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The Teaching and Learning of Vocabulary: Perspectives and Persistent Issues
Michael Kamil, Elfrieda H Hiebert
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This volume addresses the role of vocabulary in reading text. The types of vocabulary in texts that are used for instruction is but one of the problems that need to be addressed in vocabulary research and instruction. Our task, in this introductory chapter, is foreshadowing the themes that run throughout the volume. In so doing, the chapter begins by outlining a perspective on vocabulary learning, especially as it relates to the reading of text. The second section of the chapter develops a perspective on vocabulary teaching as it pertains to reading text. The final section of the chapter presents several persistent issues in the teaching and learning of vocabulary—issues that, if not the direct focus of every chapter in this volume, underlie much of the work of contributors to this volume.
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H Thomson (2014) Vocabulary, revision and growth online Edited by: A. Coxhead. pp. 235-237 Alexandria, Virginia: TESOL Inc. New Ways in Teaching Vocabulary revised.
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Vocabulary development, use of dictionary, meaning relations and spelling are areas of significant importance for learners of English, as discussed in this unit. A good knowledge of these areas shows the level of competence of the learner in English usage. Learners need to learn new words to become familiar with different vocabulary in English in order to have easy access to vocabulary choices in expressing their needs and experiences. In learning a new word, therefore, the function of a dictionary is significant. A standard dictionary contains virtually all or ninety per cent of the vocabulary in the target language. A dictionary gives linguistic information about the meaning, spelling, pronunciation, word class, tense, synonym(s), and origin of a word. How then does a learner use the dictionary to develop the vocabulary? Meaning is what is meant by a word, action, idea and so forth; and it is the message derived from an utterance in a communicative situation. In this unit, we will provide answers to the foregoing question and examine the different types of meaning, including denotative meaning and connotative meaning, and examine the different types of lexical relations, including synonymy, antonymy, homonymy, polysemy, homophony and meronymy. Finally on spelling, we believe that spelling has to do with the order in which letters are used to represent words. Spelling in English is an area that often creates problem for students, especially since many words in English are not written or realised as they are pronounced. Hence, what do learners and users of English need to do in order to spell English words correctly? Answers are provided in this unit.
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METHODS AND APPROACHES IN VOCABULARY TEACHING AND THEIR INFLUENCE ON STUDENTS' ACQUISITION
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Teaching and Learning Vocabulary
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In Teaching and Learning Vocabulary, Hiebert and Kamil bring a collection of valuable pieces of research to practice. The book provides learners, teachers, materials developers, researchers, and curriculum designers with an informative compilation of articles in three distinctive sections. The sections are designed in three main categories such as: How vocabulary is learned, how vocabulary is enhanced by the instruction, and finally how words are selected for instruction. In all chapters, an attempt is made to bring different researchers to a common idea of the effect of vocabulary enhancement on the reading comprehension. The book is designed in 12 chapters with chapter 1, as an overview to the theme of the book, and chapter 12 as a conclusion by the editors themselves seeking an effective vocabulary curriculum for elementary students. Each chapter is reviewed as follows. Hiebert and Kamil, in Chapter One provide readers with an overview to themes that run throughout the book. The chapter addresses the reader to the importance of vocabulary in reading text and continues with different research and statistics to bring evidence to the relationship between oral language and word recognition perspectives on vocabulary teaching. This relationship is also evidenced by findings of the National Reading Panel (NRP) such as the need for direct instruction of vocabulary items, repetition, and multiple exposures to vocabulary depending on a variety of methods for vocabulary instruction. Finally the chapter goes to the end with focusing on persistent issues requiring additional attention by researchers. The size and type of words to teach are included in this section. Chapter Two generally deals with perspectives on how vocabulary is learned and mainly brings reasons to necessitate teaching comprehensive vocabulary in the long term. Also the importance and complexity of the relationship between vocabulary knowledge and reading comprehension is emphasized. The chapter starts with exploring some characteristics of an effective vocabulary instruction. The researcher introduces the reading comprehension through three aspects, such as: Causal, Reciprocal, and Indirect links. Focusing on a rationale for effective vocabulary
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Vocabulary Through Morphemes: Suffixes, Prefixes, and Roots for Intermediate Grades Research base and curriculum overview
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