Vocabulary...
DEFINITION:
Vocabulary is words. All words are vocabulary, not just the words that students study in school.
KEY TERMS:
- Academic Vocabulary - generally the vocabulary that a school deems important and common in academics, but not necessarily in conversation.
- Receptive vocabulary - vocabulary one can understand
- Expressive/productive vocabulary - vocabulary one can use in context
- Contextual analysis - learning a word through looking at context clues
- Morphological analysis - learning a word through understanding of certain morphemes
- Lexical resources - learning a word through looking it up in a dictionary or other defining method
DEVELOPMENT:
There are various stages of learning vocabulary:
1. General sense - knowing the connotations associated with words
2. Narrow sense - context-bound knowledge, looking to the text to understand a word
3. Having knowledge, but not being able to recall it readily and frequently to use it in an appropriate manner
4. Rich, decontextualized knowledge - knowing the word's meaning, relationship to other words, metaphorical usage
5. Vocabulary knowledge is related to perceived intelligence, to content learning, and reading comprehension
6. Students should be able to categorize their vocabulary knowledge into
- words they know well, can explain it, can use it in a sentence
- words they know something about, can relate to a situation
- words they have seen or heard
- words they do not know at all
7. Students may learn words through direct instruction, natural exposure through writing, reading, discussion, or through a combination of the two.
There are various stages of learning vocabulary:
1. General sense - knowing the connotations associated with words
2. Narrow sense - context-bound knowledge, looking to the text to understand a word
3. Having knowledge, but not being able to recall it readily and frequently to use it in an appropriate manner
4. Rich, decontextualized knowledge - knowing the word's meaning, relationship to other words, metaphorical usage
5. Vocabulary knowledge is related to perceived intelligence, to content learning, and reading comprehension
6. Students should be able to categorize their vocabulary knowledge into
- words they know well, can explain it, can use it in a sentence
- words they know something about, can relate to a situation
- words they have seen or heard
- words they do not know at all
7. Students may learn words through direct instruction, natural exposure through writing, reading, discussion, or through a combination of the two.
ASSESSMENTS:
Vocabulary chart
At this site, there are assessments and ideas for working vocabulary, it is compiled by Garfield.
Vocabulary chart
At this site, there are assessments and ideas for working vocabulary, it is compiled by Garfield.
SECOND LANGUAGE LEARNERS:
Vocabulary is a huge emphasis for SLL because it is the basis of literacy; the students can't read or write or comprehend speech if they do not understand the vocabulary used. SLL teachers constantly focus on expanding their vocabulary and often link/group words together in categories for understanding, this is not necessarily the same process for L1s.
Vocabulary is a huge emphasis for SLL because it is the basis of literacy; the students can't read or write or comprehend speech if they do not understand the vocabulary used. SLL teachers constantly focus on expanding their vocabulary and often link/group words together in categories for understanding, this is not necessarily the same process for L1s.
