What are the ways students can learn vocabulary for improving their English communication skills?

It’s crucial to keep in mind that learners need to have both active and passive vocabulary knowledge when considering how to teach vocabulary. In other words, students’ vocabulary should be made up of English words that they will be expected to use on their own in original phrases as well as words that they just need to recognise when they are spoken or written by others. The challenge of understanding another speaker requires the listener to have a passive vocabulary, that is, enough familiarity with words used by others to comprehend their meaning. Teaching passive vocabulary is crucial for comprehension. This is sometimes referred to as receptive English knowledge. Advanced students’ ability to express themselves creatively depends on their ability to learn active vocabulary. We know that the school information management system therefore can be of great help to the students. Simple flash cards or word cards can be used by teachers as teaching aids for vocabulary. On one side of the card, the teacher writes an English word; on the other, they write a sentence that includes the term, its definition, synonyms, and pronunciation. Word cards are a great way to help with memory. Additionally, this is a practical approach for students to bring their newly learned vocabulary with them and review it anytime they get the chance. The word association method is another effective strategy for vocabulary instruction. Because they lack context when retained singly, words are more challenging to recall. However, the words are more easily retained if they are grouped in common phrases and sentences. The attendance management software can keep a record of the students at the same time. Asking students to match new terms from one column with definitions from another column after the new vocabulary has been introduced is a helpful technique to determine whether or not they have understood the meanings of these new words. Before learning new terminology, it is essential to test understanding. The meanings are mixed up and lettered in column two, while the new words are numbered in column one. By matching the start of the sentence or phrase from column 1 with the conclusion of the sentence or phrase from column 2, students can also use this strategy to create their sentences. Students use a graphic organiser in this method that consists of a rectangle, three ovals, and then another rectangle, all in a straight line. The term in question should go in the rectangle on the very left of the page. We know that a word that is the opposite is used to fill up the rectangle on the far right. Words are arranged in the middle three ovals so that they gradually diverge from left to right until they reach the opposite. This way they can consider the words microscopic, tiny, small, greater, and large. Conduct a word hunt in your home, school, periodicals, books, and online articles. Look for uncommon words, academic terminology, odd spellings, homophones, etc. instead of just numbers.  To keep track of the words you’re learning, use tally marks. Mark the word every time the instructor uses it in a sentence, and mark it twice when a student does. Alternately, you might play instructor vs class while keeping the score equal. Despite how close the titles are, this relay exercise is not the same as the one mentioned above. Teams of students compete to fill in terms relevant to a category that begin with the letters of the alphabet in order in this edition. This can be carried out singly, in groups, or even by the entire class. Additionally, it works well for both online and classroom training. We are aware that vocabulary aids in the development of reading skills and improves comprehension. Low vocabulary levels frequently correlate with poor comprehension, while high vocabulary scores frequently correlate with strong comprehension. We know that comprehension is a complicated process that is essential to children’s reading development and cannot be comprehended without a comprehensive knowledge of the function that vocabulary education and development play in comprehension of what is read. The majority of students pick up vocabulary by accident through indirect exposure to words at home and at school—by talking and listening, hearing books read aloud to them and engaging in a lot of independent reading.

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