Vocabulary. How do we teach it. ?. Teaching Vocabulary. Definition-Based Approaches Context-Based Approaches Concept-Based ApproachesSemantic Mapping (Schirmer, 2000). Teaching Vocabulary. Definition-Based Approaches . Definition-Based Approach. Two Forms1st- Students are asked to look up definitions of a list of words in the dictionary, copy them, and write a sentence for each word.2nd- The teacher briefly discusses the meaning of new words in 15
Download Policy: Content on the Website is provided to you AS IS for your information and personal use only and may not be sold or licensed nor shared on other sites. SlideServe reserves the right to change this policy at anytime.While downloading, If for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Teaching Vocabulary Meaning Through Semantic-Based Activities
Mary Helen Gallien
Many software programs have dictionaries and other reference tools built into them
There are a variety of CD-based dictionaries including picture dictionaries and sign language dictionaries
Dictionary and ESL websites are another option
Cloze procedure (ex. ClozePro by Crick Software) and other vocabulary software programs (ex. Vocabulary Companion by VISIONS Inc.) can be used to present words in different contexts
There are many programs and websites that allow teachers to create materials using their own word lists related to their curriculum
Blachowicz & Fisher (1996)
New Knowledge Is Gained…
new concepts to the original
maps to provide understanding
(Duffelmeyer & Banwart, 1993; Heimlich & Pittelman, 1986; Johnson, Pittelman, &Heimlich, 1986)
There are a variety of semantic mapping software programs, for example Inspiration
The maps can be color-coded, shape-coded, and images can be added to further support students
Visual Thesaurus is a web-based “program” that links related words to each other as a semantic map
Students can click on related words to more clearly understand meaning and relationships among concepts
Antonyms can go here too.
…those forms of language that result in a non-literal meaning.(Easterbrooks & Baker, 2002)
Interactive Website: http://www.geocities.com/Athens/Aegean/6720
‘Down the street’ requires multiple sign concepts, depending on the context.
“Put out the fire.”
(Fairview Learning Network)
Adapted Dolch Words
must see the different meanings in context in order to acquire them.
Most hearing children acquire the
various meanings effortlessly
through their sense of hearing.
(Fairview Learning Network)
Easterbrooks, Susan R. & Baker, Sharon (2002).Language
Learning in Children Who Are Deaf and Hard of Hearing.
Boston, MA: Allyn and Bacon
Schirmer, Barbara, R. (2000).Language and Literacy
Development in Children Who Are Deaf.Needham Heights, MA:
Allyn & Bacon