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INTRODUCTION
Each word in English belongs to one of the eight parts of speech. Each word is also either a content word or a function word. When we look at linguistic universals, we get convinced that words in any language have different forms, functions and meanings. The subject NP is a noun or its equivalent; the predicate (VP) has the varrb as its head, which may or may not be accompanied by other details. Different schools of grammar present different classifications for the parts of speech. Traditional grammarians, for example, base designations on a word's meaning or signification. Structural grammarians see parts of speech as often identifiable through their position in sentences. Using valuable ideas from both groups, we may divide parts of speech into two major groups: 2 Classes:1) content words (open class) 2) function words (closed class).
Here noun, pronoun,verb, determiner, adjective, participle form, adverb modifying the verb, prepositions etc are the labels help us to identify the form, position, function, and meaning of each word. There is a specific order in which words can occur in English, differently from the word order of Malayalam or Hindi. Based on their forms and functions, words used to be classified in traditional grammar into the eight parts of speech, which bear new labels and are grouped in a different way in Modern English. Present day grammarians prefer the terms Form Classes and Function Classes.
Nouns, Verbs, Adjectives, and Adverbs are linguistic items which have independent meanings and functions. These categories have different grammatical forms. They are called Form classes in Modern English Grammar. All the remaining words constitute the set of purely structural or grammatical words which serve to link together the words coming under the Form Classes. The Function Words include Pronouns, Determiners including the Articles, Prepositions, Conjunctions, and Auxillary Verbs.
The learning of vocabulary is an important part in foreign language learning. The meanings of new words are very frequently emphasized, whether in books or in verbal communication. Vocabulary is considered as central in language teaching and is of paramount importance to a language learner. Vocabulary is a basic of one learns a foreign language. Few research indicate that teaching vocabulary can be considered as problematic, as some teachers are not really sure about the best practice in the teaching and sometimes not really aware how to start forming an instructional emphasis on the vocabulary learning.Vocabulary acquisition plays an important role in mastering a language. A learner with insufficient vocabulary size will not perform well in every aspect of language itself.
CONTENT AND FUNCTION WORDS
Words that have a definite meaning are called content or lexical words. The nouns, verbs, adverbs and adjectives are usually content words. Number of content words is increasing day by day. So they are called open class words. Content words tend to be stressed. Most of the words are content words. Nouns, Verbs, Adjectives, and Adverbs are items of the lexis of the language, which are open sets, to which new admissions are possible. That is, every new word borrowed or derived from foreign languages, and those which are formed from native resources belong to the open sets. So the number of words under the linguistic categories which constitute the form classes is unlimited. They are semantically pertinent( important for meaning) because they contain ideas. Inflectional (grammatical) endings are the feature of the form classes. For example, a noun has endings for the plural and the possessive case; a verb has endings for the present tense third person singular, the present participle, the past tense, and the past participle. As the form classes are meaningful words, their piecemeal translation is possible, that is, each word can be given a specific meaning.
Function words are words used to show grammatical relationship with other words within a sentence. They do not have lexical meaning or have ambiguous meaning.
Function words are also called structure words. They are called closed class words because new function words are not newly created. They are very few in number when compared to the content words. Each function word gives some grammatical information on other words in a sentence or clause. They cannot be isolated from other words. The same word is used for a variety of purposes. Prepositions, pronouns, auxillary verbs, conjunctions, determiners, particles and interrogatives are function words. Function words are not usually stressed. These are structurally pertinent words, that is words important for the structure of sentences. They act as nuts and bolts in the structure of a building. They are a closed set, that is, their number does not increase at all. We never hear about the birth of a new preposition or conjunction because there are no undiscovered constellations in their space. These categories are meaningful only while in combination with the form classes, and themselves take no regular grammatical endings. No piecemeal translation of function words is possible, because they do not contain independent meanings.
Content words
Function words
Content words have definte meanings obtainable from the dictionary.
No definite meaning.
The vast majority of words in all languages are content words.
The number of function class words are very few.
Content words are mostly stressed.
Function class words are rarely stressed.
Content words are open ended. New words are being added everyday.
These are a closed set. No new items are added.
Form class words occur frequently.
Function class words are less frequent.
Form class words take inflectional or derivational affixes.
Function class words do not take affixes.
Form class words can make minimal utterance.
Function class words cannot make utterances.
Form class words can be translated into other languages.
It is difficult to translate them into other languages.
Some words can function as either content or function word depending on its function in an utterance.
Example: I have seen her. (Have is a function word here, an auxillary verb)
I have nine shirts. (Have is a content word here, the main verb)
TEACHING OF VOCABULARY
Vocabulary is a list of words. It is the knowledge of words and word meanings. Vocabulary is defined as the sum of words used or understood by a particular person. Vocabulary of a person is different from that of another. Vocabulary that has been considered as the head of language is not always considered as valued when English is taught in school or other formal class. If one asks what have been done to develop students’ knowledge in English, some educators may come out with the teaching approach which is then indicated by the academic achievement that measured through a very high frequency word measurement as per the need of social context. Grammar is normally used as the measurement of students’ English achievement now days. It could be due to the simplicity of theory in delivering and in measuring students’ achievement. How the students understand the concept of unfamiliar words, gain a greater number of words with their own effort, and use the words successfully in communication purposes is still far to achieve. How the vocabulary learning is not considered very importance in second and foreign language pedagogic is pervasive. Vocabulary knowledge is difficult to be fully mastered. It is expanded and deepened over the course of a life time. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through instruction in specific words and word learning strategies
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IMPORTANCE OF GOOD VOCABULARY
It facilitates accurate expressions.
It develops power of communication.
It improves speed of reading.
It facilitates quick reading comprehension.
It facilitates precise thinking.
TYPES OF VOCABULARY: ACTIVE AND PASSIVE
The prominent categorisation of vocabulary is as active and passive vocabulary. According to F.G. French the whole vocabulary can be divided into three classes.
1. the smaller number of words that a person knows intimately and can be used effectively
2. the relatively large number of words that one understands but doesn't normally use, and
3. the vast number of the remaining words in the language that one does not know.
French calls the first group 'friends', the second 'acquaintances' and the third 'strangers'.
The words of the first group the speaker/writer can use in his immediate context with ease. They are said to belong to his active vocabulary. These words may be of the person's day to day communication in social situations and/or in his professional field.
The words of the second category are recognizable in spoken or written contexts, but no so easily and readily available in speech and writing as the words in the first category. They are said to belong to the passive category. The words from the passive category can without strain, as linguistic or communicative competence develops, be brought to the category of active vocabulary. Comparing the number of words in each of these categories, the number in the passive category exceeds that in the Active vocabulary. A new word heard in a speech or read in a written material with a grasp of meaning will make a trace in one's mind, which can be strengthened in a new context. Thus passive vocabulary acts as a support system to the active vocabulary. The number, nature and combination of words in each category will depend upon the individual's educational level, social contacts, culture, profession. The vast majority of words in the language normally will belong to the third category viz, the unknown or familiar words. Due to use, lack of use, or learning new words the number of words in a category may increase or decrease.
HOW TO INTRODUCE NEW VOCABULARY ITEMS
While introducing new vocabulary items care should be taken to follow the following principles:
the words should be graded according to difficulty level from easy to difficult and from more familiar to less familiar situations.
the words which are to be more frequently used should be taught first.
along with content words, structural words also should be taught.
words which are necessary in different contexts eg: take, come, do etc. should be taught early.
base words from which a number of derivatives can be made should be selected. For example from friend, friendly, unfriendly and unfriendliness can be derived.
words which have concrete meaning and verbs which can be taught by demonstrating the actions should be given priority in selection.
words which have abstract ideas, or have complicated spelling or pronunciation may be postponed to a large stage
When a student completes his high school course he is expected to have gained mastery over about 3000 words including structural words.
There are three important methods of introducing new vocabulary. They are:
showing students the real object or action or by pictorial representation. This is called denotation.
explaining the new word by relating it to other words in the same lexical class as itself(word families).
paraphrasing the new word ie. explanation.
These three methods will provide the teacher a firm base for vocabulary teaching.
TECHNIQUES OF PRESENTING VOCABULARY
Numerous English words have been taken to regional languages of our country. As a rule such words with case endings of a particular regional language are treated as words of that regional language. On acquiring the regional language (L1) the children will be using such borrowed words as if they belong to their own vocabulary. For example bench, desk, pen, pencil, paper, road, car, bus, lorry, ration card, shop, etc. Those words may be introduced first to the children giving them the notion that they are English words. Next, the words fairly familiar to them like father, mother, uncle, brother, sister, house, book, water, food, etc. may be chosen. In the next stage the teacher can go to simple unfamiliar words of nouns, verbs, adjectives, etc.
The easiest and most effective technique of teaching vocabulary is to start with noun class with association to the corresponding objects or persons that are related to real life situations. For example, book, chalk, blackboard, boy, cup, etc. Nouns having extended meanings like face, leg, etc. can be taught showing the face of a clock and leg of a table. If real objects are difficult to be displayed, pictures can be used.
In the next stage words of verb class can be taught with corresponding actions by the teacher or by the students, For example: stand, sit, run, write, speak, eat, drink, etc.
Adjectives, adverbs and other parts of a speech can be taught using appropriate techniques. To teach function words more effective ways have to be planned by the teacher.
Usually words are taught while teaching a prose material. New words occuring in the passage are selected, written on the blackboard and discussed in the class.
TECHNIQUES OF VOCABULARY EXPANSION
The best way for speedier vocabulary expansion is extended reading ie. reading library books, newspapers and journals of the standard conforming to the student's level. Listening to simple speeches, radio broadcasts and telecasts will certainly help students for vocabulary expansion. They can almost rightly guess the meanings of new words in such contexts, otherwise they may refer to dictionaries and find out the apt meanings.
Analogical interpretation is a very useful technique, though this cannot be relied upon always. Certain words can be found to belong to a class and to obey certain uniform derivational rules. For example, in the formation of adjectives from nouns, the words, man, woman, etc. 'ly' is suffixed to them, for care, fear, etc. 'ful' is suffixed and for marvel, industry, etc. 'ous' is suffixed and so on. On derivation of new words from a base, spelling change should be noticed, which is most frequent.
The students' vocabulary expands as a result of learning new words and also as a result of words being shifted to active vocabulary from passive vocabulary. To enrich the students' vocabulary a number of interesting activities like word games can be given to them:
The teacher gives a base and the students derive new words by prefixation and suffixation. For example from the word - sense, sensible, sensibility, insensible, insensibility, sensitive, sensation, sensational, etc. Using a number of appropriate prepositions to the verb come, a number of the phrases with meaning change can be made like - come on, come in, come with, come by, come over, come to overcome, coming, oncoming, income, incoming, etc.
Students can be asked to give words appropriate to the size of a phenomenon, for example pond, pool, lake, sea, ocean, etc. Likewise words for kinds of vehicles - bicycle, motorcycle, car, jeep, van, bus, train, etc.
The students may be asked to make lists of various kinds of flowers, vegetables, animals, birds, etc.
Tell the students to find out the names of parts of a flower, a bicycle, etc.
Ask the students to find out synonyms and antonyms of given words.
CONCLUSION
A strong vocabulary is vital to comprehension and enhances fluency. When students match text to words they have learned through listening and speaking, it becomes easier to read fluently; if a word they are reading is not in their spoken lexicon, that word will interrupt their reading. That new word must be learned, in both form and meaning, before it can be added to their vocabulary.This early language acquisition is an essential platform for future learning. There is a huge body of evidence suggesting that deficient early vocabulary development is a strong marker for a continued difficulty in all aspects of schooling. During the school years, vocabulary size must grow at a rapid pace in order to equip students for everyday, as well as academic, communication. By the age of 17, students are expected to know between 36 000 to 136 000 words.
In an explicit approach to vocabulary instruction, teachers should model the skills and understanding required to develop a rich vocabulary knowledge. Provide opportunities for students to master an understanding of new vocabulary in context through hearing, saying, reading and writing. The best way to help students to remember and retain the new words they’re introduced to is to connect it with an object in the real world. Pictures and flashcards are good, but real-world items are even better. This can get difficult with more abstract words, but by dedicating more time and thought, the image or object used, and your explanation of it, will help build students understanding. Create a daily roster for students to share a newly discovered or unusual word with the class. They can get creative with the definition too by acting it out, giving synonyms, or doing a pictionary style drawing on the board. Vocabulary is the most important skill when learning /teaching a foreign language. It is on vocabulary that all the other skills like reading, writing, speaking, and listening are based and developed. This has shown why it is important to learn new words. Content words carry most of the meaning and information in any sentence: they cover who is doing what, while function words act as glue to hold all the parts together. Knowing the difference between the two word groups is important because it helps you sound much more natural when learning a foreign language.
Vocabulary helps students express themselves more precisely and sharpens communication skills it also requires students to cognitive academic language proficiency. By learning several words at the students’ disposal of describing events or emotions, they can be that explicit when sharing ideas their ideas and opinions.
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