Chapter 1

Theoretical Underpinnings of Vocabulary Learning and Teaching

3.3 Providing multiple exposures to new words

How often do students need to meet a new word before they remember it? It is quite common for
teachers to express surprise when students fail to recognise words that have already been ‘taught’.
Hong Kong students process a vast number of English words during their years at school. Yet only
a fraction of the words are retained in the students’ long-term memories. Research into the
effectiveness of extensive reading for vocabulary uptake has concluded that a learner needs to meet
a new word between six and twenty times for the word to be remembered (Rott 1999, Zahar, Cobb
& Spada 2001). Providing sufficient encounters with target vocabulary represents one of the
biggest challenges for language teachers. All too often, new words are introduced and practised
within the context of a particular theme or topic. Then the teacher moves on to a new topic and
focuses on a completely new set of vocabulary items. Finding ways of recycling previously
introduced vocabulary is crucial to effective vocabulary instruction.

4. Conclusion

One of the obvious implications of the recent research in L2 vocabulary acquisition is that language
teachers need to devote more time and effort to vocabulary work in the classroom. The attention of
learners needs to be deliberately focused on the various aspects of words, including their forms,
meanings and collocations. Helping learners make meaningful associations with words will also
promote retention of vocabulary. Providing sufficient encounters with words remains one of the
biggest challenges, especially for teachers who feel under pressure to get their students through an
already crowded curriculum. To end on a more positive note, the teachers who took part in the
‘Seed’ Project on ‘The Magic of Words’ reported that their students greatly enjoyed vocabulary-
focused activities and developed greater confidence and enthusiasm for learning English. Finding
opportunities to recycle vocabulary also called for close collaboration among the English teachers
in the same school and led to a real sense of achievement when teachers applied their creativity and
ingenuity to developing a school-based English Language curriculum with due emphasis on
vocabulary learning and teaching.

Dr. Arthur McNeill

Advisor of the ‘Seed’ Project on
‘The Magic of Words: Enhancing Effectiveness of
English Vocabulary Learning and Teaching
at Primary Level’

Enhancing English Vocabulary Learning and Teaching at Primary Level 5

Chapter 2
Learning and Teaching Materials
for Vocabulary Learning and Teaching
 Chapter 2

Learning and Teaching Materials for Vocabulary Learning and Teaching

The materials in this resource package are mainly adapted from the learning and teaching materials
developed in the ‘Seed’ Project on ‘The Magic of Words: Enhancing Effectiveness of English
Vocabulary Learning and Teaching at Primary Level’. The ‘Seed’ Project was conducted in the
school years 2006-07 and 2007-08 with the following objectives:

i. to enhance teachers’ knowledge and skills in planning for effective learning and teaching of
vocabulary;
ii. to explore strategies to promote the development of vocabulary building skills;
iii. to develop appropriate learning and teaching materials to improve the quality of vocabulary
learning and teaching;
iv. to encourage pupils’ application of vocabulary knowledge for communication; and
v. to enhance the competence and confidence of pupils and teachers in vocabulary learning and
teaching.

Throughout the 2-year tryout period, the project teachers were equipped with various vocabulary
teaching strategies to develop pupils’ vocabulary building skills. Pupils were given ample opportunities
to apply these skills for purposeful communication in meaningful contexts. With an aim to arouse
pupils’ interests in vocabulary learning, vocabulary-focused games and activities were also well-
integrated into the English Language curriculum.

The project teachers participated actively in the development and implementation of plans focusing
on the learning and teaching of vocabulary. In the initial planning stage, target vocabulary items
were carefully identified, taking into consideration the words introduced in the textbooks as well as
pupils’ prior knowledge, interests and needs. During the word selection process, teachers also made
reference to the words in the relevant categories of the Wordlists with an aim to enrich pupils’
vocabulary bank. (Please refer to Appendix 1 and the web version for more information about the
Wordlists for the English Language Curriculum.)

Enhancing English Vocabulary Learning and Teaching at Primary Level 9

Chapter 2

Learning and Teaching Materials for Vocabulary Learning and Teaching

After the word selection stage, learning and teaching materials for the relevant units were designed
based on the following theoretical underpinnings which have been discussed in Chapter 1:

i. cognitive elaboration of the form-meaning relationship

ii. creating associations – paradigmatic and syntagmatic approaches
iii. providing pupils with multiple exposures to new words

In order to help pupils acquire both formal and semantic control of the vocabulary items, a range of
vocabulary-learning activities were included in Chapter 2 to address all dimensions of word
knowledge. Pupils were guided to create paradigmatic and syntagmatic associations to help them
anchor the newly-acquired words in their mental lexicon. Word formation methods such as
compounding*1, derivation*2, conversion*3 and affixation*4 were also taught to help pupils guess
meanings of unfamiliar words, build a linkage among different words and extend their vocabulary
knowledge. Through providing repeated exposure to the words in various contexts, pupils learnt
how the words are used. They were also provided with opportunities to use the newly-learnt
vocabulary to express their own ideas and feelings in meaningful learning activities.

To provide pupils with multiple encounters of the target vocabulary and the opportunities to
experience English learning as a source of pleasure and enjoyment, a variety of vocabulary learning
activities and games were incorporated in the tryout lessons. Teachers may refer to Chapter 3 for
suggestions on games and activities under various themes.

Throughout the tryout period, a conscientious effort was made to expose pupils to a language-rich
environment. New vocabulary items were displayed on the learning walls in the classrooms and
pupils were encouraged to refer to them during the learning process. A reading corner was set up to
promote a reading to learn culture and self-learning. A variety of theme-based books related to the
tryout modules were displayed for pupils to borrow or read during recess or lunch time. Help from
the school librarians was also sought to borrow more books from the public library for display in
the reading corner.

*1 compounding – the formation of words with two or more separate words which can stand independently on other
circumstances, e.g. foot + ball = football
* derivation – the formation of a word from another word or a base word, e.g. excite ➔ exciting
2

*3 conversion – the process by which the same word can be used in different parts of speech, e.g. cook (verb, noun)
*4 affixation – the process of adding prefixes and suffixes to the base word and modifying the meaning and/or part of
speech, e.g. happy ➔ unhappy, help ➔ helpful

10 Enhancing English Vocabulary Learning and Teaching at Primary Level

 Chapter 2

Learning and Teaching Materials for Vocabulary Learning and Teaching

To help pupils organise the vocabulary they have learnt, teachers demonstrated the use of different
graphic organisers, such as spider webs and tree diagrams. Pupils were encouraged to enter the new
vocabulary learnt both inside and outside the classroom into their word banks or vocabulary cards
using the paradigmatic and syntagmatic approaches. Pupils were invited to share with the class the
words they had got from time to time. Positive feedback was given to pupils who added new entries
on their own initiative. During the learning process, pupils were also encouraged to refer to their
word banks to help them complete the learning tasks. The tryout experience showed that active use
of word banks was an effective way to help pupils gather new words at their own pace for their
own reference as well as retrieve or recall the words they need in writing. By managing their
personal word banks, pupils learnt to acquire self-management skills as well as study skills. They
were thus able to develop good learning habits for lifelong learning.

Enhancing English Vocabulary Learning and Teaching at Primary Level 11

 Chapter 2

(1) Module: Fun and Games Unit: Sports

(1) Module: Fun and Games

Unit: Sports

Introduction

A rich man is going to donate some money to the school for building a sports facility. Pupils need
to consider what sports facility is the most suitable for the school, taking into account their interests
and the sports facilities available in the school. They will then suggest to the Principal and persuade
him to build it in the school.

Task 1 A Survey on Favourite Sports

Pupils work in groups of four to conduct a survey on the most popular sport. After they
have interviewed their classmates, they construct a bar chart and write a summary on
their survey findings.

Task 2 A Review of Sports Facilities in the School

Pupils review the sports facilities in the school by listening to the interviews of PE
teachers. Based on the information collected, they write a summary on the existing sports
facilities and discuss which sports facility is to be built.

Task 3 A Letter to the Principal

Based on the findings in Task 1 and Task 2, pupils write a letter to the Principal to give
suggestions on the sports facility to be built in the school.

Enhancing English Vocabulary Learning and Teaching at Primary Level 13

Chapter 2

(1) Module: Fun and Games Unit: Sports

Module: Fun and Games

Unit: Sports
Suggested Level: Key Stage 1

Task 1 Task 2 Task 3

Learning Targets*
Interpersonal • ISb and ISe
Strand (IS) • ISd • ISc
Knowledge • KSa and KSb
Strand (KS) • KSf • KSd
Experience • ESa
Strand (ES)
Learning Objectives
Vocabulary Vocabulary Items
Names of sports:
water sports, track and field events, ball games, diving,
swimming, surfing, running, long jump, high jump, tennis, table
tennis, basketball, football, badminton, ice-skating, cycling
Names of sports facilities:
swimming pool, gym, table tennis room, basketball court, tennis
court, football field, badminton court, ice-skating rink, cycling
path
Adjectives to describe sports activities:
healthy, thrilling, exciting, frightening, interesting, relaxing,
boring, expensive, inexpensive, dangerous, safe, suitable,
popular, difficult, easy
Adjectives to describe feelings:
thrilled, excited, frightened, interested, relaxed, tired, bored
Phrases to describe the sports activities (make me + adj.):
make me tall / strong / fit / healthy

*Please refer to Appendix 2 for the description of the learning targets.

14 Enhancing English Vocabulary Learning and Teaching at Primary Level

 Chapter 2

(1) Module: Fun and Games Unit: Sports

Task 1 Task 2 Task 3

Vocabulary Verbs to show preferences:
love, like, enjoy, prefer
Others:
interview, survey, favourite, suggest, enough

Vocabulary Building Strategies

• organising vocabulary
➢ paradigmatic approach – using tree diagrams to show
paradigmatic relationships,
e.g. sports ➔ ball games
➔ water sports
➔ track and field events
➢ syntagmatic approach – using tables to associate the sports
activities with the place where the activities are held, e.g.

Who What Where

We play tennis on a tennis court.
He/She plays football on a football field.

• understanding word formation

➢ compounding, e.g. foot + ball = football
➢ derivation, e.g. excite ➔ exciting, excited

• understanding word associations

➢ word combinations, e.g. make me + adjective as in ‘make me fit’
➢ synonyms, e.g. exciting = thrilling

• keeping a word bank on sports and sports facilities

Enhancing English Vocabulary Learning and Teaching at Primary Level 15

Chapter 2

(1) Module: Fun and Games Unit: Sports

Task 1 Task 2 Task 3

Vocabulary Relevant Categories in the Wordlists
• Toys, Games and Hobbies
• Places and Areas
Text Types • Interviews
• Reports
• Expositions • Songs • Letters
• Bar charts
Language Items and • Use the connective ‘because’ to give reasons
Communicative e.g. We like playing tennis because it is healthy.
Functions
• Use ‘ing’ nouns or noun phrases to refer to activities
e.g. I enjoy swimming.
I suggest building a swimming pool.

• Use the simple • Use the • Use formulaic

present tense to introductory expressions to
express interests or ‘there’ to express begin and end
simple truths that something personal letters
e.g. Swimming is a exists e.g. Dear ,
kind of water e.g. There are Regards
sport. three basketball
courts in the • Use the simple
• Ask ‘wh-’ school. past tense to talk
questions to find about past
out various kinds • Use the simple activities or events
of specific present tense to e.g. I did a survey
information about express thoughts on favourite
one’s favourite and ideas sports.
sports e.g. I think that
e.g. What sport do there are not
you like? enough basketball
courts.

16 Enhancing English Vocabulary Learning and Teaching at Primary Level