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Words Matter The Importance of Teaching VocabularyWhile the Merriam-Webster dictionary may define ?vocabulary? in terms of a list or collection of words a person knows, language teachers know that there is much more involved in teaching vocabulary than simple word recognition. Humans are complex creatures and most of our words encompass multiple meanings. The multilayered nature of language makes vocabulary difficult to teach in the classroom. As Paul Nation points out in his article ?Teaching Vocabulary,? a teacher can only address a very small number of words within the classroom and even then will probably only deal with a small portion of all that a word can imply or mean. Should we even attempt, in the face of a large and ever growing English lexicon, to directly address vocabulary in our lessons? The answer to this question is a definite ?Yes.? Vocabulary acquisition is vitally important for English language students. Words are the basic building blocks of communication. students many understand abstract English grammar concepts, but in their everyday life it is more important that they can understand and use real, concrete language. Vocabulary can be especially important for specialized English learners, such as business people, who need to quickly gain proficiency with a particular group?s terminology. At the end of the day, however, a student?s understanding of English vocabulary across a wide range of topics and areas is critical to his success as a communicator. How then, with the challenges mentioned above, can esl teachers help their students expand their vocabulary while also allowing classroom time for other important lessons? The good news is that every lesson can, on some level, be a vocabulary lesson. Because vocabulary is such a vital building block to language production students will, often without realizing it, absorb and begin to use a substantial amount of vocabulary as they move through their lessons and homework. Linda Diamond and Linda Gutlohn call this kind of unintentional language acquisition ?Incidental Learning.? students may absorb the meaning of new words as they read, from context clues or looking up unfamiliar words, or as the teacher reads aloud, from hand motions or text context. Teachers should be aware of and incidental learning their students are doing and, indeed, can count on this kind of learning to take place regularly. There are also times, however, when a teacher may want to engage in intentional vocabulary lessons. These lessons should focus on teaching high-frequency or discipline specific terminology, words that the students will almost certainly need to know. Intentional lessons dealing with vocabulary can take a variety of forms, ranging from specific word instruction, which dives deep into the meaning, spelling and usage of particular words, to the incorporation of dictionary searches into class exercises to teaching strategies of contextual analysis. Whatever approaches a teacher choses to use, they should be appropriate to the level and age of her students and offered in a form that is interesting and engaging. Vocabulary instruction presents teachers with the chance to be creative and fun in the classroom. Ideas such as word walls, drawing and painting, storytelling, and charades can all be used to teach students new vocabulary. Teaching vocabulary is vitally important for our students and their future. Researchers such as Biemiller, Pikulski and Templeton have all commented on the extreme important of vocabulary acquisition and expansion for the success of students. The bottom line is that students who know the meaning of more words have a better language experience and higher overall competency than students at the same level with a smaller vocabulary. So let?s open our dictionaries and get cracking. Bibliography ?Teaching and Developing Vocabulary: Key to Long-Term Reading Success? by John J. Pikulski and Shane Templeton. http://www.eduplace.com/marketing/nc/pdf/author_pages.pdf ?Teaching Vocabulary: Early, Direct, and Sequential? by Andrew Biemiller http://www.aft.org/newspubs/periodicals/ae/spring2001/biemiller.cfm ?Teaching Vocabulary? by Paul Nation, Victoria University of Wellington, New Zeland. http://www.asian-efl-journal.com/sept_05_pn.pdf ?Teaching Vocabulary? by Linda Diamond and Linda Gutlohn http://www.readingrockets.org/article/9943/ ?Top Ten Ways to Teach Vocabulary? by Kelly Wilson. http://www.asian-efl-journal.com/sept_05_pn.pdf
