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TEACHING VOCABULARY - Coggle Diagram
TEACHING VOCABULARY
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to LEARN a word
categorising = the way children typically learn new words: they learn how far they can extend the concept connected with the word – e.g.: not just our dog is called a dog
labelling = the way children typically learn new words: they connect objects and concepts with words
network building = constructing a web in our mind from the words stored in the mental lexicon and establishing connections between them – e.g.: the dog is an animal
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to REMEMBER a word
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moving into the long-term memory:
- repetition
- retrieving it from the memory
- distributed practice
- making decisions about the word
- read it out loud
- visualising a mental picture to go with the word
- putting words to work
- tricks/rules
- motivation & conscious attention
- making affective judgements
to PRESENT words
How many words to present?
- the level of the learners
- their familiarity with the word (if they are likely to have met the word before)
- the difficulty of the items (if it is an object or an abstract concept + pronunciation)
- teachability (=if it is easy or difficult to explain)
- the aim: receptive or productive knowledge
- enough time to put them into practice
--> 10-12 items
How to present?
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using real objects or pictures/flashcards/drawings/wall charts to illustrate the word
-->good for beginners and mixed nationality classes
--> good for practice too
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providing an example situation / sentences
--> can be combined with visual means
--> students are more cognitively engaged
--> contextualizes the word!! (they get a feel of the uses as well)
--> the more personal the better
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