This week, I used two resources to develop my seventh and eighth lesson plans. Since this blog entry is quite long, I have split it into two parts. The first part of this entry discusses the resource that I chose to read and to develop my seventh lesson plan for the vocabulary and reading class. The subject that I chose to investigate for this part of the entry is vocabulary teaching methods. I chose this subject because I had a lot of difficulty presenting a lesson on vocabulary in a previous class. I discussed this in a previous teaching reflection post. The resource that I used for my seventh lesson plan is an article called "5 ESL Vocabulary Teaching Methods that Build Serious Linguistic Muscles" that was written by Stephen Seifert. It was published on a website called Fluent U, which is an organization that provides best practices, teaching strategies and resources, and activities for English educators. The article was created to help ESL teachers strategically incorporate vocabulary activities into their lesson plans to help their students improve other language skills.

I chose this resource because I wanted to learn new methods of incorporating vocabulary into my lessons in ways that are both engaging and effective for students in different teaching contexts. One of the textbooks for this class outlines short lists of vocabulary words in each chapter that students must learn. The chapters also provide simple exercises so that students can learn definitions, synonyms, additional word forms, and collocations. I have found these exercises to be straightforward and a good foundation for creating lesson plans. However, they are not very engaging and most of them can be done as homework because lecturing on them does not seem to make the exercises more beneficial for most students. Even though it is common for language classes in academic settings to use textbooks and pre-determined target language, I don't feel comfortable teaching a lesson that is almost solely based on textbook materials. As such, I think the best way to improve student engagement in this class is to find additional resources and methods for teaching vocabulary.

Benefits of Teaching Vocabulary

This resource argues that vocabulary does not need to be done in isolation and that it is most effective when it is taught as part of a lesson that targets the development of other language skills. The author contends that vocabulary should be taught in a way that reflects how individuals learn their L1s. As such, vocabulary teaching should present students with context (i.e. when and how words are used) and immediate opportunities to use the words in practical ways. The resource provides a list of the benefits of vocabulary teaching. I will outline these benefits below and ways that they might apply to teaching in an Intensive English Program and/or academic setting, as well as in other contexts that I have experience working in.

Expanding vocabulary leads to improving all language skills.

The article states that building vocabulary knowledge and skills aids in the language acquisition process and helps to develop other language skills (i.e. listening, speaking, reading, and writing). It also helps to improve communication skills, visualization ability, and memory recall. This is because having a large vocabulary boosts word recognition and comprehension and provides more words that students can use when producing language output. I have observed this phenomenon in both of the classes for my practicum placement. Some students give the impression that they are highly motivated and studious and provide detailed answers to questions. However, some students seem to have more difficulty articulating responses. This is sometimes confusing because it is difficult to tell whether they understand the teacher and the task at hand. A vague response could be due to either lacking the vocabulary and language knowledge to respond effectively or anxiety. It also applies to teaching newcomers who have very little language knowledge because, in many case, they do not understand verbal feedback and will continue to make the same errors until their English improves.

2. Any lesson can become a vocabulary lesson.

The article states that vocabulary can be incorporated into lessons that focus on developing other language skills. Teaching English does not require teachers to focus specifically on learning vocabulary, which often lacks context and practical ways to use new words. The author suggests that teachers design multiple multi-dimensional activities where students can practice using vocabulary appropriately and improve their pronunciation and grammar. We have talked about incorporating vocabulary into lessons targeting the development of various language skills in previous courses in the TESL certificate program. However, intensive English programs and other ESL programs and/or courses are different than other teaching contexts and sometimes require lesson plans where vocabulary learning is the primary focus. In this context, other skills can still be used to support vocabulary learning.

The more words that ESL students know, the more they can apply their language in a practical way.

The article frames vocabulary learning as a practical tool for improving listening and reading comprehension because it enables students to recognize more words in audio and written texts. Learning vocabulary also helps students when producing language output because they develop their speaking and writing abilities. This is similar to the first point listed above. I have observed this phenomenon in both of the classes for my practicum placement. Some students have more developed language skills than others and are better able to follow instructions and understand lectures than their peers because they are familiar with more words. This is also true for other language skills and is evident when students are asked to answer questions, read written texts, and write sentences. As such, it makes sense that the target vocabulary for this course is taught along with reading strategies so that students have a means of reviewing and applying the words that they encounter both inside and outside of the classroom in practical ways.

Vocabulary activities all complement one another in a practical way.

The article states that vocabulary teaching methods can have a specific focus. The focus may be on a specific skill like pronunciation or reading skills. The development of pronunciation skills allow students to learn how to produce sounds correctly in their speech so that they can be understood by other English speakers and the development of reading skills improve comprehension and provide opportunities for students to learn and change their perspectives. The focus of vocabulary teaching methods can also be on a form of communication, type of material, or a specific context. Examples include visual stimuli to connect words with visuals and cultural knowledge to know when and how words are used. These areas of focus and teaching may overlap with each other and/or ones that have been used previously in other lessons, which helps create a sense of familiarity with students.

Vocabulary Teaching Methods

This resource also presents five vocabulary teaching methods that benefit different aspects of language acquisition and knowledge. It builds on the premise that vocabulary teaching is most effective when it is incorporated into lessons that target the development of other language skills. The author explains how the benefits listed above connect to several teaching methods. The author also states how the teaching methods can be used to teach vocabulary and improve language knowledge. I will outline these connections, the ways that the teaching methods can be used for vocabulary teaching, and how they could be used in my practicum setting.

1. Present words with visual stimuli

The article states that visual learning occurs throughout a person's academic career, from when they start developing their L1 language ability and knowledge as a child until they attend college and/or university as an adult. As such, using visual stimuli in the classroom to present new vocabulary to students is a great teaching method. The author argues that using visual stimuli is more effective and engaging than other teaching methods like presenting vocabulary lists. However, these methods are not mutually exclusive and the use of visual materials can help support lessons involving vocabulary lists. One activity that uses visual stimuli and that the author suggests for teachers to incorporate in their vocabulary teaching is creating flashcards as a group. Students can use photos from magazines and other decorations and then present them to their class. Such activities help students to develop subskills like cooperative learning, interpersonal communication, and comprehension. Other possible visual materials for vocabulary learning include photos, PowerPoint presentations, diagrams, tables, charts, and graphs. I think that the use of teaching methods that utilize visual stimuli can be more effective in certain teaching contexts. I think that students with little language knowledge, such as low level LINC students, can benefit more from the inclusion of visual images in instruction and classroom activities. In contrast, classes in an academic setting may not have the time to do these types of activities on a regular basis due to time restrictions and the introduction of new vocabulary lists every week. I think that students in this setting would benefit more from the inclusion of other visual materials as learning supports, rather than the main focus of lessons.

2. Attach context to vocabulary

The article describes several teaching strategies that are based on methods that involve teaching students about the context of vocabulary words. These strategies include grouping words together using context, showing how vocabulary words work together in sentences and paragraphs, and presenting stories and other forms of media that utilize all of the vocabulary and target language that students are expected to learn. One activity that the author suggests for teachers who are wanting to teach context along with vocabulary is creating scripts. The lesson begins with teachers finding a subject of interest and a video or text that will provide vocabulary and context for the students. In the example, the author chose weather and found a video of a weather broadcast to show the students and to create a vocabulary list from. The students are then asked to participate in group discussions and to watch the video again to listen for the target vocabulary. After, they will be familiar with the vocabulary and understand the context that the words are used and will be able to develop and present their own weather scripts to the class.

As with the first teaching strategy, I think that this method of choosing and teaching vocabulary would be more effective in certain teaching contexts. I think that this method would be good for teaching ESL to children and for teaching EFL to adult students. I remember units were divided according to a particular subject or context when I took mandatory French classes during elementary school. Taking a beginner-level Spanish course in the university context was also organized in a similar way. There were no standardized lists of words or language that we were supposed to learn. In both cases, the materials were organized into units (e.g. rooms in the house) along with vocabulary, verb tenses, and phrases that could be used in this context. This method of attaching context to vocabulary could also be used for teaching a LINC classroom for adult newcomers at at least a high-beginner level. Since the focus is on improving skill levels, there is no list of vocabulary that students must know. The focus is then on learning and producing language that reflects real life situations and tasks. I think the lesson structure of presenting authentic texts, modeling language use, practicing using language, and then having students producing language output aligns with the structure of task-based learning. In contrast, I do not think it would work as well for adult students learning English in an academic setting, such as in intensive English programs. Classes within this context teach vocabulary that is based on lists like the General Service List and the Academic Word List, using themes to choose what vocabulary to teach would not be appropriate.

3. Build confidence with word clusters

The article argues that the use of visual representations of written language and texts can also be an effective method of teaching vocabulary. One type of visual representation is called a word cluster. This method is not to be confused with collocations. It involves illustrating relationships between words using graphic organizers where words are connected to each other like mind maps using shapes. Diamonds are used to identify words while rectangles and ovals are used to signify synonyms and antonyms, respectively. This method allows students to view the relationships between words with similar meanings and increase their vocabulary. Teachers can choose target words for the word cluster activity from previous vocabulary lesson plans that will be the focal point of the clusters. The words chosen by the teacher should be descriptive and contain many synonyms and antonyms. Teachers should briefly review the materials in which the vocabulary words were first presented to the students. Students can work in pairs or small groups to link as many words to the focal words as they can within a set time period. Then will then present the word clusters to the class and may receive points for each word that was linked and for correct spelling. It is important that students communicate with each other and the teacher and that they collaborate with their group members.

4. Keep new words practical

The article argues that keeping new words practical will let students know exactly how and when to use them. Developing practical lesson plans involves creating activities that reflect authentic uses of language. One common type of activity that is used for this purpose is roleplaying. Students may use existing scripts or create their own to practice language that they might use in chosen scenarios. This is helpful when improving language ability and proficiency. Another activity that can be used for this purpose is improv. This type of activity involves coming up with questions and statements on the spot. Students become more confident in their speaking ability when they improve their response time and ability to think on their feet when communicating in a variety of contexts and scenarios. The author outlines an activity that incorporates both roleplaying and improv. The teacher chooses a short list of new vocabulary words associated with the time of year and/or a current event to present to the class. Some examples include seasons, holidays, and sports events. Students are then divided into pairs and/or small groups and given roles to perform. It might be helpful to give them lines or a specific scenario to get them started. Students then ask their partner or group members questions and answer questions that they are asked using the vocabulary that was introduced.

I think that this teaching method would be effective in a variety of proficiency levels but would differ in its effectiveness depending on the type of classroom it was used in. I think that this activity would be suitable for teaching students who are at an intermediate level and learning in an academic setting, like the students in my practicum placement. It encourages fluency and allows them to practice using vocabulary in the sentence structures they have learned. My Spanish class in university used similar activities. One of these activities involved using character traits with a partner to describe the kinds of people we like and dislike and explaining why. The correctness of our grammar was less important than using the words appropriately and having the gist of our statements be understood by our partners and the instructor. However, I think that this teaching method would not work with low level students in a LINC classroom since they only know very simple sentence structures and ability to understand and respond to questions.

5. Let your students' voices be heard

The article states that students want to both build vocabulary and be heard. As such, this method recommends activities where students can practice using vocabulary to develop better pronunciation. Teachers can walk around the room to monitor their students' participation and correct pronunciation mistakes. They can also utilize TPR to convey the meaning of words that students are unfamiliar with. The author argues that such activities improve confidence, communication skills, and comprehension as students build language skills, improve their response time, and become more comfortable using English. One activity that utilizes speech is helping students identify visual examples of vocabulary out loud. An example of this activity has the teacher introducing vocabulary related to clothing and then verbally identifying the clothing that the teacher and students are wearing. Students can then take turns describing the clothing that other students are wearing and speaking confidently, even if they are unsure or incorrect. Teachers respond to the student's descriptions with corrections to their pronunciation and/or answering questions that they students might have. One benefit of this activity is that it does not require students to have a large vocabulary or use complicated sentence forms. I think that this teaching method would be helpful in LINC classrooms with students that are at a beginner to intermediate level since it is not too demanding. In contrast, I think that it would not be as helpful for students that I teach in my practicum placement because they are past the level where they are identifying basic words. They may also become self-conscious if their pronunciation and grammar is corrected too often. However, I think that the activity could be modified for more advanced students to encourage them to practice their speaking skills.

Summary

This resource has helped me to understand the importance of vocabulary teaching. I cannot avoid teaching vocabulary during my career because of limitations in the way it is supposed to be taught in some educational settings. Teaching vocabulary can be challenging and even though my first experience teaching vocabulary did not go well, I can improve with more practice. Teaching vocabulary in my practicum placement revolves around using the textbook a lot to ensure that students are learning the words and other language that they are supposed to learn. This is done so that their scores on the exam will reflect their comprehension of specific knowledge and their abilities to use it appropriately. Despite these limitations, vocabulary can be taught be in a variety of ways using different teaching methods and activities. I am considering using visual stimuli and the practical scenario improv listed above into future lessons.



References

Seifert, S. Teach Overseas. (2016, November 17). 5 ESL Vocabulary Teaching Methods that Build Serious Linguistic Muscles [Blog post]. Retrieved from https://www.fluentu.com/blog/educator-english/esl-teaching-vocabulary/