![International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD27861 | Volume – 3 | Issue – 5 | July - August 2019 Page 1855
“Comprehension of vocabulary relies on strategies that
permit one to understand words and store them, to commit
them to memory, that is, while production concerns
strategies that activate one’s storage by retrieving these
words from memory, and by using them in appropriate
situations. The priority this distinction assigns to
comprehension is one of many reasons why a growing
number of researchers believe that comprehension should
precede production in language teaching.”
Vocabulary and context
One of the core themes is that language reflects the contexts
in which it is used and the purposes to which it is put.
Language has particular implications for practice when it is
also best encountered and learned incontext.Itislearningof
lists of decontextualized vocabulary items. Rather than the
focus in class will be on encouraging learners to develop
strategies for inferring the meaning of new words from in
which they occur, and teaching them to use a range of cues,
both verbal and non-verbal to determine meaning.
Five suggestions for teaching written vocabulary in context
are made by Kruse.
1. Prefixes, suffixes and roots (word elements): The only
most crucial vocabulary skill L2 learners can have is the
ability to recognize component parts of words, word
families. The number of absolutely new words he will
encounter is reduced and his control of the English
lexicon is increased.
2. Pictures, diagrams and charts:Obviously,forL2 learners
these clues must often be pointed out. There may be
difficult for learners to connect the illustration with the
item given.
3. Clues of definition: It is necessary for learners to notice
the many types of highly useful definition clues. Most
encountered clues are:
i. Parentheses or footnotes, which are the most obvious
definition clues. The student can be taught to recognize
the physical characteristics of the clue.
ii. Synonyms and antonyms usually occurwith other clues:
“that is” clause, “is”clauses, explanations inparentheses,
and so on.
A. Recognisable sigle words giving definition clues is “is”
and “that is”.
B. Appositival clause constructions set off by “comma”,
“which”, “or”, or“dashes”arealsophysicallyrecognizable
clues.
For example,
I was born in Yangon, the most crowded city in
Myanmar.
I love Mandalay, which is the ancient city of Myanmar
Kings.
Isaac Newton discovered the force of gravity, or the law
of gravity.
I like diamond – the most precious stone.
4. Inference clues from discourse, which are usually not
confined to one sentence:
A. Example clues: where the meaning for the word can be
inferred from an example, usually use physical clues
such as i.e., e.g., and for example.
B. Summary clues: from the sum of the information in a
sentence or paragraph, the student can understand the
word.
C. Experience clues: the reader can get a meaning from a
word by recalling a similar situation he has experienced
and making the appropriate inference.
5. General aids, which usually do not help the studentwith
specific meaning, narrow the possibilities. The function
of the word in question, i.e. noun, adjective, etc. is
included and the subject is being discussed
(Kruse1979).
Conclusion
This paper aims to help learners to increase the knowledge
of vocabulary and to understand the meaningand theway to
use them in target situations. If learners understand the
vocabulary in context from reading, receptive skill, they can
apply the uses of vocabulary in their writing, productive
skill.
References
[1] Davies, P., and Pearse, E. 2000. Success in English
Teaching. Oxford University Press.
[2] Kruse, A. 1979. “Vocabulary in Context”. ELT Journals.
In Jordan, R.R. 1997. English for Academic Purposes: A
Guide and Resource Book for Teachers. Cambridge
University Press.
[3] Nunan, D. 1995. Language Teaching Methodology.
Europe: Prentice Hall.
[4] Rousoulioti, T. & Mounti. A (2016). Dealing with
unknown words in L2 reading: vocabulary discovery
and lexical infernecing strategies: (Nation, 2001; Read,
2002; Schmit, 2000).](https://image.slidesharecdn.com/356vocabularyabasicelementoflanguagelearning-190916074356/85/Vocabulary-A-Basic-Element-of-Language-Learning-2-320.jpg)
Vocabulary A Basic Element of Language Learning
- 1. International Journal of Trend in Scientific Research and Development (IJTSRD) Volume 3 Issue 5, August 2019 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470 @ IJTSRD | Unique Paper ID – IJTSRD27861 | Volume – 3 | Issue – 5 | July - August 2019 Page 1854 Vocabulary: A Basic Element of Language Learning Chaw Su Hlaing Lecturer, University of Computer Studies, Magway, Myanmar How to cite this paper: Chaw Su Hlaing "Vocabulary: A Basic Elementof Language Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456- 6470, Volume-3 | Issue-5, August 2019, pp.1854-1855, https://doi.org/10.31142/ijtsrd27861 Copyright © 2019 by author(s) and International Journalof Trendin Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative CommonsAttribution License (CC BY 4.0) (http://creativecommons.org/licenses/by /4.0) ABSTRACT The importance of developing the vocabulary learning skill is the most essential skill for foreign language learners. Language is sequential –speechis a sequence of sounds whereas writing is a sequence of symbols. To produce a good piece of writing, learners need to enrich their vocabularies. Vocabulary knowledge is also one component of language skills such as reading and speaking. Since the meanings of new words are emphasized frequently, vocabulary learning plays a crucial role in foreign languagelearning.Teaching and learning vocabulary in context also helps learners for inferring the meaning of new words. Vocabulary development is concerned with all four language skills and it can be treated as a link between reading and writing. KEYWORDS: vocabulary INTRODUCTION Knowing rich vocabularies is vital for language learners because there will be some difficulties incommunicationduetolimited vocabularyintargetlanguage. Vocabulary plays a vital role for learners in learning a language. The forefront consideration of teaching or learning and language assessment, of both first language (L1) and second/foreign language (L2), based on vocabulary comprehension and use. Literature Review Regarding teaching and learning vocabulary, vocabularydevelopment,which is necessary in all four language skills, are needed. In order for learners to tackle the vocabulary in reading passage and to be able to write efficientlytheirwriting,some strategies and tactics are needed to know and apply. And knowing vocabulary is apparently based on the way to memorise the new words and phrases. Vocabulary in Language Teaching and Learning Vocabulary is more vital than grammar in communication. However, learners feel frustrated when there have been some difficulties to communicate because of lack of words they want to express their ideas. Although learning words involves complex knowledge, how to use them can be interesting and satisfying. In reading, if new vocabulary may occur unexpectedly, it is necessary to prepare to deal with it or to refer to dictionary. It is not a simple matter to learn words and how to use them. Vocabulary is almost infinite whereas grammar seems to be finite. Words are also more sophisticated because they perform differently in different languages. It is also difficult for foreign language learners to keep more words active and available for use. Learning can be consolidated while using words frequentlyand even daily in real life communication. It is needed for teachers to consider how toreactivatepreviouslyintroduced vocabulary as well as what new vocabularytointroduce.New words and expressions should be specified for each unit. Otherwise learners will have to do list suitable vocabulary. As a result, learners will be interested the selected vocabulary and it leads to interest of the topic of the lesson. The way to deal with new vocabulary The aspects of new vocabulary elements that learners may need to learn and to know about is as similar as to those of other language elements, grammar patterns or functional expressions. Meaning, use in communication,pronunciation and spelling, and grammar are oftheseaspects.Themeaning of new words and phrases can be described with L1 translation, or an equivalent word or expression. When learners have been given L1 translation, they get encouragement that they have learnt a word or expression constantly. Apparently, learnersmustbe abletoproduce and recognize the form of a new word and its meaning and use. Especially, pronunciation and writing phonemic script must be learnt. The best way is that new words are conferred orally first and in written form later. Through listening, learners can learn thepronunciationofwordand imitate and repeat it. Apart from the meaning, use in communication, pronunciation, and spelling of new vocabulary, a concept of how they perform in sentences. An appropriate context of presentation makes this kind of grammatical information clear without any need for grammatical terminology, but there may be arising some problems. Vocabulary development Vocabulary development is not a specific skill, however, it relates to language learning. Learners normally want to increase their store of vocabulary because they want their language improvement. The development of vocabulary is concerned with all four language skills. *This paper emphasizes on some useful strategies of teaching/learning vocabulary. Vocabulary learning and teaching is linked to reading and listening, with its receptive understanding of language, and writing and speaking, with its productive use. This has been expressed by Nattinger (1998): IJTSRD27861
- 2. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD27861 | Volume – 3 | Issue – 5 | July - August 2019 Page 1855 “Comprehension of vocabulary relies on strategies that permit one to understand words and store them, to commit them to memory, that is, while production concerns strategies that activate one’s storage by retrieving these words from memory, and by using them in appropriate situations. The priority this distinction assigns to comprehension is one of many reasons why a growing number of researchers believe that comprehension should precede production in language teaching.” Vocabulary and context One of the core themes is that language reflects the contexts in which it is used and the purposes to which it is put. Language has particular implications for practice when it is also best encountered and learned incontext.Itislearningof lists of decontextualized vocabulary items. Rather than the focus in class will be on encouraging learners to develop strategies for inferring the meaning of new words from in which they occur, and teaching them to use a range of cues, both verbal and non-verbal to determine meaning. Five suggestions for teaching written vocabulary in context are made by Kruse. 1. Prefixes, suffixes and roots (word elements): The only most crucial vocabulary skill L2 learners can have is the ability to recognize component parts of words, word families. The number of absolutely new words he will encounter is reduced and his control of the English lexicon is increased. 2. Pictures, diagrams and charts:Obviously,forL2 learners these clues must often be pointed out. There may be difficult for learners to connect the illustration with the item given. 3. Clues of definition: It is necessary for learners to notice the many types of highly useful definition clues. Most encountered clues are: i. Parentheses or footnotes, which are the most obvious definition clues. The student can be taught to recognize the physical characteristics of the clue. ii. Synonyms and antonyms usually occurwith other clues: “that is” clause, “is”clauses, explanations inparentheses, and so on. A. Recognisable sigle words giving definition clues is “is” and “that is”. B. Appositival clause constructions set off by “comma”, “which”, “or”, or“dashes”arealsophysicallyrecognizable clues. For example, I was born in Yangon, the most crowded city in Myanmar. I love Mandalay, which is the ancient city of Myanmar Kings. Isaac Newton discovered the force of gravity, or the law of gravity. I like diamond – the most precious stone. 4. Inference clues from discourse, which are usually not confined to one sentence: A. Example clues: where the meaning for the word can be inferred from an example, usually use physical clues such as i.e., e.g., and for example. B. Summary clues: from the sum of the information in a sentence or paragraph, the student can understand the word. C. Experience clues: the reader can get a meaning from a word by recalling a similar situation he has experienced and making the appropriate inference. 5. General aids, which usually do not help the studentwith specific meaning, narrow the possibilities. The function of the word in question, i.e. noun, adjective, etc. is included and the subject is being discussed (Kruse1979). Conclusion This paper aims to help learners to increase the knowledge of vocabulary and to understand the meaningand theway to use them in target situations. If learners understand the vocabulary in context from reading, receptive skill, they can apply the uses of vocabulary in their writing, productive skill. References [1] Davies, P., and Pearse, E. 2000. Success in English Teaching. Oxford University Press. [2] Kruse, A. 1979. “Vocabulary in Context”. ELT Journals. In Jordan, R.R. 1997. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge University Press. [3] Nunan, D. 1995. Language Teaching Methodology. Europe: Prentice Hall. [4] Rousoulioti, T. & Mounti. A (2016). Dealing with unknown words in L2 reading: vocabulary discovery and lexical infernecing strategies: (Nation, 2001; Read, 2002; Schmit, 2000).