How to Teach ELLs Vocabulary

Motivating Students to Learn New Words in the ESL Classroom

Effective foreign or second language learning involves to a great extent learning new vocabulary words... and a lot of them. What is the trick?

Research has it: Adults and adolescents need between 10 and 16 encounters with a new word before they can put it in their long term memories. This has implications for vocabulary practice. Letters, sounds, words, chunks, grammatical structures need to be spread out and built up from noticing, to recognition to production

From passive to active productionThere is a gradual progression in vocabulary

learning. Learners usually start by noticing then recognizing a word before they are able to produce it.

There are four stages in new vocabulary acquisitionThe learner notices the new word (with help)The learner learns to recognize it (with help)The learner recognizes it on his/her ownThe learner can both recognize and produce

it.

Ways to make vocabulary learning interesting

Since students need to be motivated to learn vocabulary constantly, it is important that vocabulary review is as interesting as possible. Teachers can vary the types of exercises, strategies and activities. The visual element is equally important. Here are some of the activities I tend to use in my EFL classroom. They are, by no means exhaustive.

Stage 1: Noticing the word: the visual element

FlashcardsPictures

Stage 2: RecognitionTrue/falseCategorize the wordsMatching. (this category is huge with both open

and closed types of exercises)Matching the word to its definition, L1-L2, opposites, adjectives and nouns, verbs and adverbs, word to the picture, match two words that go together

Multiple choiceDrawing the wordBingo gamesCircle the word you hear

Stage 3: Production

DictationAnswering questionsGuessing games: I’m thinking of:Picture descriptionMiming

Final Words: Points to consider

Try to have as many success oriented activities that are geared to the age groups you teach.

Gradually progress from one stage to another but vary the activities within each stage.

Consider appealing to the various multiple intelligences. The visual element in learning is particular important – for all age groups but particularly important for younger children