Lewis & Lewis - Language Support Resource


Language Support Resource
Lewis & Lewis Home I Introduction I Observational Profile I General Principles I General Activities

VOCABULARY TEACHING PRINCIPLES

When implementing any language teaching, consideration of the set of general principles outlined elsewhere on this website should occur. This sheet suggests additional points to consider when targeting vocabulary related activities.

1. As outlined in the Language Support Program (pg 95), the following sequence is recommended when new words are introduced:

Provide students with instances where the word occurs highlighting its meaning;
Say the new word accurately and ask the students to say the word;
Describe the actions that characterize the word;
Suggest how the new word is like words the students already know;
Suggest synonyms for the word;
Identify contexts in which the word is and is not appropriate;
Define the meaning of the word; and,
Ask the students to repeat the meaning of the word.

2. Teaching activities in which students have been given both information about the word’s definition as well as examples of word’s usage in a variety of contexts has been effective in achieving vocabulary knowledge gains.

3. The National Reading Panel (2000) reviewed the research on intervention strategies found to be effective when aiming to enhance reading vocabulary. They also have relevance when the focus is to enhance oral vocabulary.

Vocabulary should be taught both directly and indirectly;
Repetition and multiple exposures to new words are important;
Learning should occur in rich and varied contexts;
Vocabulary learning should involve active engagement in the learning activities;
Computer programs can be effective in helping teach new vocabulary;
Dependence on a single vocabulary instruction method will not achieve optimal learning.