Teaching Vocabulary Teaching and Learning Vocabulary
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translation. In addition, it was assumed that putting across the meaning was the whole of teaching vocabulary. However, Lado 1964 affirmed that putting across
the meaning is just a small part of vocabulary teaching. Further, he added that in order to be able to use a word, the form of the word must be taught first. In
addition, for smoothness in speaking and quick understanding in listening, a large amount of practice is ultimately needed.
Lado 1964: 121 stated “teaching vocabulary varies for easy words, words with normal difficulty and words with special problems.” Teacher should be able
to recognize those three types of words so that she is capable of implementing a strategy for special types of words.
1 Words that are Easy to Learn
“Words that are similar in form and meaning to the first language are easy to learn” Lado, 1964: 127. He affirmed that those words usually fall into patterns
of correspondence of sounds and stress and can be taught quickly in such patterns. Thus, this type of words should be taught for listening and reading rather than for
speaking and writing. The examples of those words are nation, mission, combination, variation,
and many others. The class may repeat them to reinforce their hearing and they may read them for the same purpose. To be detailed, he
suggested the item is repeated and given in the native language if necessary.
2 Words of Normal Difficulty
According to Lado 1964: 128, “words of normal difficulty are best taught in contextual areas, such as food, clothing, language, education, and many
others.” To be detailed, it is helpful to use a connected context illustrating words PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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which are taught. He implied that additional words can be taught as alternatives to those chosen in the connected context. For example, if the area is sport, various
sports can be learned as alternatives. Thus, if the conversation gives football as the choice of the speaker, volley ball, basket ball, base ball, tennis and badminton can
be learned as alternatives.
3 Difficult Words
“Because differences with the first language, some words and sets of words are especially difficult to teach and to learn” Lado, 1964: 129. The use of
in, on, at as prepositions of location may cause the students confused. Therefore,
Lado 1964 suggested bringing that little problem to consciousness showing the distribution in English and practicing it until the students are able to use it
accurately. In teaching this problem, teacher is firstly wished to select the examples, however, to show the difference in distribution before telling them to
use in with large areas, on with lines, and at with points. in
Chelsea I live in Chelsea.
on Loyola Avenue
I live on Loyola Avenue. at 5768 Main Street
I live at 5768 Main Street.