Around 30 years ago, vocabulary was considered “a neglected feature of second language research” (Nation 2012: 93). Recent research, however, indicates an “enormous growth in research on vocabulary” (ebd.). Vocabulary is essential to communicate effectively. Nowadays, teachers often test their students’ language skills in vocabulary tests, in which the students have to fill in the correct English translation for the German word. Therefore, many students learn vocabulary through direct translation and without any comprehensible context, but is this kind of learning appropriate?
From my point of view “vocabulary learning is a continual process of encountering new words in meaningful and comprehensible context” (Harmon et al. 2009, cit. in: Bintz 2011: 45). Even if students are performing well in vocabulary tests, it does not mean that they can apply the words in context. Therefore, my lesson project will deal with the following question: Can the performance of students in vocabulary tests be improved through different vocabulary introduction? While focusing on different vocabulary introduction, I will also consider a meaningful and comprehensible context, so that students will be able to apply the words, which they have learned, in new context.
First of all, some theoretical positions and beliefs of vocabulary teaching will be depicted, especially the “main jobs of the vocabulary teacher” (Nation 2012: 93) will be discussed. Various methods of the vocabulary introduction, e.g. creating a board game, word cards, etc. will be described. Students’ performance on vocabulary will be tested by various vocabulary tests with meaningful context. Additionally, the aims as well as the survey instruments and methods of the lesson project will be given. Furthermore, anticipated challenges and possible solutions will be described at the end of Part A (Research and Theories).
After having presented the theoretical background of the lesson project, this paper will have a specific look at the Action Research (Part B of the lesson project) in order to establish a connection between the theoretical context and the practical application. Therefore, based on the lesson project at the Geschwister-Scholl-Gesamtschule in Moers (8th grade), a survey will be conducted at the end of the lesson project, which is also described in chapter 4. The implementation of the lesson project, its results and a discussion will be given in
Part B.
Table of Contents
Portfolio Part A
Exposé
1. Introduction
2. Theoretical Background of the Lesson Project
3. Aims
4. Survey Instruments and Methods
5. Anticipated Challenges and Possible Solutions
Assignment (Reflections on Classroom Discourse)
6. Which New Points did I Learn in this Seminar?
Portfolio Part B
7. Lesson Project: Implementation
8. Lesson Project: Results
9. Lesson Project: Discussion
10. References
11. List of Figures
Appendix
Research Objectives and Thematic Focus
The primary objective of this project is to investigate whether student performance in vocabulary tests can be enhanced by implementing diverse and context-based vocabulary introduction methods, moving away from traditional direct translation techniques.
- Theoretical foundations of vocabulary teaching and learning (planning, training, testing, teaching).
- Implementation of creative, student-centered vocabulary activities (e.g., board games, word cards).
- Comparative analysis of student performance across different vocabulary instruction methods.
- Evaluation of learner perceptions regarding vocabulary learning strategies and contextual usage.
- Fostering student autonomy and application of vocabulary in meaningful communicative contexts.
Excerpt from the Book
2. Theoretical Background of the Lesson Project
The focus of the theoretical background will be laid on both teaching and learning vocabulary. Basically, learners need a “relatively large vocabulary to function in a language, and must know a lot about each word in order to use it well” (Schmitt 2010: 38). But how can teachers ensure that students learn a wide range of words numerous times? First of all, there is no ‘best’ teaching methodology (cf. ebd.). The best teaching method depends on several factors which vary from situation to situation. One important factor is “the words themselves” (Schmitt 2010: 39), i.e. different words or phrases might need different teaching strategies and methods. There is a variety of ways of conveying the meaning of a new word:
• definition or explanation;
• demonstration or gesture;
• synonym or antonym;
• giving examples;
• define in a situational context. (ebd.)
A second factor is “the learners themselves” (ebd.), i.e. each learner is an individual, and “different learners may favour different approaches” (ebd.). Students typically use a variety of vocabulary learning strategies, however, using more strategies is not always better. What is more important is “how well the strategies are used” (ebd.). Another factor is the “general teaching approach” that is intentional versus incidental learning (ebd.).
In many school internships I observed that most of the teachers do not put emphasis on different vocabulary introductions. Students often have to learn the new words of the unit at home in order to achieve a good mark in the vocabulary test. There is neither a vocabulary introduction nor an appropriate context included. In order to implement my lesson project, I will lay stress on “the main jobs of the vocabulary teacher” (Nation 2012: 93f.), which are listed in the following:
• Planning a Well-balanced Vocabulary Course
• Training Learners in Useful Strategies of Vocabulary Learning
• Testing Vocabulary
• Teaching Vocabulary
Summary of Chapters
1. Introduction: Presents the research interest in vocabulary teaching and questions the effectiveness of traditional direct translation methods in favor of meaningful context.
2. Theoretical Background of the Lesson Project: Discusses core principles of vocabulary acquisition, including the four primary responsibilities of a vocabulary teacher: planning, training, testing, and teaching.
3. Aims: Outlines the core hypothesis that traditional vocabulary instruction fails to promote context-based application and sets the goal to implement diverse introduction methods.
4. Survey Instruments and Methods: Details the methodology for data collection, focusing on classroom observation, vocabulary testing, and student surveys to assess learning outcomes.
5. Anticipated Challenges and Possible Solutions: Addresses potential difficulties such as time management, limited textbook vocabulary, and student resistance to group work, proposing strategies for mitigation.
6. Which New Points did I Learn in this Seminar?: Reflects on concepts such as micro-teaching, various task types (e.g., anecdotes, decision-making), and effective classroom discourse strategies.
7. Lesson Project: Implementation: Describes the practical application of vocabulary teaching strategies, specifically the use of board games for learning about "The Black History."
8. Lesson Project: Results: Analyzes the data gathered from three vocabulary tests and student surveys, concluding that while student engagement increased, test performance remained stable.
9. Lesson Project: Discussion: Evaluates the outcomes, suggesting that more intensive practice and a balanced combination of survey methods (teacher and student) would be beneficial for future research.
Keywords
Vocabulary Teaching, Language Acquisition, Contextual Learning, Classroom Research, Teaching Methodology, Student Performance, Vocabulary Introduction, Strategies, Communicative Skills, Action Research, Lesson Project, Educational Practice, Vocabulary Tests, Student Survey, Pedagogical Innovation.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on improving English vocabulary instruction by implementing diverse, context-based teaching methods to replace traditional direct translation, and evaluates the impact on student performance.
What are the central thematic fields addressed?
The work covers vocabulary teaching strategies, the role of the teacher as a planner and tester, student engagement through active learning, and the analysis of vocabulary acquisition in school settings.
What is the primary research question?
The central question is whether student performance in vocabulary tests can be improved through the use of different, more varied methods of vocabulary introduction and contextualized learning.
Which scientific methods are utilized in this study?
The author uses action research, involving classroom observation, the implementation of specific teaching interventions, quantitative data collection via vocabulary tests, and student surveys.
What topics are discussed in the main part of the paper?
The main part covers the theoretical foundations of vocabulary teaching, the practical implementation of lesson projects including group-based tasks like board games, and an evaluation of the results.
Which keywords best characterize this work?
Key terms include Vocabulary Teaching, Action Research, Contextual Learning, Teaching Methodology, Student Performance, and Pedagogical Innovation.
How does the author define the "main jobs of a vocabulary teacher"?
Based on Paul Nation, the four main jobs are planning a well-balanced course, training learners in useful strategies, testing vocabulary knowledge, and teaching vocabulary appropriately.
What did the results of the vocabulary tests indicate?
Interestingly, the tests showed that performance did not significantly improve compared to previous methods, despite the pupils reacting positively to the more diversified and creative teaching approach.
Why did the author choose to implement board games in the classroom?
Board games were chosen to foster a meaning-focused environment that combines language input and output, encouraging students to apply new vocabulary in communicative and meaningful contexts.
What suggestions does the author make for future improvements?
The author suggests using more visual aids, providing written guidelines for tasks to increase student autonomy, and involving both teachers and students in future survey efforts to gain a more comprehensive perspective.
- Quote paper
- Hülya Atasoyi (Author), 2015, Lesson Project on Vocabulary Teaching. Can the Performance of Students in Vocabulary Tests be Improved through Different Vocabulary Introduction?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/338205
