Definition of Terms INTRODUCTION

‘blouse’. While women in some circumstances use the term ‘shirt’, it is never acceptable for men to use the term ‘blouse’ for the garment worn by men. It’s easy to teach concrete things by showing the objects like pencil, plate, book, etc. for more abstract concepts, synonyms, antonym, paraphrase or definition may be useful. Since this study is registered for children and hence will not require further thinking of the real meaning of words, the research of this study will only cover the semantic knowledge as the words denote. 3. Knowledge of polysemy; knowing many of different meanings associated with a word depending on the context. Some words with the same spelling or sound may have different meaning. The following words are the example of similar sound:  The sheep is eating the grass.  The ship is moving to the shore. Teaching vocabulary items in isolation ways such as in a list is likely to cause confusion. Therefore, it is necessary to present lexical items in context. 4. Knowledge of the equivalent of the word in the mother tongue; recognizing and comparing of how the same thing can be said in different languages. For example, an instrument with two blades used for cutting paper, cloth, etc. can be called as “gunting” or “scissors”. 5. Knowledge of the frequency of the word in language; knowing the degree of probability of encountering the word in speech or in print. Some lexical items in English are more frequent in speech than in writing, such as ‘indeed’, ‘well’. Other items like ‘former’, ‘later’ may only occur in the written language. This knowledge of language is not becoming the goal in learning language in this study. It is because the frequency for the students to interact using the target language is limited and therefore the language used in class is automatically using high frequency words. Moreover, students at this age do not learn language in print. 6. Knowledge of morphology; knowing the underlying form of a word and the derivations that can be made from it. For example the word ‘dissatisfaction’ has a common prefix denoting opposite dis-, a common noun suffix -ion and is derived from the verb ‘satisfy’. The words ‘cleaning’, ‘cleaned’ are derived from the verb ‘clean’. Students when acquiring a language go through a process. Sometimes a student learns a form; a word or a construction before learning its meaning. Later, coming in contact with the same word in different situation which makes sense to him, he discovers what this form means. Lado, 1961:17-9. The knowledge of words above can be said as the mastery of vocabulary seen from different point of view either from its form or its meaning. Knowledge of morphology and frequency of the word in language are the example of knowledge seen from its form rather than its meaning. Knowledge of collocation, polysemy, semantics and the equivalent of the word in the mother tongue demand the student know both the form and the meaning. As it is said above, firstly the student will notice the form and then from contact with the situation, he will be able to give meaning to the word. The students will experience all those knowledge by the time they learn the language.