2. Stages of teaching vocabulary. Ways of presenting vocabulary

Here we speak about the same PPP model or MMM model as in teaching grammar. Historically, four different approaches to teaching vocabulary have been used:

1. Intuitive: the meaning of a word is revealed directly (a word – an object, act, phenomenon, quality etc) without addressing the native language, practicing is done through imitation, numerous repetitions, production takes place in the conditions similar to natural ones.

2. Cognitive and comparative: both word meaning and form are explained, translation and comparison with learners’ mother tongue are used, drills are mainly suggested, production is limited to pedagogic tasks.

3. Functional: meaning and function are inferred from context, the conditions are created for motivated use of vocabulary units, acquisition of form, meaning and distribution takes place in interconnection, practicing presupposes learners’ own choice and collocation of words, semi-controlled activities and communicative tasks are used.

4. Intensive: numerous presentations of a great number of vocabulary units in polylogues, both translation and monolingual ways of explaining the word meaning are used, practicing is done in meaningful context, imitation takes place with the help of paralinguistic means, production – in guided communication, role plays etc.

Nowadays methodologists use mainly functional approach, though some elements of other approaches may be applied if appropriate.

Ways of presenting vocabulary differ. The choice depends on the nature of the vocabulary unit (concrete, abstract, can show visually or can’t, belongs to active or passive vocabulary, has native language equivalents or not etc), school stage (primary, secondary, senior), learners’ age, the level of their competence etc. The best way is usually time-saving and reliable, several ways may be combines if appropriate.

Ways of presentation are divided into those using translation and not using mother tongue. The former include:

• Translation of a word by supplying a native equivalent (word);

• Translation by several possible synonyms (e.g. go – йти, їхати, летіти, пливти);

• Translation of a sentence (used in intensive methods)

• Explanation or definition in the native language.

Ways that do not make use of learners’ mother tongue are further subdivided into visual and monolingual.

Visual ways of presenting vocabulary include demonstration of objects, pictures, gestures, actions, miming etc.

Monolingual ways consist of presenting words with the help of:

• Context, a sentence that illustrates the word meaning

• Contrasting the vocabulary unit to familiar antonyms and sometimes synonyms

• Definition (describing a new unit with the help of familiar ones, e.g. a teenager – a person from 13 to 19 years of age;

• Explanation in English (e.g. sir – a respectful term to address a grown-up man).

For better retention combined ways of presenting vocabulary are often used and different ways to help students acquire vocabulary:

• Word cards (word – picture –part of speech – synonym – antonym –definition – example sentence)

• Clines or scales (help a learner rank or order words ,e.g. line with two poles: interesting – boring, rank activities, places, school subjects,, books etc)

• Venn diagrams ( two or three overlapping circles which can be used by learners to visualize the relationship between two sets or compare and contrast characteristics of items

(e. g. two circles, one male relatives: dad, brother, uncle, nephew; one female: mum, sister, aunt, niece; and these circles overlap and there: cousin, parent)

• Charts and tables

	beard	moustache	eyelashes	eyebrows
hair	+	+	+	+
on the face	+	+	+	+
above nose level			+	+
below nose level	+	+
man	+	+	+	+
woman			+	+
remove it	+	+
thin it	+	+
attributes	bushy	thin	long	bushy

At the stage of practicing drills and semi-controlled activities are used. Learners perform actions in stereotyped situations.

At the stage of production learners use newly acquired vocabulary units in their speech in various situations according to the communicative intention or understand oral and written texts where new vocabulary items are used.