|
Best approaches in teaching lexis to young learners
|
| bet | 5/6 | | Sana | 22.01.2024 | | Hajmi | 24,04 Kb. | | #142962 |
Bog'liq BEST APPROACHES IN TEACHING LEXIS TO YOUNG LEARNERS..DISCUSSION
The studies reviewed validate dual-coding theory for multiplying mental lexicons, with novel words strongest when encoded across both verbal and visual-spatial networks [1]. Multimedia technology serves this goal, but should remain familiar to learners’ lifeworlds. Total physical response further anchors kinaesthetic memory, though best alongside integrated language activities.
Repeated exposure proves critical to consolidating vocabulary into readily accessible knowledge, not isolated superficial familiarity. Between 6-20 varied meaningful encounters may enable nuance inference and production [2]. Compare novice parents relying on a handful baby words, whereas veteran parents hold robust receptive-productive kid lexicons enabling complex communication. Input frequency in context drives functional vocabulary growth.
Rather than isolated word lists, this vocabulary expansion integrates implicitly across academic lessons. Reading compelling texts provides a vehicle to assimilate broad lexical input at an efficient scale [3]. Struggling readers need scaffolding to unlock this benefit, which in turn expands basic comprehension abilities - a reciprocally escalating skillset for accessing wider language and content learning. Motivation significantly influences reading time on task.
Assessments provide guidance, though each instrument offers a constrained estimate of true vocabulary knowledge which catalyzes through individual zones of proximal development. Educators should appraise testing formats when calibrating instruction and avoid discouraging false ceilings from deficit-focused scores failing to capture latent linguistic potential. Fostering vocabulary requires nurturing the seeds of emerging competency.
In synthesis, optimal lexical instruction meets young learners at current mastery levels before stretching skills further. Multimedia, movement and multi-context language activities explicitly build cognitive word networks as robust scaffolds for communicative practice through integrated reading, writing, listening and speaking. Motivation and assessment continually inform this vocabulary ascent.
This symbiotic lexical progression argues that neither explicit nor implicit instruction alone suffice. Without varied exposure and communications practice, isolated vocabulary drilling fails to transfer into spontaneous recollection and production. Conversely reliance on only implicit acquisition risks uneven development lacking strategic progression. An integrated instructional environment consciously infuses academic content with vocabulary enrichment while expanding learner reading empowerment.
|
| |
