whole category |
– Lotto. Ss choose 9 cards, put them down in a kind of lotto grid, English face up. T with a list calls them out. T can name either L1 or L2 – Lotto with definitions. Ss choose 9 cards, put them down in a kind of lotto grid, English face up. T gives definitions. |
Vocabulary Teaching Using Student-Written Dialogues
One manner to actuate pupils to larn new vocabulary words is to hold them compose their ain short duologues. You can pattern this by first reexamining 10 vocabulary words the manner you and the category likes best. Then, utilizing the full category as your spouse, compose and compose a duologue on the board. Humorous duologues are more effectual than others. Here ‘s a bit-by-bit attack: [ 10 ]
1. Model the exercising, you and the category composing a duologue together. In lower-ability groups, the instructor may compose the duologue ; in advanced categories, voluntary pupils may make this.
2. Pair pupils, allow them make the same. ( 4 or 5 proceedingss )
3. Have the braces of pupils exchange duologues. ( 1 min. )
4. Have the new brace pattern the duologue, doing any alterations to rectify grammar or better the duologue. ( 3 proceedingss )
5. Have the 2nd brace present the emended version to the original authors. ( 2 proceedingss )
6. Have the four discuss the duologues, procedure, feedback, etc. in English ( 2-4 proceedingss )
7. A few options may so be discussed and one chosen:
a. pass the duologues around the room for pupils to read ( 5 min. )
b. collect the duologues to utilize in another originative manner, ( footing for quizzes, a Dialogue Book for the semester, suggestions from pupils, etc. ) , or
c. rip them up and hold the pupils basket-ball toss them into the refuse.
8. The instructor does non rate, reexamine, or correct.
This exercising gives pupils the chance to read, compose, and pattern and/or execute without much anxiousness. The exercising can be introduced in one category period. Once established, nevertheless, you can utilize it one time a hebdomad. When it becomes a wont, the whole procedure can be completed within 15-20 proceedingss. [ 12 ]
When making such exercisings, it is frequently wise to clip each measure. Short clip allocations deter timidness. Vary the suggested times, harmonizing to the pupils ‘ degrees of comfort and production.
Building Vocabulary Through Prefixes, Roots & A ; Suffixes
English vocabulary is tremendous and grows steadily with technological and cultural assimilations. The huge bulk of the new words introduced, and a great per centum of the words used to show abstract thoughts, are complex words that are made up of simple word parts ( prefixes, roots, and postfixs ) that have their ain definitions and, when familiar to the pupil of English, can be understood in context without an exact definition. We recommendthe survey of prefixes roots and postfixs
. This is non a individual category exercising, nor a individual lesson program. It is an debut to the most utilised word parts that, in their many combinations, make up 50 % of the English linguistic communication. It requires doggedness, but is rewarded by pupils who are thankful that they have become comfy with the ability to acknowledge words they are non instantly familiar with. And assurance with vocabulary goes a long manner in reading, composing, listening, speech production, and with standardised test-taking.Appendix B.
It does non count if you are learning a reading, composing, or listening/speaking category. It does non count what text is being used, or if there is any text at all. Any paragraph written in English will hold at least a few words that are made up of prefixes, roots and postfixs, and this is where the method begins. This system should be introduced on the first twenty-four hours of category ( to great incomprehension, no uncertainty ) , and should be dealt with in no more than 10 or 15 proceedingss per category. [ 14 ]
The method
– After reading a paragraph, the instructor should extract a few complex words, for illustration ‘invisible ‘ and ‘decision. ‘ The instructor so tells the pupils that these words are made up from word parts and that a great many words in English are every bit good, and that analyzing these parts additions vocabulary vastly. The instructor breaks the words down into their parts, composing on the board what each portion means. Then, present other words that have the same roots in them, for ‘vis, vid ‘ telecasting, picture, and even position, for ‘cis, Criminal Investigation Command ‘ scissors, homicide, and suicide. Then specify the prefixes and postfixs of those words. This will take to a list of 8 or 10 words. This sort of brainstorming should be kept to a lower limit in the first hebdomads and so indulged in more freely as the pupils gain in assurance. The pupils will be confused at first. Just remind them that this is a procedure that gets easier with repeat. The following hebdomad, quiz the pupils on how to interrupt down last hebdomad ‘s words into prefixes, roots and postfixs, and what each word portion means. We normally chose 5 words and the quiz is deserving 10 points, one point for placing the right prefix, root, and postfix, and one point for right definitions of each word portion. ( If the word is broken down falsely, for illustration ‘inv- in, -isi- to see, -ble- able to, ‘ one point is taken off. If one portion is defined falsely, ‘-vis- to frighten ‘ , one point is taken away. ) After the quiz, or during the reading clip in category, I introduce half a twelve new words and word parts for the undermentioned week.In a affair of hebdomads, pupils will non merely be comfy placing complex words in their ain reading and authorship, but besides of interrupting those words ( and others with which they are non familiar ) down and trying to understand their significance by the significances of their parts. They will cognize the most popular prefixes and postfixs ( ad- , de- , ex- , in- , and & # 8211 ; tion, -ate, -al ) because they will hold seen them and heard them repeated many times over. I reward pupils who utilize complex words in their authorship or talking with excess recognition points. This system is dashing at first, but over clip and with repeat, pupils of course go more confident, and larn how to learn themselves the linguistic communication. [ 16 ]
Measuring Word Recognition Using a Picture
The undertaking specifications below show an alternate trial method utilizing fiting that we have developed to mensurate the ability of grade school pupils to acknowledge written individual words. This undertaking type was foremost developed for kids in the Korean/English Two-Way Bilingual Immersion Program for larning two linguistic communications ( Korean and English ) , and has been successfully implemented for these pupils.
Reading ability being tested: The ability to acknowledge individual written words that are concrete nouns and to grok their significance. Reading ability being tested: The ability to acknowledge individual written words that are concrete nouns and to grok their significance.
This undertaking uses pictures that illustrate scenes common to the pupils ‘ day-to-day lives and school experiences. The images depict a figure of concrete nouns. This undertaking uses pictures that illustrate scenes common to the pupils ‘ day-to-day lives and school experiences. The images depict a figure of concrete nouns.
The mark linguistic communication is English, but may besides be another linguistic communication. The mark linguistic communication is English, but may besides be another linguistic communication.
“ Look at the image ( Pause ) . Look at the words around the image ( Pause. )
Find the biggest word. What is that word? ( Students will state, “ Table. ” ) A line has been drawn from that word to the TABLE to fit them. In the same manner, delight happen all the words that you know and draw a line to fit them with the right object in the image. Make certain that the terminals of your lines touch the words and the things in the image. You will hold five proceedingss to finish the exercising. ” [ 20,17 ]
The regulations for this type of exersice:
& # 183 ; Be concrete nouns.
Not be extremely culture-specific. Not be extremely culture-specific.
Consist of 12 to 20 different words. Consist of 12 to 20 different words.
Be scattered around the image but non excessively far from the objects. Be scattered around the image but non excessively far from the objects.
Be scattered indiscriminately, so that the waies of the lines, when drawn by the pupils, will demo random forms to forestall pupils from thinking from a systematic form of liner. Be scattered indiscriminately, so that the waies of the lines, when drawn by the pupils, will demo random forms to forestall pupils from thinking from a systematic form of liner.
Have one illustration word that is familiar to all pupils and is bigger than the remainder of the words. [ 20,22 ] Have one illustration word that is familiar to all pupils and is bigger than the remainder of the words. [ 20,22 ]
Warm-up Exercises
for learning vocabulary:
1.Reading Narratives
2. Question and Answer
3. Using Pictures
2 The rules and methods of learning vocabulary
2.1 Principles
The vocabulary, hence, must be carefully selected in conformity with the rules of choosing lingual stuff, the conditions of instruction and larning a foreign linguistic communication in school. Scientific rules of choosing vocabulary have been worked out.The words selected should be:
– often used in the linguistic communication ( the frequence of the word may be determined mathematically by agencies of statistic informations ) ;
– easy combined ( nice room, nice miss, nice conditions ) ;
– unlimited from the point of position of manner ( unwritten, written ) ;
– included in the subjects the syllabus sets ;
– valuable from the point of position of word-building ( usage, used, utile, useless, usefully, user, usage ) .
The first rule, word frequence, is an illustration of a strictly lingual attack to word choice. It is claimed to be the soundest standard because it is wholly nonsubjective. It is derived by numbering the figure of happenings of words looking in representative printed stuff consisting novels, essay, wages, verse forms, newspapers, text editions, and magazines.
Modern inclination is to use this rule depending on the linguistic communication activities to be developed. For developing reading accomplishments students need & # 8220 ; reading vocabulary & # 8221 ; ( M. West ) , therefore assorted printed texts are analyzed from the point of position of word frequence. For developing talking accomplishments students need & # 8220 ; talking vocabulary & # 8221 ; . In this instance the stuff for analysis is the spoken linguistic communication recorded. The happenings of words are counted in it and the more often used in speech production are selected. [ 27,15 ]
The other rules are of didactic value, they serve learning purposes.
The words selected may be grouped under the following the categories ( M. West ) :
1. Wordss that we talk with or organize ( structural ) words which make up the signifier ( construction ) of the linguistic communication.
2. Wordss that we talk about or content words.
In learning vocabulary for practical demands both structural words and content words are of great importance. That is why they are included in the vocabulary lower limit.
H.Douglas Broun in his book “ Principles of linguistic communication acquisition and instruction ” offers tonss of psychological and scientific information sing the rules of learning. We merely do an effort to take the appropriate 1 for vocabulary.
Theforemost rule
in learning vocabulary is thehandiness of comprehension and production. “ In
kid linguistic communication, most experimental and research grounds points to the general high quality of comprehension over production: kids seem to understand “ more ” than they really produce. For case, a kid may understand a sentence with an embedded relation in it ( e.g. , “ The ball that ‘s in the sandbox is ruddy ” ) but non be able to bring forth one. W.R. Miller gave us a good illustration of this phenomenon in phonological development: “ Recently a three-year-old kid told me her name was Litha. I answered Litha? ‘ *No, Litha. ‘ ‘Oh, Lisa. ‘ ‘Yes, Litha. ‘ ” The kid clearly perceived the contrast between English s and Thursday,
even though she could non bring forth the contrast herself. ” In learning it is really of import to develop the comprehension competency and production competency every bit good. However it is necessary to do a differentiation between production competency and comprehension competency. A theory of linguistic communication must include some accounting of the separation of the two type of competency. In fact, lingual competency no uncertainty has several manners or degrees, at least every bit many as four, since speech production, listening, reading, an authorship are all separate manners of public presentation. [ 27,22 ]
The2nd rule
for learning vocabulary harmonizing to H. Douglas Brown issystematicity and variableness.
One of the premises of a good trade of current research on child linguistic communication is thesystematicity
of the procedure of acquisition. From pivot grammar to three- and four-word vocalizations, and to full sentences of about undetermined length, kids exhibit a singular ability to deduce the phonological, structural, lexical, and semantic system of linguistic communication. The instructor recognizing this phenomenon of kids ‘s acquisition should present new vocabulary consistently. But in the thick of all this systematicity, there is an every bit singular sum ofvariableness
in the procedure of larning. Just as native talkers of a linguistic communication vacillate between looks like “ It has to be you ” and “ It must be you, ” scholars besides exhibit fluctuation, sometimes within the parametric quantities of acceptable norms, sometimes non. Some variableness in learner linguistic communication can be explained by what Gatbonton ( 1983 ) described as the “ gradual diffusion ” of wrong signifiers of linguistic communication in emergent and systematic phases of development. First, incorrect signifiers coexist with correct ; so, the incorrect are expunged. Context has besides been identified as a beginning of fluctuation. In schoolrooms, the type of undertaking can impact fluctuation ( Tarone & A ; Parrish 1988 ) .
The 3rd rule
is the making ofmotive.
Motivation is likely the most often used catch-all term for explicating the success or failure of virtually any complex undertaking. It is easy to presume that success in any undertaking is due merely to the fact that person is “ motivated. ” It is easy in 2nd linguistic communication larning to claim that a scholar will be successful with the proper motive. Such claims are of class non erroneous, for infinite surveies and experiments in human larning have shown that motive is a cardinal to larning and larning vocabulary every bit good. [ 28, 12 ]
The 4th rule
is mistakeintervention
. One of the major issues involved in learning vocabulary is the mode in which instructors deal with pupil mistakes. The most utile deduction of Vigil and Oiler ‘s theoretical account for a theory of mistake intervention is that cognitive feedback must be optimum in order to be effectual. Excessively much negative cognitive feedback & # 8212 ; a bombardment of breaks, corrections, and open attending to deformities & # 8212 ; frequently leads scholars to close off their efforts at communicating. They perceive that so much is incorrect with their production that there is small hope to acquire anything right. On the other manus, excessively much positive cognitive feedback & # 8212 ; will & # 173 ; ingness of the teacher-hearer to allow mistakes travel uncorrected, to bespeak apprehension when apprehension may non hold occurred & # 8212 ; serves to reenforce the mistakes of the speaker-learner. The consequence is the continuity, and possibly the eventual fossilisation, of such mistakes. The undertaking of the instructor is to spot the optimum tenseness between positive and negative cognitive feedback: providing adequate green visible radiations to promote continued communicating, but non so many that important mistakes go unnoticed, and supplying plenty ruddy visible radiations to name attending to those important mistakes, but non so many that the scholar is discouraged from trying to talk at all.
The 5th rule
involves taking into historypersonal factors
of scholars which the instructor normally deals with. Personal factors include: & # 8226 ; the affectional sphere – emotional side of human behaviour ; & # 8226 ; self-esteem ;
& # 8226 ; suppression – efforts to protect the self-importance ;
& # 8226 ; risk-taking ;
& # 8226 ; anxiousness
& # 8226 ; empathy
& # 8226 ; extroversion – the extent to which a individual has a deep-rooted demand to have self-importance sweetening, self-esteem, and a sense of integrity from other people
as opposed to having that avowal within oneself ;
& # 8226 ; invagination – is the extent to which a individual derives a sense of integrity and fulfillment apart from a contemplation of this ego from other people. [ 29,32 ]
These five rules refer to developing the acquisition and may be expanded. David Nunan offers another description of learning rules refering vocabulary. He proposes them to avoid the troubles in be aftering the vocabulary constituent of a class. These steering rules can be applied in a assortment of learning and learning state of affairss.
2.2
Methods of learning vocabulary
The assortment of methods ( of learning vocabulary ) leads to increased vocabulary acquisition.
Different methods for learning vocabulary:
& # 183 ; Explicit direction ( definitions direction including pre-teaching and analysis of root words )
& # 183 ; Implicit direction ( exposure to words during reading )
& # 183 ; Multimedia methods ( images, hypertext )
Program methods based on investigation of different scientists ( Direct, Audio-lingual, Grammar-translation, Suggestopedia,
etc. )
2.2.1 Direct method
Thedirect method
of learning foreign linguistic communications, sometimes called the natural method,
choruss from utilizing the scholars ‘ native linguistic communication and uses merely the mark linguistic communication. It was established in Germany and France around 1900. Characteristic characteristics of the direct method are:
& # 183 ; learning vocabulary through pantomiming, real-life objects and other ocular stuffs ;
& # 183 ; learning grammar by utilizing an inductive attack ( i.e. holding scholars find out regulations through the presentation of equal lingual signifiers in the mark linguistic communication ) ;
& # 183 ; centrality of spoken linguistic communication ( including a native-like pronunciation ) ;
& # 183 ; concentrate on question-answer forms ;
& # 183 ; teacher-centering ;
Principles of the Direct method
Classroom instructions are conducted entirely in the mark linguistic communication. Classroom instructions are conducted entirely in the mark linguistic communication.
Merely mundane vocabulary and sentences are taught. Merely mundane vocabulary and sentences are taught.
Oral communicating accomplishments are built up in a carefully graded patterned advance organized around question-and-answer exchanges between instructors and pupils in little, intensive categories. Oral communicating accomplishments are built up in a carefully graded patterned advance organized around question-and-answer exchanges between instructors and pupils in little, intensive categories.
Grammar is taught inductively. Grammar is taught inductively.
New learning points are introduced orally. New learning points are introduced orally.
Concrete vocabulary is taught through presentation, objects, and images ; abstract vocabulary is taught by association of thoughts. Concrete vocabulary is taught through presentation, objects, and images ; abstract vocabulary is taught by association of thoughts.
Both address and hearing comprehensions are taught. Both address and hearing comprehensions are taught.
Correct pronunciation and grammar are emphasized. Correct pronunciation and grammar are emphasized.
Student should be talking at least 80 % of the clip during the lesson. Student should be talking at least 80 % of the clip during the lesson.
Students are taught from origin to inquire inquiries every bit good as answer them. Students are taught from origin to inquire inquiries every bit good as answer them.
The purpose of direct method is to believe in the mark linguistic communication to develop a good communicating accomplishment. [ 30, 18 ]
The instruction techniques rely largely on
Reading Aloud
: Students take bends reading subdivisions of a transition, drama or duologue loud. At the terminal of each pupils turn, the instructor uses gestures, images, realia, illustrations or other agencies to do the significance of the subdivision clear.
Question and Answer
Exercise:
This exercising is conducted merely in the mark linguistic communication. Students are asked inquiries and reply in full sentences so that they pattern with new words and grammatical construction. They have the chance to inquire inquiries every bit good as answer them.
Geting Students To Self-Correct:
The instructor the category has the pupils self-correct by inquiring them to do a pick between what they said and an surrogate reply he supplied. There are, nevertheless other ways of acquiring pupils to self-correct. For illustration, a instructor might merely reiterate what a pupil has merely said, utilizing a quizzical voice to signal to the pupil that something was incorrect with it. Another possibility is for the instructor to reiterate what the pupil said, halting merely earlier mistake. The pupil knows that the following word was wrogn.
Conversation Practice:
The instructor asks pupils a figure of inquiries in the mark linguistic communication, which the pupils have to understand to be able to reply right.
Fill-in-the-blank Exercise
: This technique is already been discussed in the grammar interlingual rendition method, but differs in its application in the Direct Method. All the points are in the mark linguistic communication ; moreover no expressed grammar regulation would be applied. The pupils would hold induced the grammar regulation they need to make full in the spaces from illustrations and pattern with earlier parts of the lesson.
Command:
The instructor reads the transition three times. The first clip the instructor reads it at a normal velocity, while the pupils merely listen. The 2nd clip he reads the transition phrase by phrase, hesitating long plenty to let pupils to compose down what they have heard. The last clip the instructor once more reads at a normal velocity and pupils checked their work.
Map Drawing:
An Example: The pupils are given a map with the geographical characteristics unnamed. Then the instructor gives the pupils waies such as the followers, & # 8220 ; Find the mountain scope. Write the words & # 8220 ; Toros Mountains & # 8221 ; across the mountain scope & # 8221 ; . The instructor gives instructions for all the geopraphical characteristics of Turkey so that pupils will hold a wholly labeled map if they follow the instructor & # 8217 ; s instructions right. The pupils so instructs the instructor to make the same thing with a map he has drawn on the chalkboard. Each pupil can hold a bend giving the instructor instructions for happening and labeling one geographical sentence.
Paragraph Writing
: On an illustration subject about geographics the instructor may inquire the pupils to compose a paragraph in their ain words on the major geographical characteristics of Turkey. They can make this from memory, or they can utilize the reading transition in the lesson as a theoretical account.
Clearly the Direct Method is a displacement off from the Grammar Translation Method. One of its positive points is that it promises to learn the linguistic communication andNot
about the linguistic communication. More advantages can be listed as follows:
& # 183 ; It is a natural method which teaches linguistic communication the same manner the female parent lingua is acquired. Merely the mark linguistic communication is used and the acquisition is contextulaized.
& # 183 ; Its accent on address made it more attractive for those who have demands of existent communicating in the mark linguistic communication.
& # 183 ; It was one of the first methods to present the instruction of vocabulary through realia. [ 32,58 ]
2.2.2 Audio-lingual method
This method of Language Learning is besides called the Aural-Oral Method. This method is said to ensue in rapid acquisition of speech production and listening accomplishments. The audio-lingual method drills pupils in the usage of grammatical sentence forms. When this method was developed it was thought that the manner to get the sentence forms of the 2nd linguistic communication was through conditioning or assisting scholars to react right to stimuli through defining and support.
The Audio-lingual Method is based on the undermentioned rules:
& # 183 ; Speaking and listening competency preceded reading and composing competency.
& # 183 ; Use of German is extremely discouraged in the schoolroom.
& # 183 ; The development of linguistic communication accomplishments is a affair of wont preparation.
& # 183 ; Students pattern peculiar forms of linguistic communication through structured duologue and bore until response is automatic.
& # 183 ; Structured patterns in linguistic communication are taught utilizing insistent drills.
& # 183 ; The accent is on holding pupils produce error free vocalizations.
& # 183 ; This method of linguistic communication acquisition supports kinaesthetic acquisition manners.
& # 183 ; Merely everyday vocabulary and sentences are taught. Concrete vocabulary is taught through presentation, objects, and images. Abstract vocabulary is taught through association of thoughts.
& # 183 ; The printed word must be kept off from the 2nd linguistic communication scholar every bit long as possible.
Types of activities utilizing Audio-lingual method:
1. Dialog Memorization:
Students are given a short duologue to memorise so they must utilize apery and applied function playing to show the duologue. Examples of duologues that could be used are included in the stuffs subdivision. Aim: Experiment with linguistic communication and non-verbal elements ( eg. gesture ) to accomplish an consequence for a peculiar intent and audience.
2. Backward Build Up:
Provide pupils with the the sentence fragments found in the stuffs subdivision. Students repeat each portion of the sentence get downing at the terminal of the sentence and expanding backwards through the sentence adding each portion in sequence. [ 31,45 ]
Aim: Participate in a assortment of shared linguistic communication experiences.
3. Transformation Drill
: The instructor provides a inquiry which must be transformed into a statement. An extension of this activity is to hold the pupils make a inquiry out of a statement.
Aim: Select from a scope of word picks and usage simple sentence forms to pass on thoughts and information.Appendix C
4. Complete the Dialogue:
Have the pupils fill in the spaces in the duologues provided. The proper English word must be inserted into the text. This activity is much like a cloze activity.
Aim: Make connexions between text, prior cognition, and personal experiences.
5. Command:
Using any piece of literature at the pupils ‘ reading degree, read the piece aloud several times. Have the pupils write down what they hear. The thought is to compose what they have heard every bit literally as possible.
Aim: Listen purposefully to find chief thoughts and of import inside informations.
6. Flash cards:
Using flash cards with words that are relevant to them brainstorm other words about the word on the card. A new word could be chosen each twenty-four hours. Aim: Make connexions between text, prior cognition, and personal experiences.
7. Chain Drill:
A concatenation of conversation signifiers around the room as the instructor greets or inquiries a pupil and that pupil responds so turns to the following pupil and greets or asks a inquiry of the 2nd pupil and the concatenation continues. Aim: Participate in shared linguistic communication experiences.
8. The Alphabet Game:
The instructor picks a class, such as the supermarket. Then the first pupil says, “ I am traveling to the supermarket. I need a few apples. ” ( The first pupil names something get downing with A. ) The 2nd pupil says, “ I am traveling to the supermarket. I need a few apples and I need a few bananas. ” The game continues in this mode with each back-to-back pupil adding an point get downing with the following missive after reiterating the points named before their ain. Aims: Participate in shared hearing experiences. Share thoughts and experiences in big and little groups. [ 31, 53 ]
2.2.3 Suggestopedia
Suggestopedia is a learning theoretical account developed by a Bulgarian, Dr. Georgi Lozanov, at the University of Sofia in Bulgaria in the 60 ‘s. Dr. Lozanov was a innovator in that Suggestopedia was the first of the assorted cutting-edge encephalon friendly larning techniques which are utilized in progressive schoolrooms today.
There are two stages incorporated in this attack: Students learn new information really rapidly and expeditiously in a province of light relaxation accompanied by Baroque or classical music. This new stuff which has been acquired 3 to 5 times faster than with traditional larning techniques, is now stored passively in the encephalon. It is so activated by agencies of originative, synergistic and communicative acquisition techniques, i.e. grammar games, function drama, etc. which contribute non merely to remember and keeping but besides to the communicating accomplishments and personality development of the pupils. [ 32,78 ]
WHAT ARE THE BENEFITS OF THESE APPROACHES?
You will turn to the acquisition demands and manners of every pupil in your category. You will turn to the acquisition demands and manners of every pupil in your category.
You will vouch a higher and faster success rate among scholars. You will vouch a higher and faster success rate among scholars.
You will increase keeping and callback of stuff and long-run memory. You will increase keeping and callback of stuff and long-run memory.
You will transfuse higher assurance and self-pride in your scholars. You will transfuse higher assurance and self-pride in your scholars.
You will advance the creativeness every bit good as the acquisition and societal competency of your pupils. You will advance the creativeness every bit good as the acquisition and societal competency of your pupils.
You will make a pleasant, concerted and fun larning environment in your schoolroom. You will make a pleasant, concerted and fun larning environment in your schoolroom.
You will hold motivated pupils coming to your categories — pupils who have rediscovered the joy of larning. And motivated pupils make motivated instructors! ! You will hold motivated pupils coming to your categories — pupils who have rediscovered the joy of larning. And motivated pupils make motivated instructors! !
2.2.4 Grammar-translation method
The grammar-translation method of foreign linguistic communication instruction is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to learn ‘dead ‘ linguistic communications ( and literatures ) such as Latin and Greek, and this may account for its heavy prejudice towards written work to the practical exclusion of unwritten production. It is based on interlingual rendition from one linguistic communication into another. Students work separately, student-student interaction is losing. Students are given grammatical regulations and they memorize them. Subsequently they should use the memorized regulations into other illustrations in signifier of interlingual rendition. Students largely work with literary texts focused on civilization.
Very small attending is paid to content of texts, which are treated as exercisings in grammatical analysis. Vocabulary and grammar are emphasized but pupils merely memorise native linguistic communication equivalents for foreign linguistic communication vocabulary words. Reading and composing are the prioritized accomplishments, there is about no attending paid to speech production, listening, pronunciation. Classs are taught in female parent lingua with small active usage of the mark linguistic communication. Correcting mistakes is considered to be extremely of import. The purpose is to be ‘ able to read literature written in the mark linguistic communication. Sub-aim is to develop pupils ‘ heads through good mental exercising. Role of the instructor is really traditional – instructor is the authorization.
The major feature of the grammar-translation method is, exactly as its name suggests, a focal point on larning the regulations of grammar and their application in interlingual rendition transitions from one linguistic communication into the other. Vocabulary in the mark linguistic communication is learned through direct interlingual rendition from the native linguistic communication, e.g. with vocabulary trials such as:
the house = das Haus the mouse = dice Maus
Very small instruction is done in the mark linguistic communication. Alternatively, readings in the mark linguistic communication are translated straight and so discussed in the native linguistic communication, frequently precipitating in-depth comparings of the two linguistic communications themselves.Grammar is taught with extended accounts in the native linguistic communication, and merely subsequently applied in the production of sentences through interlingual rendition from one linguistic communication to the other, e.g.Do you have my book? = Hast du mein Buch? Ich wei & # 223 ; nicht, wo dein Buch ist. = I do n’t cognize where your book is. [ 38, 8 ]
As Omaggio describes is, proving of the pupils is done about entirely through interlingual rendition: “ pupils had learned the linguistic communication good if they could interpret the transitions good. ”Appendix D
3
Approbation
Writing this research paper under the rubric & # 8220 ; Methods and rules of learning in foreign linguistic communication instruction and larning & # 8221 ; we identify that it demands the edifice up the system of rules which may do it easy for instructors and pupils to cover with. It is connected with all subdivisions of the linguistic communication. In this research we have observed merely one portion of immense procedure – the manner of learning vocabulary, by other words, we tried to infer the chief rules of learning vocabulary.
Geting a big vocabulary can profit you in school, at work, and socially. It will enable you to understand others ‘ thoughts better and to hold the satisfaction of acquiring your ideas and thoughts across more effectively.Of class, you already cognize 1000s of words, and you will go on to larn more whether you work at it or non.
The fact is that many of the words you know were likely learned merely by coming across them frequently plenty in your reading, in conversation, and even while watching telecasting. But increasing the gait of your acquisition requires a consistent, dedicated attack. If you learned merely one new word a twenty-four hours for the following three old ages, you would hold over a thousand new words in your vocabulary. However, if you decided right now to larn 10 new words a twenty-four hours, in one twelvemonth you would hold added over three 1000 to what you already cognize, and likely hold established a lifetime wont of larning and self-improvement.
The research paper allows us to look into different rules and methods of learning vocabulary in FLTL which we used on our lessons while the pattern.
The contents of this research paper help us to utilize different methods on the practicing of learning English.
3.1 Aim and conditions of approbation, descriptions of scholars
In pedagogical patterns, foreign linguistic communication scholars have to work in originative and modern ways to traverse disciplinary boundaries, incorporate the survey of all sorts of stuff in add-on to the purely literary, and advance broad cultural understanding through research and instruction. It is clip for all linguistic communication plans in all establishments to reflect this transmutation.
The purpose
of our approbation is to cognize on pattern the demands to the learning foreign linguistic communication vocabulary in modern secondary schools, the basic rules of learning vocabulary in FLTL, looking for interesting and effectual ways of instruction and larning foreign linguistic communication vocabulary in conformity to clip in order to do lessons effectual, productive, valuable, interesting on each phase of the instruction procedure.
Everything depends upon the abilities of scholars. They prefer to work in different ways, particularly when the instructor absolutely use the rules and assorted methods.
When the manner of introducing and doing lesson is interesting and colourful, all the stuffs ever memorized. From our point of position the suggested rules and methods of learning vocabulary includes all for bettering linguistic communication accomplishments: Reading, Writing, Speaking, and Listening. It means while we use rules and methods of learning vocabulary we can better one or several of these accomplishments in group work.
We had pattern in secondary school by Syrbay Maulenov. The status for learning and larning the foreign linguistic communications and in this school English are done: they have computing machine categories, synergistic board, multimedia composites and other technological equipments for English lessons.Conditionss of approbation
straight depend on who the scholars are, their present degree of linguistic communication proficiency, instructor and scholar ends and outlooks, the instructor & # 8217 ; s learning accomplishments and the degree of proficiency in the mark linguistic communication, available instructional resorts, the content and conditions of the group.
3.2 Phases of approbation
Systematic direction refers to a carefully planned sequence for direction, similar to a builder & # 8217 ; s design for a house. A design is carefully thought out and designed before edifice stuffs are gathered and building Begins. The program for systematic direction is carefully thought out, strategic, and designed before activities and lessons are developed. Systematic direction is clearly linked within, every bit good as across the five major countries of reading direction ( phonemic consciousness, phonics, eloquence, vocabulary, and comprehension ) . For systematic direction, lessons build on antecedently taught information, from simple to complex, with clear, concise pupil aims that are driven by ongoing appraisal. Students are provided appropriate pattern chances which straight reflect direction.
Exploitation of some techniques consistently helped pupils to work out the wont for different activities. In this manner we tried to follow the construction of the lesson which we had built from the beginning of the pattern. First of all each lesson we started with warming-up activity, that normally was done to remind the utile vocabulary which they have already studied. Each work was planed and we had to be after our lessons in order to do them meaningful. Planing the lesson play the greatest function in learning and analyzing English. It is an built-in portion of the whole instruction procedure. In that school we were practising in 9th
signifier. The category is deepened analyzing English linguistic communication. There were 9 students in our group. They showed their accomplishments, their cognition. For them lessons were interesting, they were eager to hold the lessons of English.
3.3 The consequences of approbation
In our assignment we tried to demo how instructor could assist kids to develop their cognition of vocabulary through the sing some rules for learning vocabulary. we believe that the most effectual manner for larning and analyzing foreign linguistic communication is systematical pattern of utilizing vocabulary in address. The motive of pupils besides plays the cardinal function in procedure of acquisition and utilizing of different unusual ways of learning aid to increase the motive for kids.
From the observation we noticed that promoting the pupil and the right intervention of mistakes help pupils to take part actively and break barriers in speech production. However, the deficiency of clip makes it hard to set into pattern all these rules toward the all pupils.
Decision
Vocabulary is an of import portion of the English instruction procedure. It issupposed to be a really effectual communicative device as it carries the highest degree of importance within peoples & # 180 ; verbal interaction.
However, languageitself is non merely single lexemes put together, but it is necessary to followa set of grammar regulations to guarantee right comprehension of talker & # 8217 ; s purpose.
Therefore, vocabulary together with grammar regulations acquisition playssignificant function in foreign linguistic communication instruction. The intent of research paper is to happen out the appropriate rules and methods for learning vocabulary.
The first portion is devoted to the theory of vocabularyteaching and present techniques in the schoolroom.
Practical portion was realized in the schoolroom utilizing different approachfor each. The chief end is to measure therelationship between learning attack and pupils & # 8217 ; concluding cognition, concentrating on vocabulary burden. Hypothesis proved during the practical portion — grammar-translation pupils tend to utilize instead narrow scope of
linguistic communication with jobs to incorporate it within context, – witting acquisition of regulations does non take to linguistic communication acquisition, – communicative attack prepares pupils for existent communicating, pupils are non dying about experiments with linguistic communication and they areable to react the context good.
We presented the development in linguistic communication learning country. We used the method of comparing, analyzing and analysing scientific literature, method of processing and reading informations, observation of the procedure of instruction and larning foreign linguistic communications at school, descriptive method we investigated and found out and turn out the importance, the distinctive features, types and ways of utilizing technological equipments in instruction and larning foreign linguistic communications.
In decision, foremost, instructors should fix themselves for the undermentioned rules and methods of learning vocabulary in FLTL, cause foreign linguistic communication preparation will be more efficient.
Mentions
1.
Anderson, A & A ; Lynch T ( 1988 ) Listening. Cambridge: Cambridge University Press.
2.
Andrew, W. ( 1989 ) Pictures for linguistic communication acquisition. Cambridge University Press.
3.
Brown, G. ( 1990 ) Listening to talk linguistic communication.
