THE IMPORTANCE OF ENRICHED VOCABULARY

The Importance of Enriched Vocabulary

An enriched vocabulary means knowing the names of a variety of things.This learning starts when we are born - some would even argue it starts before birth. Research shows that parents that speak to their children are enriching vocabulary skills in the process. A robust vocabulary improves all areas of communication like listening, speaking, reading and writing.

Children must learn about prefixes, and suffixes :

• . Prefixes showing negation without, no, asexual, anonymous, illegal, immoral, not invalid,

irreverent, unskilled not, absence nonbreakable, antacid, antipathy,etc.

• suffixes, the word becomes the adjective national, the adverb nationally, and the verb nationalize.

See what words you can come up with that use the following suffixes. Typical noun suffixes are -ence, -ance, -or, -er, -ment, -list, -ism, -ship, -ency, -sion, -tion, -ness, -hood, -dom • Typical verb suffixes are -en, -ify, -ize, -ate • Typical adjective suffixes are -able, -ible, -al, -tial, -tic, -ly, -ful, -ous, -tive, -less, -ish, -ulent • The adverb suffix is -ly

Parents often seem to naturally speak to children in a sing and song, up-and-down tone, slightly higher in pitch, and at a slower rate than adult speech.  This "parentese" holds a child's attention longer - a powerful tool to enrich vocabulary by talking to young children.

Play word games with friends. Try Boggle, Scrabble, or Catch-Phrase.There are so many great games out there to teach you new words. If a friend comes up with a word that you don't know, ask them what it means.

When children have a relatively large vocabulary compared to their peers, it is a HUGE advantage when learning to read.  Reading comprehension depends on knowing the meaning of words in a written passage.  When a word is already in a child's vocabulary, the process of connecting that written word with the spoken word is easier and faster.

Parents who talk to their children throughout the day are giving them a gift. The language children learn helps them enjoy and understand the world around them and helps prepare them to become lifelong learners.  Research shows that children with larger vocabularies are better readers. Knowing many words helps children recognize and understand written words.

Expanding your vocabulary helps a person communicate and understand more. Vocabulary is typically learning some new words which may have a same meaning from what you already know. Learning more vocabulary also helps an individual to overcome their fear of reading comprehension, public speaking, reporting and writing. One will be self-confident as he or she presents his work that had become idealistic through his or her vocabulary the best possible way. Vocabulary can be learned not by only reading your dictionary but also being aware of your surroundings. Reading newspaper, magazine, novels and listening to public speakers also helps to expand your vocabulary.

DISCOVERY LEARNING MODEL

DISCOVERY LEARNING MODEL (DISCOVERY LEARNING)

Model Discovery Learning refers to learning theory is defined as a process of learning that occurs when students are not presented with a lesson in its final form, but students are expected to organize themselves.

As a model of learning, Discovery Learning has the same principle with the inquiry (inquiry) and Problem Solving. There is no difference of principle in these three terms.

At Discovery Learning more emphasis on the discovery of concepts or principles that were previously unknown. Differences inquiry and problem solving with the Discovery Learning discovery learning is that the students confronted the problem that some sort of problem that was engineered by the teacher.

Applying Discovery Learning model of teaching teachers act as mentors to give students opportunities for active learning, as the opinion of the teacher should be able to guide and direct the learning activities of students in accordance with the purpose. Conditions such as these want to change the teaching and learning activities are teacher-oriented to student-oriented.

In Discovery Learning, the teacher should have to give his students the opportunity to become a problem solver, a scientis, historin, or mathematician. Teaching materials are not presented in its final form, but students are required to perform a variety of activities to gather information, compare, categorize, analyze, integrate, reorganize material and make conclusions.

Discovery Learning can:

     Helping students to improve and enhance the skills and cognitive processes. Discovery efforts are key in this process, a person depending on how they learn.
     The knowledge gained through these methods is very personal and powerful because it strengthens the understanding, retention and transfer.
     Cause of pleasure to the students, because the growing sense of investigating and successfully.
     This learning model allows students growing rapidly and according to their own pace.
     Cause students to direct their own learning activities involving his wits and his own motivation.
     This learning model discovery learning can help students reinforce the concept itself, because gaining confidence in collaboration with others.
     Centered on the role of students and teachers alike actively secretes ideas. Even the teachers can act as a student, and as a researcher in the discussion situation.
     Help students eliminate skepticism (skepticism) because it leads to the final truth and certain or definite.
     Students will understand basic concepts and ideas better;
     Assist and develop retention and transfer to the new learning situation;
     Encourage students to think and work on their own initiative;
     Encourage students to think and formulate hypotheses own intuition;
     Provide decisions that are intrinsic; The situation becomes more aroused the learning process;
     The learning process includes aspects fellow students leading to the formation of the whole man;
     Increasing the level of awards to students;
     The possibility of students learning by utilizing various types of learning resources;
     Can develop individual talents and skills.



Discovery learning learning model has led to the assumption that there is a readiness of mind to learn. For students who are less intelligent, will have difficulty thinking or expressing abstract or relationships between concepts, written or oral, that in turn will lead to frustration.

Discovery learning learning model is not efficient to teach the number of students that much, because it takes a long time to help them find a theory or solving other problems.
Expectations contained in this method can be dispersed dealing with students and teachers who are familiar with the ways of the old learning.


Discovery learning learning model is more suitable for developing understanding, while developing aspects of concepts, skills and overall emotions received less attention.
In some disciplines, such as science lacking facilities to measure the ideas presented by the students. Discovery learning learning model does not provide opportunities for thought to be found by students to be chosen in advance by the teacher.

Step-by-Step Implementation Model Learning Discovery Learning

Step 1 Preparation
Preparatory step learning model discovery (discovery learning) are as follows:

     Determine the purpose of learning
     To identify the characteristics of students (prior knowledge, interests, learning styles, and so on)
     Choosing subject matter.
     Determine the topics that students need to learn inductively (from the examples of generalization)
     Develop learning materials in the form of examples, illustrations, and so the task for students to learn
     Set the lesson topics from simple to complex, from the concrete to the abstract, or from the stage enaktif, iconic to symbolic
     Conducting an assessment process and student learning outcomes


2 Implementation

a. Stimulation (stimulation / granting of stimulation)
First of all at this stage students are faced with something that causes confusion, then proceed to not give a generalization, so that the desire to investigate itself. Besides, teachers can begin by asking questions PBM activities, recommended reading books, and other learning activities leading to the preparation of problem solving. Stimulation at this stage serves to provide the conditions of learning interactions that can develop and assist students in exploring material.

b. Problem statement (statement / identification problem)
After stimulation selanjutya step is the teacher allowed students to identify as many as possible agendas of issues relevant to the lesson material, then one of them is selected and formulated in the form of hypotheses (while the answer to the question of the problem)

c. Data collection (Collection of Data).
When the ongoing exploration of teachers also provide an opportunity for students to gather as much information that is relevant to prove the truth of the hypothesis (Shah, 2004: 244). At this stage serves to answer the question or prove the truth of the hypothesis, thus students are given the opportunity to collect (collection) of various relevant information, reading literature, watching the object, interviews with informants, conduct their own trials and so on.

d. Data Processing (Data Processing)
According to Shah (2004: 244) is a data processing activity to process the data and information that has been obtained by the students through interviews, observation, and so on, and then interpreted. All informai readings, interviews, observation, and so on, are all processed, randomized, classified, tabulated, even when it needs to be calculated and interpreted in a certain way at a certain confidence level

e. Verification (Proof)
At this stage the students perform a careful examination to prove whether or not the hypothesis set out earlier by finding alternatives, associated with the results of data processing (Shah, 2004: 244). Verification according to Bruner, intended that the learning process will go well and creatively if the teacher provides opportunities for students to find a concept, theory, rule or understanding through examples that he encountered in his life.

f. Generalization (draw conclusions / generalizations)
Stage generalization / draw conclusions is the process of pulling a conclusion can be made and the general principles applicable to all events or the same problem, having regard to the results of the verification (Shah, 2004: 244). Based on the results of verification of the formulated principles underlying the generalization

Assessment In Learning Model Discovery (Discovery Learning)
In Discovery Learning Model Learning, assessment can be done using test and non test.

Assessment can be used cognitive assessment, processes, attitudes, or assessment of students' work. If penialainnya form a cognitive assessment, then the discovery learning learning model can use a written test. If the assessment process using the assessment form, attitude, or the assessment of students' work, the implementation of the assessment can be done by observation....

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THEORY OF LEARNING

Theory of Learning

          The startinng point for all language teaching should be an understanding of how people learn. But it is too often the case that learning factors are the last to be considered. ESP has been particularly guilty in this regard.

          Development in learning theory have followed a similar pattern to those in language descriptions, and each has had some effect o the other. Certainly there were empirical observations, such as Comenius studies made in the sixteenth century and the preepts of the Direct Method at the end of the nineteenth century (see e.g. Stern, 1983).

          We can identify five main stages of development since then, which are of relevance to the modern language teacher ( see Littlewood, 1984, for an excellent survey of theories of learning).

1.    Behaviourism : Learning as Habit Formation

The first coherent theory of learing was the behaviourist theory based mainly on the work of Pavlov in the Soviet Union and of Skinner in the United State.

The simplicity and directness of this theory had and enormous impact on learning psycology and on language teaching. That second language learning should reflect and iitate the perceived processes of mother tongue learning. Some of these precepts were :

- Never translate.

- New language should always be dealt with in the sequence : hear, speak, read, write.

- Frequent repetition is essential to effective learning

- All errors must be immediately corrected.

     The basic exercise technique of a behaviourist methodology is pattern practice, particularly in the form of language laboratory drills.

2.    Metalism : thinking as rule – governed activity

Language learners would not conform to the behaviourist stereotype : they insisted on translating things, asked for rules of grammar, found repeating things to a tape recorder boring, and somehow failed to learn something no matter how often they repeated it (see Allwright, 1984).

The first succesful assault on the behaviourist theory came from Chomsky (1964). His conclusion was that thinking must be rule-governed : a finite, and fairly smallm set of rules enable the mind to deal with the potentially infinite range of experiences it may encounter.

3.    Cognitive code : Learners as thinking beings

Whereas the behaviourist theory of learning portrayed the learner as a passive receiver of information, the cognitive view takes the learner to be an active proccessor of information (see e.g. Ausubel et al., 1978).most recently, the cognitive view of learning has had a significant impact on ESP through the development of courses to teach reading strategies. The cognitive code view of learning seems to answer many of the theoritical and practical problems raised by behaviourism.

4.    The affective factor : learners as emotional beings

People think, but they also have feelings. It is one of the paradoxes of human nature that, although we are all aware of our feeeling and their effects on our actions, we invariably seek answers to our problems in rational terms.

5.    Learning and Acquisition

Learning is seen as a conscious process, while acquisition proceeds unconsciously.

6.    A Model for Learning

Well, we will provide a practical source of reference fo the ESP teacher and course designer.

There is no limit to the number of links possible. Indeed the more links  a place already has the more it is likely to attract. (see figure 14).

a.     Individual items of knowledge, like the towns, have little significance on their own.

b.    It is the exsting network that makes it possible to construct new connections.

c.     Items of knowledge are not of equal significance.

d.    Roads and railways are not built haphazardly.

e.     A communication network is a system.

f.      Last, but by no means least, before anyone builds a road, crosses a river or clims a mountain, they must have some kind of motivation to do so.

Conclusion

In conclusion we get two points :

a.     We still do not know very much about learning. It is important, therefre, not to base any approach too narrowly on one theory.

b.    As Corder (1973)says : thus behaviourist theory of learning does not have to sccompany a structure view of language, Nor is there any casual link between a functional view of language and a cognitive learning theory.

Having now considered the tow main theoritical based of course design, we also look in the characteristic as the distinguishing feature of ESP-need analysis.

Question

1.    What is the meaning of language learning ?

2.    What is the difference of learning and acquisition ?

3.    What is the definition of cognitive code ?

4.    How many percepts have behaviourm held ? mention it !

    

FLASH CARD GAME FOR STUDENT

Using Flash Cards for Young Learners

Flash cards are a simple, versatile, yet often underexploited resource. I would like to offer some reasons for using flash cards and a selection of activities for use in the Young Learner classroom, although some of the activities could also be used with fun-loving, lower level adult classes.

there is one example for each type of activity. If you follow this link - Flash card activities - you will find more examples for each type of activity.

• Why use flash cards?

• Where to get flash cards?

• Activity types for using flash cards

• Memory activities

• Drilling activities

• Identification activities

• TPR activities

Why use flash cards?

Howard Gardner's multiple intelligence theory reminds teachers that there are many types of learners within any one class. Gardner's research indicates that teachers should aim to appeal to all the different learner types at some point during the course. It is particularly important to appeal to visual learners, as a very high proportion of learners have this type of intelligence. Flash cards can be bright and colourful and make a real impact on visual learners. Many of the activities outlined below will also appeal to kinaesthetic learners.

For children at reading age, flash cards can be used in conjunction with word cards. These are simply cards that display the written word. Word cards should be introduced well after the pictorial cards so as not to interfere with correct pronunciation.

Flash cards are a really handy resource to have and can be useful at every stage of the class. They are a great way to present, practise and recycle vocabulary and when students become familiar with the activities used in class, they can be given out to early-finishers to use in small groups. I sometimes get the students to make their own sets of mini flash cards that can be taken home for them to play with, with parents and siblings.

Where to get flash cards?

• Buy them - Some course books provide a supplementary pack of flash cards or they can be bought in sets.

• Make them yourself - If you don't have access to professionally produced flash cards, don't worry, it's really easy to make your own even if you're not very artistic. You can use pictures from magazines, draw simple pictures or copy from the internet or clip art. The most important thing is to make sure they are all of the same size, on card (different colours for different sets) so you can't see through them. If possible you can laminate the sets as you make them and they will last for years. The advantage of making your own, apart from the fact that they're cheap and yours to keep, is that you can make sets for your specific needs. You may like to make a set to use in conjunction with a story book or graded reader, or even to accompany project work.

• Students make them - I have recently begun to incorporate the production of flash cards into the classroom. After introducing a new lexical set, using realia or the course book, ask students to produce the flash cards for you. Give each one an item to draw. They can be mounted on card to make the set.

Activities for using flash cards

I have divided the activities into the following categories: Memory, drilling, identification and TPR activities.

In this article there is an example for each type of activity. If you follow this link - Flash card activities - you will find more examples for each type of activity.

Memory Activities

• Memory Tester
• Place a selection of flash cards on the floor in a circle.
• Students have one minute to memorise the cards.
• In groups, they have two minutes to write as many of the names as they can remember.

Drilling Activities

• Invisible Flash cards
• Stick 9 flash cards on the board and draw a grid around them.
• Use a pen or a pointer to drill the 9 words. Always point to the flash card you are drilling.
• Gradually remove the flash cards but continue to drill and point to the grid where the flash card was.
• When the first card is removed and you point to the blank space, nod your head to encourage children to say the word of the removed flash card.
• Students should remember and continue as if the flash cards were still there. They seem to be amazed that they can remember the pictures.
• Depending on the age group I then put the flash cards back in the right place on the grid, asking the children where they go, or I ask students to come up and write the word in the correct place on the grid.

This activity highlights the impact of visual aids. It really proves that the images 'stick' in students' minds.

Identification Activities

• Reveal the word
• Cover the flash card or word card with a piece of card and slowly reveal it.
• Students guess which one it is.
• Once the card is shown, chorally drill the word with the group using different intonation and silly voices to keep it fun. Vary the volume too, whisper and shout the words. Children will automatically copy your voice.
• Alternatively, flip the card over very quickly so the children just get a quick glimpse.
• Repeat until they have guessed the word.

TPR activities

• Point or race to the flash cards
• Stick flash cards around the class.
• Say one of them and students point or race to it.
• Students can then give the instructions to classmates.
• You can extend this by saying "hop to the cat" or even "if you have blonde hair, swim to the fish" etc.
• You can also incorporate flash cards into a game of Simon Says. "Simon says, jump to the T-shirt" etc.

Source : - Flash card activities -