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Artículos de revistas sobre el tema "Teaching vocabulary"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de mayo de 2022

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1

Shahribonu Sirojiddinovna, Sirojiddinova y Bakhriddinova Zarnigor. "TEACHING VOCABULARY THROUGH INTERACTION, LAW CONTENT BASED VOCABULARY TEACHING". International Journal of Advanced Research 7, n.º 11 (30 de noviembre de 2019): 78–82. http://dx.doi.org/10.21474/ijar01/9977.

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2

Lee,Jong-Chul. "Teaching Writing and Teaching Vocabulary". korean language education research ll, n.º 40 (abril de 2011): 159–84. http://dx.doi.org/10.20880/kler.2011..40.159.

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Sathyanarayanan, Padmini y Sheenu Shekhar. "Teaching Vocabulary to Engineering Students through Movies". Indian Journal of Applied Research 3, n.º 8 (1 de octubre de 2011): 180–81. http://dx.doi.org/10.15373/2249555x/aug2013/60.

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4

Azam, Azmi. "Teaching Grammar and Vocabulary". JOURNAL OF ADVANCES IN LINGUISTICS 2, n.º 1 (8 de febrero de 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

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5

Repath-Martos, Lyn M. y Michael McCarthy. "Vocabulary (Language Teaching Series)". TESOL Quarterly 25, n.º 4 (1991): 720. http://dx.doi.org/10.2307/3587089.

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Gader, Rachel y Linda Taylor. "Teaching and Learning Vocabulary". TESOL Quarterly 25, n.º 4 (1991): 721. http://dx.doi.org/10.2307/3587090.

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7

Meyer, Laura L. y Norbert Schmitt. "Vocabulary in Language Teaching". TESOL Quarterly 36, n.º 2 (2002): 235. http://dx.doi.org/10.2307/3588334.

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8

Supriatin, Titin y Venska Prajna Rizkilillah. "TEACHING VOCABULARY USING FLASHCARD". PROJECT (Professional Journal of English Education) 1, n.º 4 (30 de junio de 2018): 479. http://dx.doi.org/10.22460/project.v1i4.p479-485.

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Vocabulary learning and teaching has been considered as one of the most important mechanisms of any educational program since early. Teachers have been using many techniques to help the learners to develop their knowledge of vocabularies in quality and quantity. There are many media in teaching vocabulary, one of them is by using flashcard. Flashcard is one of media which can help the teacher to teaching English easily. Flash cards in teaching vocabulary are very simple visual aids and the teacher can make the students more active during the teaching learning process. The study was conducted to find out the effect of flashcard on the vocabulary of the sixth graders of elementary school. This study employed a pre-experimental research design with one group pretest and posttest. An the research method used in this research is quantitative research with experimental research method. The subject consisted of 29 students of the sixth grader class of SDN Rengasdengklok Selatan 2 in the academic year of 2017/2018. Data collection techniques used in this study is a test. The procedures of collecting data are pretest, treatment and posttest. The data were analyzed using the SPSS 21.0. Based on the analysis, the mean score in pre-test was 66.21 improve to 79.55 in post-test. The result of t-test showed that significant 2-tailed was lower than 0.05 (0.000 < 0.05). It can be said that H0 is rejected, it means that there is effect of flashcard to the vocabulary of the sixth graders in SDN Rengasdengklok Selatan 2

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9

İnal, Hilal y Abdulkadir Cakir. "Story-based Vocabulary Teaching". Procedia - Social and Behavioral Sciences 98 (mayo de 2014): 675–79. http://dx.doi.org/10.1016/j.sbspro.2014.03.467.

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이창학. "Teaching Vocabulary through Anagram". Journal of Studies in Language 22, n.º 3 (febrero de 2007): 259–72. http://dx.doi.org/10.18627/jslg.22.3.200702.259.

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11

Spencer, Elizabeth J., Howard Goldstein y Ruth Kaminski. "Teaching Vocabulary in Storybooks". Young Exceptional Children 15, n.º 1 (8 de febrero de 2012): 18–32. http://dx.doi.org/10.1177/1096250611435367.

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12

Binon, Jean y A. M. Cornu. "Techniques in teaching vocabulary". System 13, n.º 2 (enero de 1985): 174–75. http://dx.doi.org/10.1016/0346-251x(85)90030-2.

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13

Heath, David. "Teaching and learning vocabulary". System 20, n.º 4 (noviembre de 1992): 531–37. http://dx.doi.org/10.1016/0346-251x(92)90066-c.

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14

Nation, Paul. "Teaching and learning vocabulary". System 22, n.º 2 (mayo de 1994): 283. http://dx.doi.org/10.1016/0346-251x(94)90065-5.

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15

Wang, Qingli. "Teaching of English Vocabulary". Learning & Education 10, n.º 2 (16 de septiembre de 2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.

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Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.

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16

Dubiner, Deborah. "Using vocabulary notebooks for vocabulary acquisition and teaching". ELT Journal 71, n.º 4 (23 de febrero de 2017): 456–66. http://dx.doi.org/10.1093/elt/ccx008.

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17

Nikijuluw, Renata C. G. Viegeleyn. "VOCABULARY JOURNAL STRATEGY: ONE WAY TO HELP STUDENTS’ VOCABULARY". JURNAL TAHURI 17, n.º 1 (24 de febrero de 2020): 1–7. http://dx.doi.org/10.30598/tahurivol17issue1page1-7.

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Abstract: the discussion of this article aims to the use of vocabulary journal strategy in teaching vocabulary for the students of junior high school. The topic discussion will cover the general concept of learning vocabulary, principle of teaching vocabulary, teaching vocabulary in junior high school, and teaching vocabulary using vocabulary journal. Basically vocabulary journal is a strategy to invite students for strengthen their word knowledge and internalize meaning for use throughout their lives. It is a great strategy to help students’ vocabulary as naturally. Furthermore, some experts suggest that vocabulary journal can be applied in high school levels with different treatment depend on students’ needs and their English proficiency.

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18

Milton, James y Thomaï Alexiou. "Vocabulary input, vocabulary uptake and approaches to language teaching". Language Learning Journal 40, n.º 1 (2 de marzo de 2012): 1–5. http://dx.doi.org/10.1080/09571736.2012.658218.

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19

Habibullaevna, Dalieva Madina. "Modern Strategies And Innovative Technologies In Teaching English Vocabulary". American Journal of Social Science and Education Innovations 02, n.º 12 (17 de diciembre de 2020): 66–71. http://dx.doi.org/10.37547/tajssei/volume02issue12-13.

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The article deals with the issues based on implementation of modern strategies and innovative technologies in teaching vocabulary in English classes. The development of lexical skills for their subsequent inclusion in students' speech activity is the main task in mastering vocabulary. The use of computer technology in the formation of lexical skills significantly enhances the effectiveness of this process. Vocabulary in the system of linguistic means is the most important component of speech activity: listening and speaking, reading and writing.

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20

Shakhnoza Ibragimovna, Nurmurodova. "Using multimedia for vocabulary teaching". International Journal on Integrated Education 2, n.º 6 (10 de diciembre de 2019): 73–74. http://dx.doi.org/10.31149/ijie.v2i6.204.

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In article was discussed importance of multimedia in teaching English and mainly English vocabulary. This article devotes to teaching vocabulary with the help of multimedia, its advantages and disadvantages to teaching English in EFL and ESP classes.

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21

Nilsen, Alleen Pace y Don L. F. Nilsen. "Vocabulary Development: Teaching vs. Testing". English Journal 92, n.º 3 (enero de 2003): 31. http://dx.doi.org/10.2307/822257.

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22

Adnyani, Ni Wayan Satri y A. A. I. Bulan Fitria Dewi. "Teaching English Vocabulary using Song". Yavana Bhasha : Journal of English Language Education 1, n.º 1 (4 de mayo de 2020): 88. http://dx.doi.org/10.25078/yb.v1i1.1381.

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<p>Vocabulary is one of the English elements besides grammar, spelling, and pronunciation supporting English language skill such as listening, speaking, reading, and writing. Vocabulary is the first element that should be master before the learners going to other element. When the learners have mastered vocabulary, they will be able to produce many sentences in spoken and written form easily. On the other hand, when they lack of vocabulary, they will find difficulty in deliver their thought, even their opinion to other people. One of the teaching strategies to enhance students’ vocabulary is using English Song. This paper aims at describing the use of English song in teaching English vocabulary for students. The method of this research was a qualitative research combination of seven several journals from abroad and within the country about teaching vocabulary with song. Although there are many reasons why songs can be considered a valuable teaching tool, there are some issues to consider.</p>

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23

Barotova, Saodat Uktamovna. "THE THEORY OF TEACHING VOCABULARY." Theoretical & Applied Science 86, n.º 06 (30 de junio de 2020): 242–44. http://dx.doi.org/10.15863/tas.2020.06.86.47.

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24

H. S. M, Ovitigama y Premaratna C. D. H. M. "Eclecticism in Teaching English Vocabulary". International Journal of Scientific and Research Publications (IJSRP) 10, n.º 06 (26 de junio de 2020): 848–56. http://dx.doi.org/10.29322/ijsrp.10.06.2020.p102100.

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25

Ulfa, Fitria. "TEACHING VOCABULARY USING CARTOON MOVIE". Journal of Languages and Language Teaching 5, n.º 1 (24 de febrero de 2018): 23. http://dx.doi.org/10.33394/jollt.v5i1.330.

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The aim of this research is to know whether or not Cartoon Movie is effective in teaching vocabulary at the fifth grade students of SDN Bunklotok Batujai Lombok Tengah. The research is conducted for one month at the first semester year students of SDN Bunklotok Batujai Lombok Tengah. During the period of time, the sample is treated by using Cartoon Movie. The result of the research reveals that mean score of post-test is (15.93) higher than pre-test is (8.31). On the other hand, the standard deviation of posttest is (3.305) higher than pre-test is (2.523) under the identification of t-test formula, it is found that the value of it is 10.820 higher than t-table is (2.048), with the degree of freedom (df) was 29-1=28 for confidence level of 0.05% or 95%. From this point, it can be concluded that the alternative hypothesis is accepted stating that Cartoon Movie is effective in teaching English vocabulary for the fifth grade students of SDN Bunklotok Batujai Lombok Tengah.

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26

Bărbuleț, Gabriel. "Teaching English vocabulary through ICT’s". Journal of Linguistic and Intercultural Education 6 (15 de junio de 2013): 59–76. http://dx.doi.org/10.29302/jolie.2013.6.4.

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27

Monroe, Eula Ewing y Robert Panchyshyn. "Vocabulary Considerations for Teaching Mathematics". Childhood Education 72, n.º 2 (diciembre de 1995): 80–83. http://dx.doi.org/10.1080/00094056.1996.10521849.

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28

Sawicki, Florence. "The dilemma of teaching vocabulary". Literacy 19, n.º 3 (noviembre de 1985): 177–83. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00602.x.

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29

Bintz, William P. "Teaching Vocabulary across the Curriculum". Middle School Journal 42, n.º 4 (marzo de 2011): 44–53. http://dx.doi.org/10.1080/00940771.2011.11461773.

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30

Kalyuga, Marika y Slava Kalyuga. "Metaphor awareness in teaching vocabulary". Language Learning Journal 36, n.º 2 (diciembre de 2008): 249–57. http://dx.doi.org/10.1080/09571730802390767.

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31

Gay, A. Susan y Steven H. White. "Teaching Vocabulary to Communicate Mathematically". Middle School Journal 34, n.º 2 (noviembre de 2002): 33–38. http://dx.doi.org/10.1080/00940771.2002.11495351.

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32

Minasyan, Eva Tigranovna. "EXPLORING CREATIVITY IN TEACHING VOCABULARY". Sovremennye issledovaniya sotsialnykh problem, n.º 3-2 (16 de noviembre de 2016): 256. http://dx.doi.org/10.12731/2077-1770-2016-3-2-256-262.

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33

Basal, Ahmet, Talat Aytan y Ibrahim Demir. "Teaching Vocabulary with Graphic Novels". English Language Teaching 9, n.º 9 (4 de agosto de 2016): 95. http://dx.doi.org/10.5539/elt.v9n9p95.

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<p>Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. The most frequent and useful forty figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) were used in a script and the script was converted to a graphic novel with the use of a computer software. The results revealed that participants in the experimental group who had learned idioms through the graphic novel performed significantly better on the post-test, indicating the efficiency of the graphic novel in vocabulary teaching. The study also offers recommendations for the use of graphic novels in the teaching of vocabulary.</p>

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34

Westby, Carol. "Improving Vocabulary by Teaching Roots". Word of Mouth 23, n.º 4 (17 de enero de 2012): 11–12. http://dx.doi.org/10.1177/1048395011434078c.

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35

Mobärg, Mats. "Acquiring, teaching and testing vocabulary". International Journal of Applied Linguistics 7, n.º 2 (diciembre de 1997): 201–22. http://dx.doi.org/10.1111/j.1473-4192.1997.tb00115.x.

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36

Heltai, P. "Teaching vocabulary by oral translation". ELT Journal 43, n.º 4 (1 de octubre de 1989): 288–93. http://dx.doi.org/10.1093/elt/43.4.288.

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37

Celik, M. "Teaching vocabulary through code-mixing". ELT Journal 57, n.º 4 (1 de octubre de 2003): 361–69. http://dx.doi.org/10.1093/elt/57.4.361.

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38

Akbarian, I. "Vocabulary Matrix: Understanding, Learning, Teaching". ELT Journal 64, n.º 2 (15 de marzo de 2010): 243–46. http://dx.doi.org/10.1093/elt/ccq010.

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红新, 徐. "Mental Lexicon and Vocabulary Teaching". Modern Linguistics 02, n.º 01 (2014): 12–18. http://dx.doi.org/10.12677/ml.2014.21003.

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40

Syam, Nur Ina y Emirati Emirati. "APPLYING VLOG IN TEACHING VOCABULARY". EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 10, n.º 1 (20 de mayo de 2021): 1–10. http://dx.doi.org/10.26618/exposure.v10i1.4495.

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The aim of this study is to find out whether or not the use of vlog will enhance the vocabulary of the students. This study used pre-experimental studies consisting of pre-test, treatment, and post-test. The participants in the study were 25 students of the second grade students of Universitas Muhammadiyah Bulukumba. Based on the findings of the study, there is a substantial difference between the mean pre-test score and the mean post-test score, from a very bad classification to a decent classification. In addition, the t-test value of this analysis (16,12) is greater than the t-table value (3,745) with a degree of significance of 0,05. It means that it supports the alternative hypothesis.

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41

Morin, Regina y Joseph Goebel. "Basic Vocabulary Instruction: Teaching Strategies or Teaching Words?" Foreign Language Annals 34, n.º 1 (enero de 2001): 8–17. http://dx.doi.org/10.1111/j.1944-9720.2001.tb02797.x.

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Yuliawati, Lilik y Aprillia Aprillia. "The Application of Communicative Language Teaching Method in Vocabulary Teaching". Loquen: English Studies Journal 12, n.º 2 (12 de diciembre de 2019): 99. http://dx.doi.org/10.32678/loquen.v12i2.2095.

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Abstract: Since young learners have special characteristics in learning a foreign language, teachers have to create an interesting method in teaching English especially vocabulary. One of the methods usually used in teaching vocabulary is Communicative Language Teaching (CLT). The objective of the research is to know how to teach vocabulary using pictures and games in the CLT method, to investigate the advantages of teaching English vocabulary through pictures and games in CLT method, as well as to investigate the problems that occurred in teaching and learning process. The method used in this study is action research with 30 participants. The researcher collected the data by having observation, conversation, and interview. In delivering materials there are three necessary elements, those are engaged, study, and activate stage. The result shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. They felt that pictures and games in the CLT method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. Besides, this method also helped the students to pronounce each word correctly. However, there are some problems, such as the students usually feel bored when they only have one discussion for a long time. When the students have never heard of the word before, the teacher must explain it to them first. Besides, the class could be crowded and noisy.

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Rudianto, Gaguk y Yessie Aldriani. "PENGAJARAN KOSA KATA BAGI MAHASISWA EFL DENGAN MENGGUNAKAN GAME". JURNAL BASIS 5, n.º 2 (13 de noviembre de 2018): 53. http://dx.doi.org/10.33884/basis.v5i2.770.

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Regardless of the vocabulary teaching in EFL students is neglected, the role of vocabulary becomes more and more essential in both second language teaching more over foreign language one. Putting off vocabulary teaching happens because many English teachers are not confident enough to decide both method and technique of teaching vocabulary. This paper is written to give interesting alternative of vocabulary teaching technique with the hope to meet challenge of teaching vocabulary

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44

Rudianto, Gaguk y Yessie Aldriani. "PENGAJARAN KOSA KATA BAGI MAHASISWA EFL DENGAN MENGGUNAKAN GAME". JURNAL BASIS 5, n.º 2 (13 de noviembre de 2018): 53. http://dx.doi.org/10.33884/basisupb.v5i2.770.

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Regardless of the vocabulary teaching in EFL students is neglected, the role of vocabulary becomes more and more essential in both second language teaching more over foreign language one. Putting off vocabulary teaching happens because many English teachers are not confident enough to decide both method and technique of teaching vocabulary. This paper is written to give interesting alternative of vocabulary teaching technique with the hope to meet challenge of teaching vocabulary

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45

Ahmadi, Mohammad Reza, Hairul Nizam Ismail y Muhammad Kamarul Kabilan Abdullah. "Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy". International Journal of Learning and Development 2, n.º 6 (16 de diciembre de 2012): 186. http://dx.doi.org/10.5296/ijld.v2i6.2882.

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Vocabulary learning is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. Vocabulary learning used to be a neglected aspect of language learning. In recent years, however, interest in this area has grown enormously. Language teachers have been keen in searching for effective approaches to enhance vocabulary learning. Vocabulary learning is more important than familiarity with the form and meaning of a word. This paper has suggested reciprocal teaching strategy as a main factor to improve students’ vocabulary learning in a foreign language. The purpose of this study is to investigate whether ‘reciprocal teaching strategy improves students vocabulary learning or not. Reciprocal teaching consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing. Cognitive and meta-cognitive strategies are the reciprocal teaching strategies used to enhance students’ vocabulary learning. The lack of good vocabulary learning skills is a main obstacle in a foreign language. One solution to this problem of poor vocabulary skill is the explicit teaching of vocabulary learning strategy. Researcher is going to define the key words, explain the models of vocabulary process, follow reciprocal teaching strategies, discuss cognitive and meta-cognitive strategies and elaborate the related research on reciprocal teaching, and state relationship between reciprocal teaching and vocabulary learning. The findings indicated that reciprocal teaching had a significantly positive effect on the foreign language learning. Keywords: Vocabulary learning, Reciprocal teaching, cognitive strategy, meta-cognitive strategy

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46

Cahyono, Bambang Yudi y Utami Widiati. "THE TEACHING OF EFL VOCABULARY IN THE INDONESIAN CONTEXT: THE STATE OF THE ART". TEFLIN Journal - A publication on the teaching and learning of English 19, n.º 1 (29 de agosto de 2015): 1. http://dx.doi.org/10.15639/teflinjournal.v19i1/1-17.

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There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices.

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47

En-nda, Souad y Bani Koumachi. "Key Issues in Vocabulary Teaching: A Brief Overview". Journal of Learning and Development Studies 2, n.º 1 (22 de febrero de 2022): 31–34. http://dx.doi.org/10.32996/jlds.2022.2.1.3.

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Vocabulary is still neglected in EFL classrooms. Many language educators consider the teaching of vocabulary to be challenging; therefore, they do not devote their teaching time to exposing their students to this vital skill. This article attempts to shed light on some of the vital issues related to the teaching of vocabulary to help teachers who are not yet ready to teach this skill. It begins with a discussion on the importance of teaching vocabulary by addressing the main reasons why vocabulary needs to be taught. Then, it gives a brief account of the different aspects that language educators need to take into account when teaching vocabulary to their learners. Besides, it introduces a list of the most useful strategies that language instructors can incorporate into their classrooms to teach vocabulary effectively. Finally, it sheds light on the different ways teachers can utilize to assess their students’ vocabulary learning. Results of the study provide insights on how language educators, who encountered difficulties in teaching vocabulary and decided to neglect it in their classrooms, can make teaching vocabulary effective

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Yue, Nan. "Computer Multimedia Assisted English Vocabulary Teaching Courseware". International Journal of Emerging Technologies in Learning (iJET) 12, n.º 12 (20 de diciembre de 2017): 67. http://dx.doi.org/10.3991/ijet.v12i12.7955.

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English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

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Zhang, Hongmei. "A Study on Implication of Prototype Theory in English Vocabulary Teaching". Journal of Language Teaching and Research 8, n.º 1 (1 de enero de 2017): 133. http://dx.doi.org/10.17507/jltr.0801.16.

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Nowadays, English plays an increasingly important role in international communication. Vocabulary plays the important role in the process of English learning and teaching. Although the significance of the vocabulary teaching and learning have been noticed by the teachers and students, the current situation of English vocabulary teaching and learning is not satisfactory in most Chinese schools. This paper applies the prototype theory and other related theories, which contains the three levels of categorization and two cognitive mechanism, to vocabulary teaching and learning. The paper aims at exploring the implications that prototype theory indicates in English vocabulary teaching and learning, finding out the crux of English vocabulary teaching and learning. Teachers need to consciously foster students’ metaphorical and metonymical awareness when teaching vocabulary.

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50

Chowdhury, Takad Ahmed y Arjumand Ara. "Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy?" Indonesian TESOL Journal 3, n.º 2 (29 de noviembre de 2021): 123–32. http://dx.doi.org/10.24256/itj.v3i2.1818.

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Pre-teaching vocabulary of unfamiliar words of a reading or listening lesson is a technique used by English language teachers where they define and explain unfamiliar but essential words of the text just before the start of the comprehension task.Conversely, learner autonomy is an educational practice that refers to the learners' responsibility for their own learning, both in terms of what they learn and how they learn. These two diametrical ideals in English Language Teaching (ELT) demand research to justify pre-teaching vocabulary in teaching receptive language skills. Accordingly, this review paper investigated the effectiveness of pre-teaching vocabulary in teaching reading skills to English as a Second Language (ESL) or English as a Foreign Language (EFL) learners by reviewing recent literature. It sheds light on the concepts of learner autonomy, strategies to teach vocabularies in reading, pre-teaching vocabulary, and the extent pre-teaching is justified. This paper concludes that, while the principle of vocabulary pre-instruction is generally in conflict with that of learner autonomy, this particular strategy in ELT cannot be entirely disregarded to facilitate comprehension of a reading text and thus in promoting the use of target language, and can selectively be used by the teachers in interesting and useful ways. The study will help teachers to better understand to what extent pre-teaching vocabulary is useful and what strategies of this teaching technique can help motivate students to read and comprehend a reading text. Scope for future research is provided

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