Hello everyone!!! Welcome back to my blog. Here is I would like to share to all of you about Learning Words & Learning Grammar. Hope you enjoy it.
Vocabulary development is about learning words, but it is about much more than that. Vocabulary development is also about learning more about those words, and about learning formulaic phrases or chunks, finding words inside them, and learning even more about those words. Even the idea of what counts as a ‘word’ starts to become confused when linguists try to produce watertight definitions. Commonly, we will start from words in the recognition that infants, children and adults talk about ‘words’ and think in terms of a word as a discrete unit. Sometimes children will ask about particular word means or how to say a word by using foreign language and learning to read etc.
Content and function words need different teaching approaches. While the meaning of content words can be explained and talked about, it is very difficult to do this with function words. Usually, children can learn function word incidentally, with a range of different discourse contexts, rather than by using explanation.
Vocabulary needs to be met and recycled at intervals, in different activities, with new knowledge and new connections developed each time the same words are met again. Looking at the five steps, we can see that each ‘step’ is in fact something that needs to happen over and over again, so that each time something new is learnt or remembered. Nation (1990) suggests that a new word needs to be met at least five or six times in a text book unit before it has any chance of being learnt. I am emphasising the need for words to recur, not just in a unit, but across units or chapters, and across levels and years. This method is really important for young learners. Most of them maybe still kids and they want some their toys like doll, robot, etc. kinds of childish things, but that will be useful later.
Without the grammatical structure it was very big in his language resources, the child could not tell me all he knew about his dinosaur. With the adjective big, he could begin to express his knowledge, but he needed more to express meaning precisely. By learning grammar, this is will helping about language resources and communicative possibilities.
To teach a language to non-native speakers, we need to stop it, to fix it so that we can understand it as a more static set of ways of talking, and break it into bits to offer to learners. Breaking a language into word-sized bits produces ‘vocabulary’, finding patterns in how words are put together produces ‘grammar’. English has a pattern, for example like most native speakers expresses the idea of intensification by placing the adjectives. These patterns are called ‘rules’, we should notice that patterns rules in so far as they describe what people usually do rather than being like ‘school rules’ that teachers ensure are obeyed.
Cognitive psychology suggests that our brains/minds work always with a limited amount of attentional capacity (or mental attention) that is available to concentrate on getting a task achieved. When that task is communicating an idea or message through the foreign language, then it seems that finding the right words takes up attention early on, but that, once those words or chunks are well known, using them takes up less capacity, and attention is freed for grammar. This will be a repeating process of moving from lexis to grammar, as language resources get gradually more extensive. A social factors, the actual need for grammar to communicate. If you can get a message without grammar, a very knowledge of a language makes it possible to buy food in foreign shop.