Teaching Vocabulary

When does a teacher have to deal with vocabulary?

As a pre-teaching stage before listening or reading.

Items as they arise.
Student questions.
Vocabulary lessons.
As a follow up stage to a skills lesson.

NB remember this doesnt always need to be a teacher centred phase, exploit peer
explanations / student centred exercises / dictionary work.
How can a teacher present vocabulary and establish meaning?
NB think of the simplest way to elicit the word, this might be:
Pictures: a sketch, flash card, photo. Whats this? Does anyone know what
the name for this animal is?
Mime / gesture. Watch me,(teacher yawns) how am I feeling?
Synonym / antonym. Whats another word for? Whats the opposite of tall?
Description / definition. What do we a call a place you go to swim?
Context / example. Yesterday I went to a shop, and I bought lots of fruit and
vegetables. Whats the name of the shop?
Translation. Who knows the word for cansado?
Points to remember:
Usually a combination is best.
Use simpler language than the word you are focussing on.
Acknowledge all student suggestions, not just the one youre looking
for.
If the students do not know the word, the teacher must supply it.
Dont spend too long trying to elicit the word. If your presentation is
clear and the students cant tell you the word, they probably dont
know it.
What stages should follow?
Remember that just because one student may produce the word, that does not
necessarily mean that all the others know it. (Cue peer explanation) You need to
check they can all understand and say it.
Prepare concept check / check questions to check understanding. These can be
simple yes/no questions; eliciting examples; personalised questions.
Drill. NB Repeat the word clearly a couple of times yourself first. Choral drill several
times, then invite individuals to repeat the word.
Finally write the word on the board, with all the necessary information (i.e. part of
speech / stress / probable collocation.)

Criteria to consider when selecting vocabulary for pre-teaching.

Number of items (10 is a probable maximum, think about the time you have
available and how much st.s can take in.)
Does the item fit into the students current level? (Lower levels need core
vocab. items.)
Type of student/where are you in the world?
Is it in common everyday use? (deluge vs. flood)
Is it key to st.s understanding of text/ability to do tasks set?
is it destined for active or passive vocabulary?
What problems may they have? (pron.? similarities/differences to word in
own language?)
Is it teachable? Do st.s have sufficient language for you to illustrate its
meaning?
Is it pronounceable?

Active and passive vocabulary

We recognise and remember more words than we actually use i.e. our passive
(receptive) vocabulary is greater than out active (productive) vocabulary. We
normally see/hear a word many times in differing contexts before we begin to use it,
i.e. there is an incubation period.
The same goes for EFL students who will have an active vocabulary (words they
understand, can pronounce accurately and produce appropriately in speaking and in
writing) and a passive vocabulary (words they recognise and understand in context
but which they cannot produce accurately).
When teaching vocabulary the teacher must decide if students will need a passive or
an active knowledge of the words.
If only passive knowledge is required we may explain words as they appear in
context, with a glossary or dictionary follow-up work. If the word is destined for the
active vocabulary i.e. needs to be retained and used, other methods will be required
to facilitate the learning process.

Can vocabulary be taught?

We cannot learn for the student, but we can facilitate the learning process by
following the three key stages.
Careful selection of vocabulary.
Effective presentation.
Providing engaging and meaningful practices.