CONCEPT VOCABULARY
A.
Definition
of vocabulary
A person's vocabulary is the set of words they are
familiar with in a language a vocabulary usually grows and evolves with age,
and serves as a useful and fundamental tool for communication and acquiring
knowledge it is also useful for learning a second language as of basic
vocabulary and advanced vocabulary.
Vocabulary according to in word are represent a name,
characteristic, form, and kind of thing can use language unit that have
meaning, whereas vocabulary in term are represent a sense in a sure level.
Vocabulary are the all word that a person knows or uses, the
word in a particular language, the words that people use when they are talking
about a particular subject, and a list of words with their meanings, especially
in a book for learning a foreign language.
A psychologies
cognitive and transformation language that learning language is word
that never student ear or know before, next according of them that learning
language not only imitated by student but by the role of using language can
help the teaching process and use the words.
Research on vocabulary in recent
year has done a great deal to clarity the level of vocabulary learning learners
need to achieve in order to read both simplified and un simplified materials
and to process different kinds of oral and written text, as well as the kinds
of strategies learners use understanding, using and remember words.[1]
Vocabulary is the content and
function words of a language which are learner thoroughly so that they can come
a part of child’s understanding, speaking and later reading, writing. We can
say that this definition is something in connection with the child’s language development
if we see it from the psycholinguistic point of view.[2]
And many other definitions, but it
is not necessary to describe all of them in this writing.
B.
How to learn
vocabulary
Everyone realize how important and the role of vocabulary is.
We know students must learn thousands of words that speakers and writes of
English use. Learning vocabulary is not simple matter. Everyone has a specific
technique how to learn English vocabulary well and how to memorize and use them
in real communication.
-
Kinds of
Vocabulary:
Basically, there are two kinds of vocabulary
namely, active and passive vocabulary. Active vocabulary is the vocabulary one
can produce, in speech particularly but also in unaided writing. Passive
vocabulary is the vocabulary one can understand in listening or reading. In any
language that one knows well, the passive vocabulary is larger than the active
vocabulary; this is in part due to the fact that active vocabulary items are
frequent in use and carry heavy functional load
Reading Vocabulary : A person's reading vocabulary is all the words he or she can
recognize when reading. This is the largest type of vocabulary simply because
it includes the other three
Listening vocabulary: A
person's listening vocabulary is all the
words he or she can recognize when listening to speech. This vocabulary is
aided in size by context and tone of voice.
Writing
vocabulary: A
person's writing vocabulary is all the words he or she can employ in writing. Contrary
to the previous two vocabulary types, the writing vocabulary is stimulated by
its user
Speaking vocabulary: A
person's speaking vocabulary is all the words he or she can use in speech. Due to the
spontaneous nature of the speaking vocabulary, words are often misused. This
misuse – though slight and unintentional – may be compensated by
facial expressions, tone of voice, or hand gestures
Vocal
vocabulary: "Focal
vocabulary" is a specialized set of terms and distinctions that is
particularly important to a certain group; those with a particular focus of
experience or activity. A lexicon, or vocabulary, is a language's dictionary,
its set of names for things, events, and ideas. Some linguists believe that lexicon
influences people's perception on things. English speakers can also elaborate
their snow and cattle vocabularies when the need arises
Vocabulary
growth: Initially, in the infancy phase, vocabulary growth
requires no effort. Infants hear words
and mimic them, eventually associating them with objects and actions. This is
the listening
vocabulary. The speaking
vocabulary follows, as a child's thoughts
become more reliant on its ability to express itself without gestures and mere
sounds. Once the reading
and writing
vocabularies are attained – through questions and education –
the anomalies and irregularities of language can be discovered.
Passive
vs. active vocabulary: Even
if one learns a word, it requires a certain amount of practice and contextual
connections for one to learn it well. A rough grouping of words we understand
when we hear them encompasses our "passive" vocabulary, whereas our
"active" vocabulary is made up of words that come to our mind
immediately when we have to use them in a sentence, as we speak. In this case,
we often have to come up with a word in the timeframe of milliseconds, so one
has to know it well, often in combinations with other words in phrases, where
it is commonly used[3]
C. Some
concept of silent way
A psychologies cognitive and transformation language that
learning language is not necessary through repeated, they sure the teaching
process can create a new word that never student ear or know before, next
according of them that learning language not only imitated by student but by
the role of using language can help the teaching process and use the words.
Through Silent way a
teacher just point at the color card that fill with a letter or words. The
teacher point again not one moment with silence, after a teacher giving to produce
sound then the students produce suitable true, In teaching process a teacher as
much as possible silence they only guided the students or point the subject
Techniques in silent Way are:
- Sound-Color Chart 6. Word Chart
- Teacher’s Silence 7. Fidel Chart
- Peer Correction 8. Structured Feedback
- Rods
- Self-Correction Gestures
Cuisinere rods (small
rods of varying color and length) are typically used in this method to
introduce vocabulary and syntax, long with colorful wall charts. Instruction in
this method typically starts with sounds, the basic building blocks in any
language. The teacher usually provides single words or short phrases to
stimulate the students into refining their knowledge of the language with as
little correction/ feedback from the teacher as possible.
Larsen-Freeman, in her
book Techniques and Principles in
Language Teaching (1986:66-68) provides expended descriptions of some
common/ typical techniques closely associated with the
- Sound-Color Chart
The
teacher refers students to a color-coded wall chart depicting individual sounds
in the target language- students use this to point out and build words with
correct pronunciation
2.
Teachers Silence
Teacher is
generally silence, only giving help when it is absolutely necessary
3.
Peer Correction
Student and
encouraged to help each other in a cooperative and not competitive spirit.
4.
Rods
Rods are used it
to trigger meaning, and to introduce or actively practice language. They can
symbolize whatever words are being taught and be manipulated directly or
abstractly to create sentences
5.
Self-correction gestures
Teacher uses hands
to indicated to something is incorrect or needs changing- eg. Using finger as
words then touching the finger/ word that is in need of correction
6. Word Chart
Word are depicted on charts, the sounds in each
words correspponding in color to the sounds-color. Chart described
above-students use this to build sentences
7. Fidel Chart
A chart that is color-coded according to the
sounds-color chart but includes the various English. Spellings so that they can be
directly related to actual sounds
8.
Structured Feedback
Students are invited
to make observations about the day’s lesson and what they have learned
Like almost all methods, this one has had its fair share of
criticism. The method encourages the teacher to assume a distance that prevents
him / her from providing direct guidance when at times such guidance would be
helpful. It is criticizes as being too focused on building structure, and
misses out on cultural input through the language, and the silence of the
teacher can prevent students from hearing many active models of correct usage
that they may find useful. In trying to create a less orientated classroom,
many say that the silent way goes too far to the opposite extreme[4].
Other problems are the little more practical in nature.
Teacher has to prepare much money to sell tools that want to use in teaching
and learning process.
But, tools that use as media give advantages to easy a
process teach and learn because with a media can give concept’ basic truly,
concrete and real, media like: pictures,
film, model, graphic, and other that suitable on material[5]
A
lot can be taken from the method, however, if adapted and combined with
elements from other method, viewing language learning as an “exploratory”
process for students, of hypothesis building and trying out, is a very valuable
teaching principle. Having tried various SW-style techniques with young
learners, the writer would have to say that they are amazingly effective, and
students appear to enjoy the learning process much more when they have such an
active role in it. You can see various “Discovery learning” principle in a lot
of the materials I have created for this site, especially sentence building,
sentence navigation and conversation creation cards. However, I usually like to
combine the cognitive elements with a lot of contextual language input. There
are learner and teacher role in using Silent Way method in teaching and
learning process.
1. Learner role
*Learners
are expected to develop independence, autonomy and responsibility.
*Independent
learners are aware that they must depend on their own resources and realize
that they can use the knowledge of their own language to open up some things in
a new language.
2. Teacher role
*
Teacher silence is perhaps the most demanding aspect of the Silent Way. Teacher
silently monitors learners’ interactions.
*
“Teaching” meant to present an item once, using typically nonverbal clues to
get across meaning. So, teacher uses gestures, chart and manipulates in order
to elicit and shape student response[6]
D.
Why through Silent Way
Gattegno takes an openly skeptical view of the role of linguistic
theory in language teaching methodology. Accordio Caleb Gattegno that
linguistic students “may be a specialization, (that) carry with them a narrow
opening of one’s sensitivity and perhaps serve very little towards the broad
end in mind (Gattegno 1972:84). Gattegno views language itself “ as a
substitute for experience, so experience is what gives meaning to language “ (
gattegno 1972: 8) we are not surprised then to see simulated experiences using
tokens and picture charts as central elements in silent way teaching[7].
By looking at the material chosen and the sequence in which
it is presented in as silent way classroom, it is clear that the silent way
takes as structural approach to the organization of the language to be taught.
Language is seen as group of sounds arbitrarily associated with specific
meanings and organized into sentences or streams of the meaningful units by
grammar rules. Language is separated from its social context and taught through
artificial situation, usually represented by rods.
Gattegno sees vocabulary as a central dimension of language
learning and the choice of vocabulary as crucial. He distinguishes between
several classes of vocabulary items. The”semi luxury vocabulary” consist of
expressions common in the daily life of target language culture; this refers to
food, clothing, travel, family life, and so on. “Luxury vocabulary is used in
communicated more specialized ideas, such as political of philosophical
opinions. The most important for the learners deals with the most functional
and versatile words of the language, many of which may not have direct
equivalents in the learners native tongue. This “functional vocabulary” provides
a key, says Gattegno to comprehending “spirit” of the language.
- Advantages
*
This method fosters cooperative learning between individuals.
*
It embodies a new approach to education in general a respect for the individual
and an awareness of the individual’s extraordinary cognitive power.
-
Disadvantages
* For some teachers the rigidity of the system (no
repetitions by the teacher, no answers by the teacher) may be meaningless[8]
E.
Memorizing :
Memorization or memorizing
(also spelled memorisation or memorising) is the process of committing
something to memory. The act of memorization is
often a deliberate mental process undertaken in order to store in memory for
later recall items such as experiences, names, appointments, addresses,
telephone numbers, lists, stories, poems, pictures, maps, diagrams, facts,
music or other visual, auditory, or tactical information. Memorization may also
refer to the process of storing particular data into the memory of a device.
Some principles and techniques that have
been used to assist in memorization include:
- Rote learning : a learning technique which focuses not on understanding but on memorization by means of repetition. For example, if words are to be learnt, they may be repeatedly spoken aloud or repeatedly written down.
- A mnemonic : a type of memory aid. Mnemonics are often verbal, such as a very short poem or a special word used to help a person remember something, particularly lists, but they may be visual, kinesthetic or auditory. Mnemonics rely on associations between easy-to-remember constructs which can be related back to the data that is to be remembered. This is based on the principle that the human mind much more easily remembers spatial, personal, surprising, sexual or humorous or otherwise meaningful information than arbitrary sequences.
- A Mnemonic link system : a method of remembering lists, based on creating an association between the elements of that list. For example, if one wished to remember the list (dog, envelope, thirteen, yarn, window), one could create a link system, such as a story about a "dog stuck in an envelope, mailed to an unlucky black cat playing with yarn by the window". It is then argued that the story would be easier to remember than the list itself. Alternatively one could use visualization, seeing in one's mind's eye an image that includes two elements in the list that are next to each other. One could imagine a dog inside a giant envelope, then visualize an unlucky black cat (or whatever that reminds the user 'thirteen') eating a huge envelope. In order to access a certain element of the list, one needs to "traverse" the system (much in the same vein as a linked list), in order to get the element from the system.
- A peg system : a technique for memorizing lists. It works by pre-memorizing a list of words that are easy to associate with the numbers they represent (1 to 10, 1-100, 1-1000, etc.). Those objects form the "pegs" of the system. Then in the future, to rapidly memorize a list of arbitrary objects, each one is associated with the appropriate peg. Generally, a peglist only has to be memorized one time, and can then be used over and over every time a list of items needs to be memorized. The peglists are generated from words that are easy to associate with the numbers (or letters). Peg lists created from letters of the alphabet or from rhymes are very simple to learn, but are limited in the number of pegs they can produce.
- The Major system : a mnemonic technique used to aid in memorizing numbers which is also called the phonetic number system or phonetic mnemonic system. It works by converting numbers first into consonant sounds, then into words by adding vowels. The words can then be remembered more easily than the numbers, especially when using other mnemonic rules which call for the words to be visual and emotive.
- The Method of loci : a technique for memorizing practiced since classical antiquity which is a type of mnemonic link system based on places (loci, otherwise known as locations). It is often used where long lists of items need to be memorized. The technique was taught for many centuries as a part of the curriculum in schools, enabling an orator to easily remember a speech or students to easily remember many things at will.
- The Art of memory : a group of mnemonic principles and techniques used to organize memory impressions, improve recall, and assist in the combination and 'invention' of ideas. This group of principles was usually associated with training in Rhetoric or Logic from the time of Ancient Greece, but variants of the art were employed in other contexts, particularly the religious and the magical. Techniques commonly employed in the art include the association of emotionally striking memory images within visualized locations, the chaining or association of groups of images, the association of images with schematic graphics or notae ("signs, markings, figures" in Latin), and the association of text with images. Any or all of these techniques were often used in combination with the contemplation or study of architecture, books, sculpture and painting, which were seen by practitioners of the art of memory as externalizations of internal memory images and/or organization.[9]
F. Principles of Teaching and The Learning
Vocabulary
Wallace
(1989:27-31), in Rita (1994:6-8) indicates principles of teaching and learning
vocabulary as follows:
1. Aims
In the teaching vocabulary, we have to be clear about our aims, how many of
vocabulary listed we expect learners to be able to do if it is not clear on
listed point, it will be difficult to assess how successful the vocabulary
learning has been
2. Quality
Having decided on what involved in vocabulary learning,we may that decide
on the quality of vocabulary to be taught, the numbers if new words that our
students can learn. If we expect the words that will be taught become part of
students’ active vocabulary, then we put the number of the words as low as around
five to seven new words. There are many
words the learners can be confused, discouraged, and frustrated.
3. Need
In most cases, the choice of vocabulary taught
to the students, the teacher uses course book or syllabus. In any case, the
teachers in choosing the vocabulary that are going to be taught will relate to the aims of the
course and objective of individual lesson. It is also possible for the
teachers, in a sense, to put the responsibility
of choosing the vocabulary to
be taught on student. In the
words, the students are put in the
situations where they have to communicative the words he needs, as they need them, using the teacher as impotant
4. Frequent exposuas and repetition
In teaching and
learning vocabulary, these has to be certain amount of repetition until there
is evidence that the students have learnt the target words. The simple way of
checking that the learning has been done is by seeing whether the
student recognize the target words and identify the meanings. If the word have
to be part of the students’ productive vocabulary, the must be given an
opportunity to use them, as often necessary for them to recall the words at
will, with the correct stress and pronunciation.
5.
Meaningful presentation
In presenting
the vocabulary lesson, the students must have a clear and specific
understanding of what words denote or refer to. This requires that the words
presented in such a way their denotations and references and perfectly and
unambiguous.
6.
Situation presentation
The words presented appropriate to the students situation
or conditions.
7.
Presenting in context
Words very
seldom occur in isolation, so it is important for the students to know the
usual collocations that a word occurs in.
8.
Inference (guessing) procedures in vocabulary learning
Guessing is
one way in learning vocabulary. Guessing leads the students to think the
meaning of the new words taught students guess the meaning of word by hearing
them used in a certain situation, or sometimes by reading them in a certain
context. Usually it is clear in situation what particular thing someone in
referring to, in a written context a bit more detective work maybe called for.
[1]Jack
C Richard and Willy A.Renandya, Methodology in Language Teaching, (In
The United States of America : Cambridge University Press,2002), p. 255-256
[2]Good
in Djuwaria Ahmad in Ega Riskan, Teaching vocabulary using a pictures,(A
thesis graduate program state of STAIN Watampone) p.7
[5]
Asnawir,dkk Media Pembelajaran, (Cet 1; Jakarta; Ciputat Press, 2002) p.
14
[6]
John Pint, upload Mar 8, 2009, Teaching Vocabulary the Silent Way, Caleb
Gattegno’s approach to foreign-Language Vocabulary Building, accessed in
Jun 2011, http://www.slideshare.net/libiaespecializacao/silent-way-2461139
[7]
Jack C. Richards and Thedore s. Rodgers, Approaches and Methods in language
teaching (Australia; University Press, 1986) p. 101
[8] loc cit
[9] Mark shead, (2007). How to memorize
verbatim text, accessed August 2011 http://en.wikipedia.org/wiki/Memorization
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