31 October 2010

Vocabulary Development in Children

Before go through this article first ask yourself 'why teach /learn vocabulary?'
The rationale of teaching vocabulary is to make pupils familiarise with words and phrases .The promotion of comprehension in children is enhanced by their vocabulary capability.When they write articles or short stories they can able to use different words in different situations . Children will increase pressure and success in reading and they also enlarged their minds to new ideas.
The approaches a teacher can adopt in teaching vocabulary includes:
(A)Language experience which requires to integrate life's experience with new vocabulary . There are four types of vocabularies that can be employed:
(1)The name for familiar experience of reference ,for instance a child swim in the bay ,but not know what is it called here the emphasis in teaching will focus primarily in the utilisation of words recognition. This is usually the situation for beginner readers. The terms may be familiar but pronunciation and identification of words are unfamiliar..
(2)Expanded meaning for a familiar references. This particular important for words for feelings like abstract words freedom .The emphasis on teaching is on exposure on different situations .
(3)Additional names for a familiar reference involve learners' experiences through senses. They explain ,describe ,make comparisons and contrast with known things ,experiences and works.For example pupils say cheetah ,make comparisons with a cat. The teacher should avoid teaching a word in isolation use verbal context even when you have to give a meaning of isolated words. Immediately use it in an illustration this helps pupils to understand word usage. The teacher and pupils can discusss meaning and give meanings related to the words. Then children should be allowed to use words in context and pronounce these words.
(B)Semantic approach is to comprehend the meaning and it is not necessarily what the word stand for only ,but also its relationship with other words in the language. Semantic networks extend children's background which in turn increases comprehension.
In the semantic webs ,the teacher chooses one or two keywords from an experience and then brainstorm children to know what comes to mind when they hear the words. Children thereafter may write the association individually or they write in groups. for example the word {FEAR}They can come up with words like fear of places,things,death ,war ,hunger,backgrounds,examinations ,friendships and so on.
The semantic feature analysis is categorise words grasped in a certain features. This can be done on chart as it shows similarities and difference among the words.
(C)Alternatively pupils can brainstorm all the related ideas and words after a discussions and other activities pupils can then add other related words.
{OCEAN} found in water ,ships ,fish ,beach etc.
There some useful which we left which include word trees and word forks all if employed in the teaching and learning situation of developing vocabulary in children they greatly benefit out of it.

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