ERIC Number: ED199645
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
Towards a Theory of Vocabulary Teaching: Psycholinguistic Implications for Vocabulary Growth.
The purpose of this paper is to suggest a point of departure for a coherent program of vocabulary growth. The paper offers three premises for a coherent program of vocabulary growth: (1) vocabulary is best learned as it functions in communication settings, (2) teachers can more effectively stimulate vocabulary growth if they attend more deliberately to vocabulary development as a multidimensional language phenomenon, and (3) the more teachers know about vocabulary, the better they can provide for its growth. Based on these premises, a "multifeature vocabulary analysis grid" (MVAG) is suggested as a mechanism that can be used to develop understanding of vocabulary and to sort out vocabulary knowledge as a function of five variables--print form, oral form, alternate (synonymous) form, concept, and experience. The first part of the paper defines the five dimensions of vocabulary growth as they relate to communication processes and the teaching of vocabulary. The second part discusses the multifeature vocabulary analysis grid and its potential for the classroom and for research. (RL)
Publication Type: Information Analyses; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Multifeature Vocabulary Analysis Grid
Note: Paper presented at the Annual Meeting of the Conference on English Education (16th, Minneapolis, MN, March 16-18, 1978).