The English teaching – learning process of the vocabulary to support the development of the basic skills in the students of eleventh grade in Matagalpa

Salgado, Jorge Antonio and Torrez Torrez, Alfredo Javier (2006) The English teaching – learning process of the vocabulary to support the development of the basic skills in the students of eleventh grade in Matagalpa. Otra thesis, Universidad Nacional Autónoma de Nicaragua, Managua.

Text (Texto Completo)

Download (994kB) | Preview
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (6kB) | Preview


It is important to make mention that without a sufficient vocabulary, a person who is learning another language cannot communicate effectively or express his/her ideas. Is for that reason, our investigation work was based on how to use the vocabulary to support the different English skills. This investigation work gives us characteristics of spelling, pronunciation, intonation and origin of the words, to be used appropriately by the teacher and students. On the other hand, we applied interviews to the teachers and to the students by using aspects such as: the way, the amount of days, or time, the resources, and the strategies and/or techniques the teachers use in the classroom for teaching and learning process of the vocabulary. However when we applied the interviews to the English Teachers and the survey to the students selected, we found that the teachers do not know what are the strategies and techniques to teach vocabulary and the frequency that they have planned to teach them. That is why; we suggest different strategies and techniques to teach and how to evaluate the vocabulary. It‟s necessary to point at other aspects that we found through our investigation work in order to improve the English as a second language in the classroom. Firstly, teachers should carefully select words to teach, with special focus on the most frequent and useful words as they carry the most meaning senses. Special attention should also be given to words, which are difficult to learn Secondly, as we can all but guarantee that most words we teach will be lost to the Forgetting Curve, it is therefore essential that the new words are repeated soon after the initial learning, and repeated at spaced intervals many times and in many contexts thereafter to cement them in memory. As our textbooks do not seem to consciously recycle important vocabulary the required 5-16 times, teachers have to find ways to ensure there are enough English classes. One easy way to achieve both these goals, and one that takes little classroom time, is to require students to small paragraph out of class or ask them to listen to long simplified recordings. Another advantage of reading smalls paragraph is that as students will be exposed to massive amounts of vocabulary, they can discover new collocations, as well as improving their reading fluency in an enjoyable way. Thirdly, students should not be faced with material that is too difficult because they will not be able to guess successfully and easily add new knowledge to what they already know. Material that is a little easy is beneficial for language learning because the students can improve their reading speed and fluency. This is because they already know all the words and will be able to build their word recognition speed. Fourthly, by teaching students how to learn vocabulary effectively, and use their dictionaries well, will save them a lot of time and will ultimately make them independent of teachers, dictionaries and textbooks. Lastly, vocabulary exercises should focus on deepening and internalizing knowledge of words, but not only focus at the surface „form-meaning‟ level and should deal with collocations and multiple-word units, not only single words. The type of practice in these activities allow the students to notice new words, or new features of words they already know, as well as giving them chances to internalize them. For example, simple gap-fill and matching exercises manipulate only meaning and/or form, and thus call for relatively shallow mental processing. The focus should also be on deepening and internalizing the knowledge by doing activities at a deeper level. “A good knowledge of English vocabulary is important for anyone who wants to use the language”

Item Type: Thesis (Otra)
Información Adicional: Seminario-(Licenciados en Inglés)-Universidad Nacional Autónoma de Nicaragua
Palabras Clave Informales: English Teaching Learning Process Basic Skills English-Seminarios-2006
Materias: 300 Ciencias sociales > 370 Educación > 373 Educación secundaria
400 Lenguas > 420 Inglés e inglés antiguo > 428 Uso del Inglés estándar – Lingüística
Depositing User: Users 1937 not found.
Date Deposited: 16 Nov 2017 15:47
Last Modified: 16 Nov 2017 15:47


Downloads per month over past year

Actions (login required)

View Item View Item