Actually being around the spoken word as it is used in context is an invaluable way of increasing vocabulary. Both using and hearing new vocabulary as it is used in everyday language helps develop vocabulary (Tsuguhiko and Manning, 2007). When we are exposed to limited vocabulary, and do not implement strategies to increase it, we constrain our depth and range of word knowledge.

It is agreed that the written language is more complex because of its need to be situated in context in order to produce accurate meanings. In contrast, hearing and speaking is conveyed alongside gestures and facial expressions that promote meaning (Yopp and Yopp, 2007). In instances, an individual may appear to have significant vocabulary knowledge by the way they speak; however, in reality their non-verbal vocabulary lacks depth and scope.

In our early years, vocabulary development obviously beings with what we hear and speak. This foundation also sets us up in later years to assist comprehension and vocabulary development in writing and reading. We have more resources at our disposal to assist understanding and analysis of word meanings. Bromley (2007) states that compared to other languages English is more straightforward. That is, 21 of the 26 letters in our alphabet are consonants and all have, for the most part, similar pronunciations. Only the five vowels diverge in pronunciation.

McAndrews (2008) suggests to build vocabulary, a person should:

• Surround and immerse themselves in rich vocabulary. Being around limited vocabulary will not provide the scope that is needed to develop;
• It is better if you hear words in context so you can learn the different meanings and how they are used;
• It is also beneficial if you hear and also have the opportunity to respond. This reinforces knowledge and provides a greater understanding. Being able to hear, comprehend, analyze, and then produce a word in the form of a reply will improve vocabulary.

Turner and Williams (2007) suggest that practice and repetition in both verbal and written forms of vocabulary assists in improvement. Even in its spoken form, vocabulary knowledge involves knowing the different meanings of a word; how to use the word properly; foundational forms and derivations; associations with other words; and, any associated rules (Tekman and Daloglu, 2006). Knowing a word can be broken down into two types:

• Receptive – where the student has the ability to identify a word when they hear it spoken or read; and
• Productive – where the student can produce the word when they write and speak it (Tekman and Daloglu, 2006).

Vocabulary knowledge can also refer to the number of words a person knows and the depth at which the word is known (Tekman and Daloglu, 2006). It is common to hear and read words that you recognize but do not possess a thorough understanding of. This is where contextual clues assist comprehension in both the written and spoken environment.

Another method to improve vocabulary quickly and effectively involves e-learning. This technique for learning incorporates all the abovementioned principles and creates a fun and interactive learning experience. I’ll talk about e-learning in the next post of this series.

References: Please see our reference page for the complete list

It is generally recognized that knowing a definition of a word does not indicate that it is understood. A word must be comprehended within its context (and how it is used) to fully grasp meanings. The ability to develop vocabulary also requires a deeper understanding than just recognizing differences. Words can take on varied meanings when used in diverse ways and associated with different words. It is important to gain an understanding of the context around the word.

According to the Texas Education Agency (2002), words should be understood using both definitions (e.g. synonyms and defining words in the learner’s own language) and the contextual backdrop (e.g. using words in different ways and crafting stories where the word is the main focus). Words are learned because new words can be connected to our existing knowledge (Bromley, 2007). That is, the more we know, the easier it is to understand and build our vocabulary. Our current knowledge acts as a foundation and framework for bouncing new information off and forming understanding.

Approximately 70% off the most commonly used words that we draw upon in our everyday lives possess more than one meaning (Bromley, 2007). The implications of this are potential opportunities for confusion and misunderstanding. We must rely upon our capabilities to understand and learn words within their context to overcome uncertainties connected with the meanings. Understanding a word when you speak or write is referred to as expressive vocabulary. This often requires additional word knowledge to that of receptive vocabulary (i.e. when you listen or read it) (Allen, 2006).

Context clues are hints that are situated around the word. If understood, they can provide the reader with word meanings (Kester-Phillips et al. 2008). Another common way to develop vocabulary by understanding context is the use of a graphic organizer. In this method, the leaner writes down the word, definition, and an example and non-example. The use of graphic organizers to develop vocabulary has been found to be extremely successful (Kester-Phillips et al., 2008).

Figure 1 - Sample Graph Organizer

In regards to using examples and non-examples as a model of contextual instruction/learning, Stahl and Fairbanks (1986) found that by using definitional instruction alone, students did not increase their comprehension significantly. The use of definitional and contextual teaching/learning did, however, promote understanding. It was also found that using semantic mapping (i.e. associating words with similar words) was another effective way of building vocabulary (Nelson and Stage, 2007)

Vitale and Romance (2008) propose that the best method for teaching vocabulary is not through teaching/learning of the words by themselves but teaching as “semantic word families” (such as using at, an, ap word families). Another method of improving vocabulary as suggested by Griffith and Ruan (2007) is to use story innovation. This strategy involves keeping the structure of a sentence and substituting new words. The outcome is a semantically new sentence that has a completely different meaning.

Vocabulary can be developed via indirect or direct instruction. That is, indirect refers to developing vocabulary predominantly through contact with the word in various settings, such as speaking with other people and/or reading (Nelson and Stage, 2007). Explicit instruction is particularly beneficial for those students who have lower vocabulary skills (Nelson and Stage, 2007). The learner’s awareness of multiple meanings and ability to recognize and use contextual clues is particularly important as not every definition can be taught or learned (Nelson and Stage, 2007).

In a review of the research literature, Apthorp (2006) found that to promote improvements in vocabulary, it was important to obtain definitions and explanations of the meaning of words; numerous exposures to new words; and, analyzing meanings in a variety of contexts. Extended text talk is another activity that develops vocabulary. This involves asking questions and using higher order thinking to solve problems (Apthorp 2006).

An additional method for improving vocabulary is that of semantic mapping and semantic features analysis (Blachowicz et al., 2006). Semantic mapping shows how words are related graphically (e.g. by using synonyms) and feature analysis demonstrates the difference that exists between words in the same category.

Another technique aligned with a graphic organizer and widely recognized to improve vocabulary is that of Concept of Definition Mapping “in which hierarchical, categorical, and semantic information related to a word’s definition are displayed along with examples and non-examples” (see Figure 2) (Blachowicz et al., 2006).

Figure 2 - Building Vocabulary Using a Concept of Definition Map

References: Please see our reference page for the complete list