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Learning Vocabulary
Many students have problems with vocabulary learning and it is considered as a kind of demanding process to them. But learning second language vocabulary is necessary for SL learners, because lexical problems interfere with communication and students are aware that communication stops when they lack the necessary words.
Learning vocabulary can be conducted through different ways that are either incidental or intentional. Many different strategies are considered as the incidental vocabulary learning. Vocabulary learning through reading is a kind of incidental vocabulary learning in which the learner tries to guess the meaning of new words through the clues available in the text. Vocabulary learning through puzzle is an intentional vocabulary learning in which the attention of the learner is directly focused on learning new words. Many studies have been conducted for providing some good strategies in vocabulary learning. This study is not to introduce different strategies of vocabulary learning, but to investigate the effect of two different methods of vocabulary teaching on the extent of learning. For this purpose the same words were chosen. They were introduced to the students through two different vocabulary teaching strategies. Both of them are introduced at the following.
Two strategies used in this study:
One of these strategies is learning new words through text and by guessing the meaning of new words and the other one is word play, that is, learning new words through crossword puzzles and scrambled words. The first strategy is to introduce some text to students and encourage them to guess the meaning of new words through reading the text and by the use of clues. The new unknown words are italicized and highlighted for consciousness-raising.
According to Watts-Taff and Graves, words are used in contexts differently. Sometimes they are clearly defined and mostly clues in the text can help learners to understand the meaning of the words. These context clues occur in different parts of the text in different forms. They are located before or after the new unknown words. The best clues are those that are located in the same sentences but sometimes, useful clues are in the next or other sentences and paragraphs. According to these clues, students can guess the meaning of new words.
Vocabulary leaning through text is beneficial in that memorizing the meaning of new words based on dictionaries does not make students familiar with the use of words in the contexts. The important issue that must be noted in this strategy is that students should be able to distinguish the whole meaning of the text, so this strategy is mostly used for advanced learners and those who are able to understand the general meaning of the text through the known words. This strategy helps students to get familiar with the usage of words in different contexts, so they can use these words regularly in their writing and speaking and the words do not revert to the students� passive vocabulary.
Much research has been done to investigate the extent of vocabulary learning through texts and the importance of guessing strategies in text reading. Studies like Liu and Nation (1984), Nagy et al (1984) and Mckeown (1985) have shown that students can learn new words by guessing the meaning of new words through texts. In their study Nagy et al. (1985) showed that vocabulary learning is affected by the text reading and guessing the meaning of new words through context. They also mentioned that older students could learn better through this strategy. Mckeown et al (1985), also in their study that was conducted in two weeks, showed that wide exposure to more contexts is very useful and beneficial in vocabulary learning. Both of these studies showed that text reading and context play a very important role in vocabulary learning.
The second strategy is to introduce new words to the students through puzzles. Deciphering crossword puzzles requires exact spelling, which for students may mean practicing dictionary skills. Students can expand their vocabulary through playing with words. Studies have shown that word play makes students more active and they enjoy learning. In this strategy the mind is entangled. The learners improve their memory, orthography, reasoning, and spelling as well as increase their problem solving skills.
To solve any crossword puzzle, a person must be able to identify and understand the terms being used. This often involves acquiring new vocabulary. Puzzle solving is a kind of active form of learning. Crossword puzzles have endured as a favorite world wide pastime because they appeal to all ages, they can be completed in a rather brief period of time, and solving them provides a sense of accomplishment. For all these reasons, crosswords make a terrific educational tool, and teachers will probably continue to use them for many years to come.
In his seminal 1979 article on the topic of vocabulary through puzzles, Danesi outlines some reasons why puzzles should be considered as viable supplementary activities in language teaching, and it seems that this rationale is still applicable today. Danesi contends that most people enjoy the challenge of solving puzzles that do not demand advanced calculations or specific technical skills. While ensuring that learners find class material enjoyable may not be an absolute necessity for a technique to be effective, if an activity can be both fun and educational at the same time, it seems only sensible to capitalize on this somewhat unique set of teaching and learning circumstances in the classroom. Did you use 1040ez form to file your taxes last year? Are you qualified to do the same this year?
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