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Vocabulary is the knowledge of words and their meanings. Vocabulary knowledge expands over a lifetime and involves more than just definitions - it's understanding how words fit into the world. Effective vocabulary instruction explicitly teaches both specific words and word-learning strategies like dictionary use, morphemic analysis, and contextual analysis. Teachers should guide students to learn appropriate words by considering context, usage, morphology, frequency and coverage, and teaching different learning strategies.

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Cesar Jr Ornedo Orilla
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74 views2 pages

For RRL

Vocabulary is the knowledge of words and their meanings. Vocabulary knowledge expands over a lifetime and involves more than just definitions - it's understanding how words fit into the world. Effective vocabulary instruction explicitly teaches both specific words and word-learning strategies like dictionary use, morphemic analysis, and contextual analysis. Teachers should guide students to learn appropriate words by considering context, usage, morphology, frequency and coverage, and teaching different learning strategies.

Uploaded by

Cesar Jr Ornedo Orilla
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Vocabulary is the knowledge of words and word meanings.

As Steven Stahl (2005) puts it,


"Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but
also implies how that word fits into the world." Vocabulary knowledge is not something that can
ever be fully mastered; it is something that expands and deepens over the course of a lifetime.
Instruction in vocabulary involves far more than looking up words in a dictionary and using the
words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and
intentionally through explicit instruction in specific words and word-learning strategies.

According to the National Reading Panel (2000), explicit instruction of vocabulary is highly
effective. To develop vocabulary intentionally, students should be explicitly taught both specific
words and word-learning strategies. To deepen students' knowledge of word meanings, specific
word instruction should be robust (Beck et al., 2002). Seeing vocabulary in rich contexts
provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary
learning (National Reading Panel, 2000). Such instruction often does not begin with a definition,
for the ability to give a definition is often the result of knowing what the word means. Rich and
robust vocabulary instruction goes beyond definitional knowledge; it gets students actively
engaged in using and thinking about word meanings and in creating relationships among words.

Research shows that there are more words to be learned than can be directly taught in even the
most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies
gives students tools for independently determining the meanings of unfamiliar words that have
not been explicitly introduced in class. Since students encounter so many unfamiliar words in
their reading, any help provided by such strategies can be useful.

Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis.
For ELLs whose language shares cognates with English, cognate awareness is also an important
strategy. Dictionary use teaches students about multiple word meanings, as well as the
importance of choosing the appropriate definition to fit the particular context. Morphemic
analysis is the process of deriving a word's meaning by analyzing its meaningful parts, or
morphemes. Such word parts include root words, prefixes, and suffixes. Contextual analysis
involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it.
Instruction in contextual analysis generally involves teaching students to employ both generic
and specific types of context clues.

. It is the teachers' job to guide student to learn appropriate words (Shewell, 2009). In her literature
review, Mei-fang (2008) identified several approaches teachers are urged to keep in mind when teaching
vocabulary, namely context, usage, morphology, grammar, frequency, and coverage (Mei-fang, 2008). In
addition, teachers should not treat all words indiscriminately (Mei-fang, 2008;Fang and Xi-ya, 2009), help
students select vocabulary words that lend themselves to categorization, and that have depth of
processing with emphasis on inferencing strategies and mnemonics, such as keyword method (Broady,
2008), explain the targeted words, offer valuable feedback and finally teach the students to use different
strategies to help them learn the targeted words (Shewell, 2009;Swanson and Howerton, 2007). .

... It is the teachers' job to guide student to learn appropriate words (Shewell, 2009). In her literature
review, Mei-fang (2008) identified several approaches teachers are urged to keep in mind when teaching
vocabulary, namely context, usage, morphology, grammar, frequency, and coverage (Mei-fang, 2008). In
addition, teachers should not treat all words indiscriminately (Mei-fang, 2008;Fang and Xi-ya, 2009), help
students select vocabulary words that lend themselves to categorization, and that have depth of
processing with emphasis on inferencing strategies and mnemonics, such as keyword method (Broady,
2008), explain the targeted words, offer valuable feedback and finally teach the students to use different
strategies to help them learn the targeted words (Shewell, 2009;Swanson and Howerton, 2007). ...
 In her literature review, Mei-fang (2008) identified several approaches teachers are urged to keep in mind
when teaching vocabulary, namely context, usage, morphology, grammar, frequency, and coverage (Mei-
fang, 2008). In addition, teachers should not treat all words indiscriminately (Mei-fang, 2008;Fang and Xi-
ya, 2009), help students select vocabulary words that lend themselves to categorization, and that have
depth of processing with emphasis on inferencing strategies and mnemonics, such as keyword method
(Broady, 2008), explain the targeted words, offer valuable feedback and finally teach the students to use
different strategies to help them learn the targeted words (Shewell, 2009;Swanson and Howerton,
2007). ..

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