ERIC Number: ED226601
Record Type: RIE
Publication Date: 1981-Dec
Reference Count: 0
The Teacher's Mediation in Students' Vocabulary Learning.
Three stages of teaching second language vocabulary are examined using examples of typical situations for Poles learning English. A basic assumption is that the vocabulary of any two languages, especially Indo-European languages, exhibits both ethnological and accidental similarity. The first stage is to make the phonic, or graphic, or both forms, of the second language word stay in the learner's minds. In the second stage, the learners should practice in the receptive use of the new words, and in stage three, the teacher should give the learners practice in using the words. To make the second language word stay in the learner's mind, the teacher should show all the similarities between the native and second language word, as well as suggest associations and mnemonic devices. The importance of proper translation equivalence in vocabulary teaching is emphasized, along with the need to provide learners with more than one native language equivalent of a second language word. The teacher should also provide the learner with examples of different contexts in which the newly learned word can be used and examples of incorrect use. The examples include common translation equivalents for Polish and English words and examples of words that can be associated with other words in the same semantic way. (SW)
Publication Type: Guides - Classroom - Teacher; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Revised version of a paper presented at an IATEFL Conference (London, England, December 1981).