Teaching Vocabulary :

Introduction :

Words are essential for communication. Children start speaking single words and then move on to chains of words. Vocabulary building is an important part of second language learning.

Types :

For purposes of teaching, vocabulary is divided into 3 types :

1. Ad-hoc vocabulary :

This is necessary for understanding a particular lesson but not likely to occur in general use. For example the word 'chasm' in Coleridge and Shelley's poems.

2. Passive/Recognition vocabulary :

This is necessary for comprehension in general. Student knows and recognizes it but does not use it in his own speech/writing.

3. Active vocabulary :

This is the vocabulary known by the student and actively used by him in his own speech and writing.

The principles of selection, gradation and presentation must be followed in teaching vocabulary.

a) Selection -

All the words can not be taught together at a single time. The teacher has to select 'some words' to be taught at each successive stage of learning. He also decides whether these words are to be taught for active use or only for recognition purposes.

b) Gradation -

The teacher grades the words according to their difficulty level. Thus concrete words come earlier because they are easier to learn than abstract words. Similarly base/root words come first e.g. 'nation'. Derivatives (with prefixes /suffixes etc e.g. antinational, nationality, nationalize, nationalization) come later. Initially the words are taught in isolation and then we move to their use in sentences.

c) Presentation -

In presenting new words the teacher should make the students aware of their 'sound', 'sense' and 'shape' i.e. their pronunciation, meanings and spelling.

Words have to be taught in context and not in isolation because they get their meaning from the context in which they occur. Contextualized presentation is thus an important technique in vocabulary teaching. Most English words have multiple meanings and the specific meaning of a word becomes clear only in a context. (e.g. bar of sap, bar of chocolate, beer bar, milk bar etc)

Apart from contextualization, training the students in using dictionary is extremely important. The dictionary may be in a book format or a mobile app. Constant use of dictionary is necessary for maximum vocabulary learning.

Following techniques are also useful for teaching vocabulary .

1. Pasting name-labels on objects

2. Using blackboard sketches and pictures in magazines/books ete

3. Using real classroom objects like clock, calendar, table, chairs, benches, windows etc

4.Using physical gestures

5. Demonstrating actions like walking jumping, etc

6. Teaching synonyms antonyms and their uses.

7. Teaching the concept of 'lexical sets' or word categories

8. Teaching about various word formation processes

9. Giving mother tongue equivalents whenever necessary.

10. encouraging students to guess the meanings of words from the context

Words taught through these techniques have to be repeated several times to consolidate their learning. Retention of vocabulary learnt at earlier stages is necessary. Continuous expansion of the vocabulary is possible only by developing reading habits among the students. It is a never ending process because languages like English are very rich in vocabulary. Nevertheless enrichment of vocabulary through reading contributes to your personality development, academic success as well as professional achievement.

Teaching Grammar :

The word grammar can refer to 3 types of grammar:

1. Every native speaker - literate or illiterate- uses his mother tongue correctly. He has unconscious knowledge of the rules of his own language. He knows it intuitively without going to school. This is Native speaker's grammar.

2. Linguists like Bloomfield, Chomsky and Halliday have analyzed language scientifically and described it. This kind of formal analysis and description of language is called Linguist's grammar or Descriptive grammar.

3. Grammar also refers to the rules prescribed for the correct use of language. Wren and Martin and Nesfield have written such grammar books for the benefit of students. Such grammars are called Prescriptive grammar or Teacher's grammar because it is useful in teaching.

There are 2 Methods of Teaching Grammar :

1. Deductive Method :

Deductive method is traditional method of teaching grammar. It is also known as a 'top-down' approach. Here the teacher first explains the rules to students and then gives examples. For example: Rule - the present perfect is made of 'have' plus the past participle of main verb. It expresses an action completed in recent past. Example - I have finished my work. This method is not very effective because students find it dull and boring.

2. Inductive Method :

Inductive method is known as a 'bottom-up' approach. Here students discover grammar rules on their own from the examples given by teacher while working through exercises. Here the sequence is from examples to rules. This method is more effective and interesting because it ensures active participation of student in the process of rule discovery.

Every language has its own rules and the teacher's job is to explain and teach them. But it is important to know that grammar rules are not static. They are just conventions of language and like all conventions, grammar rule also change with times. So a teacher should remember that rules are important but current usage is more important than some outdated rule. Also a teacher's job is to teach the use of language. He should help students to internalize grammar rules by giving him lot of practice. Mere knowledge of rules is of no use if the students can not use these rules to construct sentences of their own and use them in their speech and writing. So our focus is to teach 'language' and not 'about language'. The emphasis should be on oral drills, pattern practice, substitution tables, matching tables and similar other exercises. Explanations are important but practice is more important in grammar.

Maximum exposure to language is necessary for learning grammar. After all native speakers learn their language simply by lot of exposure to language and not by formal teaching.

J.P.B. Allen suggests following four approaches to the teaching of grammar :

1. Situational method -

It aims at creating situations of language use and help students to discover underlying rules instead of the teacher overtly explaining them. Play-acting element in this method encourages the young learners.

2. Pattern practice -

Is based on repetition of certain structural patterns and it aims at developing and consolidating newly learnt language rules or patterns. Oral drills also form a part of pattern practice.

3. Grammatical explanation -

This is suitable for adult learners who have enough language experience. Grammatical explanations have to be contextualized with examples. Use of contrasts is also qute helpful. Grammar item are learnt better when presented in contrast with others. For example - Simple present vs present continuous - I generally write with a blue pen but today I am writing with a black pen.'

4. Multiple approaches -

None of the above is complete in itself so a combination of all the three is always practically useful. The teacher is the best judge and he can decide the best way to teach his students. This kind of flexible approach may be called a multiple line approach.

Lastly we must note that grammar teaching also follows the principles of selection, gradation and presentation. In other words we can not teach all the grammar points at the same time. We have to focus only on a few selected grammar items at one particular stage; grade them according to their difficulty level (easy to difficult sequence); and present them in appropriate context for better learning.