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Vocabulary and Its Developmental Strategies

The document discusses the importance of vocabulary development in children, distinguishing between receptive and expressive vocabulary. It outlines typical vocabulary growth from infancy to age 12 and emphasizes the role of vocabulary in language learning and reading comprehension. Additionally, it provides strategies for teaching vocabulary effectively, including direct instruction and opportunities for practice.

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2 views15 pages

Vocabulary and Its Developmental Strategies

The document discusses the importance of vocabulary development in children, distinguishing between receptive and expressive vocabulary. It outlines typical vocabulary growth from infancy to age 12 and emphasizes the role of vocabulary in language learning and reading comprehension. Additionally, it provides strategies for teaching vocabulary effectively, including direct instruction and opportunities for practice.

Uploaded by

fatimaimranalvi194
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Vocabulary and its

developmental
strategies
Presented by Iqra Majeed
Class: 2020 LLB – I ( 1st semester )
Introduction

 When teachers and speech-language pathologists talk about vocabulary,


they are referring to the set of words that a child knows. Vocabulary can
be split into two types: receptive vocabulary and expressive vocabulary.
A child’s receptive vocabulary consists of the words the child
understands when he/she hears or reads them. A child’s expressive
vocabulary consists of the words the child uses when he/she speaks.
 Moreover vocabulary can be oral and written.
 It may be direct and indirect.
Vocabulary development

 During the first few years of life, as babies begin to say their first words,
it is easy to keep track of their growing vocabularies. Children typically
understand or recognize more words than they actually use when
speaking. For example, a toddler might only say five different words
(e.g., dada, mama, doggie, bottle, more) but be able to understand
many others—like pointing to the light when Mommy asks, “Where is the
light?” or beginning to cry when Daddy says, “Bye-bye” as he leaves for
work. Vocabulary development does not stop once a child can talk. In
fact, children learn many new words once they start reading and going
to school. The chart below shows typical vocabulary development across
several ages. Notice how quickly vocabulary grows over the first six
years of life. Age (in years)
Age ( in years ) Vocabulary
1 to 1 ½ Toddlers develop around a 20-word vocabulary
during this time.
2 By the time a child is 2 years old, he/she will
have a 200–300-word vocabulary.
3 Vocabulary grows to be about 900–1,000 words
by the time a child is 3 years old.
4 The typical 4-year-old child will have about a
1,500–1,600-word vocabulary.
5 By the time a child reaches school age and
heads to kindergarten, he/she will have
between a 2,100- and 2,200-word vocabulary.
6 The 6-year-old child typically has a 2,600 word
expressive vocabulary (words he or she says),
and a receptive vocabulary (words he or she
understands) of 20,000–24,000 words.
12 By the time a child is 12 years old, he/she will
understand (have a receptive vocabulary) of
about 50,000 words.
Why is vocabulary important?

 Vocabulary is the basis for learning language. Educational research


shows that vocabulary strongly relates to reading comprehension,
intelligence, and general ability. As children learn to read, they must
learn to decode (sound-out) print, but they also must have a vocabulary
base (word knowledge) in order to make sense of what they decode. By
third grade, however, children are reading to learn. For example, a child
who is reading to learn about the Revolutionary War needs to know
words like war, army, and horses (a basic vocabulary) to understand the
history lesson. At the same time, however, the child will likely learn new
words like artillery and revolution—continuing to build his/her
vocabulary.
Types of meaning

 Basic meaning:
 When you look at the main thing that you want to know is its basic
meaning. For e.g.: in she has fair hair, the word fair = light, opposite of
dark or in its time to wind up the discussion now the words wind up =
end.
 There are a lot of other aspects of meaning that it is important to be
aware of particularly when you are studying at a more advanced level of
English
Polysemy or multiple meanings

 great many words in English have more than one meaning.


 Look at fair and wind up and their different meanings in these examples:
 That wasn’t a very fair thing to say! ( adjective : just)
 His knowledge of French is fair ( adjective: neither bad nor very good)
 She has a fair chance of winning the prize ( adjective: reasonable)
 Fair weather is forecast for tomorrow. ) adjective: dry and pleasure)
 There’s a fair on at the park this week. ( noun: public event with games
and rides)
synonymy

 English has a lot of different words with similar but slightly different
meanings. Look at these words that are synonyms with fair and wind up
( with the meaning illustrated in A fair – light, blonde, pale, colorless,
bleached. Windup – end, finish, complete, close, stop, conclude,
terminate, discontinue, abort.

 Collocation
 Words are used with each other ( or collocate) in fairly fixed ways in
English. You cannot for e.g., use all the synonyms at a time as
replacements in the example sentences. Hair can be fair, light, blonde,
or bleached but is not usually described as pale or colorless.
 Skin can be fair, light, and pale but it is not usually described as blonde,
colorless or bleached, colorless collocated with for e.g., gas or liquid.
connotation

 words do not only have meanings, they also have associations. At an


advanced level of English, it is important to develop an impression of
what connotations certain words have. The sentence who is the fairest
of them all, for e.g., immediately makes English speakers think of the
wicked stepmother in the children’s fairy tale snow white and the fairer
gender refers to women. Fair meaning beautiful or attractive is an old-
fashioned word and it has associations with fairy tales and stories about
the past.

 Register
 It is important also to note whether any words you are learning have a
particular register. For e.g., apparel is a formal or literary work for
clothing and to wind someone up is both British and informal.
Facilitate Deep Processing of New Words

 "Because children with weaker vocabularies are less likely to learn new
words from listening to stories than children with larger vocabularies,
teachers need to provide more direct instruction for children with
smaller vocabularies" (Robbins & Ehri, 1994)
 Increasing Vocabulary Knowledge
 it „ Goes beyond definitions, looking up words in the dictionary, and
writing sentences with the word „ Includes systematic, direct teaching of
words found commonly in written text and academic content words as
well as independent word learning strategies „ Connected to
development of “word awareness”
Vocabulary Practice #1

 „ Read! „ Narrative Text „ Expository Text „ Each student in your class


needs to have time to read DAILY with corrective feedback „ In K-1
supplement student reading with teacher reading to access text with
new vocabulary
 Vocabulary Practice #2
 „ Teach word meanings explicitly and systematically
 Vocabulary Practice #3
 „ Teach independent word learning strategies „ Contextual strategies „
Morphemic analysis
 Vocabulary Practice #4
 „ Provide opportunities for students to practice using words
 Vocabulary Practice #5
 „ Use new vocabulary throughout the day „ Use new vocabulary when
talking with people
 Vocabulary Practice #6
 „ Provide multiple exposures to a new word „ Provide multiple
opportunities to use a new word
 Some words are not likely to become part of one’s vocabulary without
direct instruction. In addition, effective vocabulary instruction helps
students understand what they must do and know in order to learn new
words on their own.” (Stahl & s, 2001, p. 13)
Initial Instruction of Word Meaning

 „ Definitions „ Use with other options if possible „ Use very simple


wording „
 Synonyms, Antonyms „ Connect to other words students already know
 „ Demonstrations, Objects, Pictures „ Allow students to “see” what a
word means
 Use examples AND nonexamples of the meanings you are teaching
Introducing a New Word

 Determine best way or combination of ways to initially explain meaning


of word
 „ Provide examples of word meaning pointing out key characteristics
 „ Provide nonexamples of word meaning pointing out “lack” of key
characteristics „
 Ask students to identify examples and nonexamples of word explaining
key characteristics
Facilitating Deep Processing of Word

 „ Opportunities for word use in oral and printed language „


 Building relationships with new words „
 Connection of new words to experiences „
 Discussion of new words within context of reading

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