commit to user Each sentence consists of words vocabulary having different
function. Each of the functions is classified as a different part of speech Frank, 1972: 1. They are as follows:
Part of Speech Explanation
Example
a. Noun Noun could be the name
of person, place, things or idea
magazine, umbrella, coffee, stone, etc.
b. Verb It is words expressing
action to teach, to play, to
cook, etc
c. Adjective It is the word used to
qualify noun or pronoun Mr. Adam is smart; smart is the adjective
d. Adverb It is a word used for
qualifying the meaning of verb, adjective, or
another adverb Mrs. Nurul is teaching
in the classroom
e. Conjunction It is a word used to
relate one word to another one, or one
sentence to another one I have to call him
before
I go
f. Pronoun
It is the word which can take the place of a noun
They are my lecture
g. Interjection It is a word put into a
sentence to express a sudden feeling of mind
or emotion Hurrah
I am the winner
Based on the explanation above, vocabulary is words related to the worlds to give name for everything in the world. Vocabulary taught in school
is not only noun, but also the other parts of speech like verb, adjective, adverb, conjunction, pronoun, and interjection.
2. Vocabulary Mastery
commit to user Cameron 2002 in
http:scribd.comdoc.18475644vocabulary- mastery
, retrieved on December 6
th
, 2009, says that “Persons said to ‘know’ a word if they can recognize its meaning when they see it”.
Nation in Nation 2008: 61 give the aspects in knowing a word, they are as follows
In column 3, R = receptive knowledge, P = productive knowledge Form Spoken R
P What does the word sound like?
How is the word pronounced? Written R
P What does the word look like?
How is the word written and spelled Word parts
R P
What parts are recognizable in this word? What word parts are needed to express the
meaning?
Meaning Form and
meaning R
P What meaning does this word form signal?
What word form can be used to express this meaning?
Concept and Referents
R P
What is included in the concept? What items can the concept refer to?
associations R P
What other words does this make us think of?
What other words could we use instead of this one?
Use Grammatical Function
R P
In what patterns does the word occur? In what patterns must we use this word?
collocations R P
What words or types of words occur with this one?
What words or types of words must we use with this one?
Constraints on use
register, frequency ..
R P
Where, when, and how often would we expect to meet this word?
Where, when, and how often can we use this word?
Ur 1996: 60 also give the knowledge needs to be taught in teaching vocabulary:
a. Form: Pronunciation and spelling dĂďůĞϮ͘ϭ
commit to user The learners have to know what a word sounds like its pronunciation and
what it looks like its spelling. b. Grammar
When teaching a new verb, for example, we might give also its past form, and we might note if it is transitive or intransitive. Similarly, when
teaching a noun, we may wish to present its plural form or draw learners’ attention to the fact that it has no plural at all.
c. Collocation The collocations typical of particular items are factor that makes a
particular combination sound ‘right’ or ‘wrong’ in a given context. In the other words, Collocation is words organization.
d. Aspects of meaning 1 Denotation, connotation, appropriateness
The meaning of a word is primarily what it refers to in the real world is called denotation. A less obvious component of the meaning of an
item is its connotation: the associations, or positive or negative feelings. A more subtle aspect of meaning that often needs to be taught
is whether a particular item is the appropriate one to use in a certain context or not.
2 Meaning relationships Here are various meaning relationships:
commit to user a Synonyms: items that mean the same
b Antonyms: items that mean the opposite c Hyponyms: items that serve as specific examples of a general
concept d Co-hyponyms or co-ordinates: other items that are the ‘same kind
of thing’. e Superordinates: general concepts that ‘cover’ specific items.
f Translation: words or expressions in the learners’ mother tongue those are more or less equivalent in meaning to the item being
taught. e. Word formation
Vocabulary items, whether one-word or multi-word, can often be broken down into their component ‘bits’. Exactly how these bits are put together
is another piece of useful information – perhaps mainly for more advanced learners.
Hornby 1995: 721 defines mastery as complete knowledge or complete skill. It is supported by Swannel 1994: 656 who states that mastery
is comprehensive knowledge. Based on the definition above, it can be concluded that vocabulary
mastery is knowledge of the aspects of words including form pronunciation and spelling, grammar, usage, aspect of meaning, and also word formation
commit to user for advance learners. The knowledge is used to expresses physical objects or
ideas, moreover, it can be used in the appropriate context in communication.
3. Teaching Vocabulary to Young Learners
