Teaching reading and vocabulary to EFL students

[mrmvp]

Hello.

I have two questions regarding teaching vocabulary to EFL students. I am trying to find a unique approach to employ technology in research.

Teaching reading comprehension through understanding similar synonyms, chunks, and phrases is called the lexical approach, introduced by Michael Lewis in 1993. Do you think it is an effective way to acquire English words and help students expand their vocabulary, and thus develop their language skills especially when attention is given to difficult words whose meanings might be above the students' level ? The following is an example:

1.The game I purchased is really awful (bad).

2.I plan to pay a visit (visit someone for a short time) to my father this weekend.

As can be seen above, "awful" and "pay a visit" are slightly more advanced than the meanings in brackets.

You might argue that the word "bad" is a broad term, encompassing many words including "awful", and that it is not a perfect synonym for "awful".

Another question is for those who have taught international students:

Do you think teaching reading comprehension by employing the lexical approach between L2 (the target language) and the students’ mother tongue (L1) is an effective way to teach vocabulary?

Let’s say Mr. Adam is teaching English to French students:

3.The game I purchased is really awful (affreuse).

4.I plan to pay a visit (rendre visite) to my father this weekend.

I might choose Arabic and English, but I chose French because I believe some of you speak it. So please don’t comment on the French translation; it is only meant to clarify the type of research paper I will conduct.

The first approach probably works better for helping students expand their vocabulary, while the second focuses more on translation.

What do you think of each approach?

Have you ever used either of them?

Thank you and sorry for the long thread.

 

[jutfrank]

Do you think it is an effective way to acquire English words and help students expand their vocabulary, and thus develop their language skills

Yes.

especially when attention is given to difficult words whose meanings might be above the students' level ?

What do you mean? What's a 'difficult' word? Do you mean one that's several levels too high? Why do you think this would aid language acquisition?

The following is an example:

1.The game I purchased is really awful (bad).

2.I plan to pay a visit (visit someone for a short time) to my father this weekend.

As can be seen above, "awful" and "pay a visit" are slightly more advanced than the meanings in brackets.

I don't understand this. What's the target word? 'Awful'? If so, why do you have 'bad' in brackets after the sentence? Explain exactly what you're trying to do and I'll advise you how to do it.

You might argue that the word "bad" is a broad term, encompassing many words including "awful", and that it is not a perfect synonym for "awful".

Yes, I would argue that because it's right. These two words are primarly related by gradation. That means that you imagine a scale where 'awful' is higher up than 'bad'.

Do you think teaching reading comprehension by employing the lexical approach between L2 (the target language) and the students’ mother tongue (L1) is an effective way to teach vocabulary?

No. In fact, I'd have a guess that it's quite ineffective. It would depend of course to a large extent on what exactly you're doing and how.

What do you think of each approach?

Sorry, are you asking specifically for us to evaluate what we think you're doing with the two examples above? If so, you'd need to elaborate much more on what exactly you're aiming to do. Or, are you asking a general question about how to incorporate the use of L2 when using a lexical approach?

 

[mrmvp]

Thanks. I truly appreciate your constant support & guidance. Your help means a lot to me.

What do you mean? What's a 'difficult' word? Do you mean one that's several levels too high? Why do you think this would aid language acquisition?

For adult EFL students, checking a dictionary to understand some important vocabulary such as content words, verbs, nouns, adjectives, and adverbs can be time-consuming and frustrating, which might discourage them from learning. However, when these key words are presented within reading passages using phrases, synonyms, or chunks that explain their meanings, the learning process becomes more efficient and quickly.


This dual strategy serves two main purposes: it expands students’ vocabulary and reduces their dependence on the dictionary.

For example, consider the following reading passage

1.Cost effective (explain what the word exactly means in the reading passage using synonyms, chunks, or definition)

2.Debut (explain what the word exactly means in the reading passage using synonyms, chunks, or definition)

Each of the above words may have multiple meanings, but I will only include the synonym or definition relevant to the context of the passage. All other meanings will be excluded.

I don't understand this. What's the target word? 'Awful'? If so, why do you have 'bad' in brackets after the sentence? Explain exactly what you're trying to do and I'll advise you how to do it.

Some words in reading passages may be a bit advanced for young learners. Explaining these words using simpler, familiar language helps students better understand the text without needing to rely on a dictionary. Instead of providing full definitions, I will include a synonym or a short phrase that matches the meaning of the word in its specific context. This method focuses on vocabulary that students are likely to encounter/used in daily life.

1.Errand (a short trip to do something, like shopping)

2.Installments (small payments made over time)

No. In fact, I'd have a guess that it's quite ineffective. It would depend of course to a large extent on what exactly you're doing and how.

Another effective approach for helping adult students, translation students at university, is to teach vocabulary alongside its equivalent in the students’ first language. In this method, the reading passage is written in English, and key words are given with synonyms or phrases that explain their meanings, but in the students' L1. This is similar to the example I gave earlier about using French to clarify English vocabulary

Sorry, are you asking specifically for us to evaluate what we think you're doing with the two examples above? If so, you'd need to elaborate much more on what exactly you're aiming to do. Or, are you asking a general question about how to incorporate the use of L2 when using a lexical approach?

Thank you for your help.

I am planning to write a dissertation research proposal for my Ph.D. This time, I will employ a quasi-experimental design to examine the effectiveness of the lexical approach in developing students’ understanding of reading proficiency. I also plan to incorporate technology, such as interactive multimedia, to make reading passages more engaging and fun. As you know, pictures, videos, and interactive multimedia are more easily retained by SS. please refer to Edgar Dale's Cone of Experience.

I believe that the first approach of using English words to explain English texts is more effective than using students' first language such as Arabic to explain English texts, phrases, or synonyms.

 

[jutfrank]

Thanks. I truly appreciate your constant support & guidance. Your help means a lot to me.

You're welcome. It's a my pleasure.

I am planning to write a dissertation research proposal for my Ph.D.

I'm happy to help with this if you need it. What's the subject? Linguistics? Second language acquisition?

This time, I will employ a quasi-experimental design to examine the effectiveness of the lexical approach in developing students’ understanding of reading proficiency.

I would love to know what method you could use to measure this, and what kind of study, what size sample group, and over what period you think you'd need. It is notoriously difficult to do a comparative study of the effectiveness of different methodologies.

I believe that the first approach of using English words to explain English texts is more effective than using students' first language such as Arabic to explain English texts, phrases, or synonyms.

That's right, generally speaking.

 

[mrmvp]

I'm happy to help with this if you need it. What's the subject? Linguistics? Second language acquisition?

That’s very kind of you. My study focuses on language pedagogy and linguistics, and I'll also incorporate technology into it.

I would love to know what method you could use to measure this, and what kind of study, what size sample group, and over what period you think you'd need.

I’m currently working on a draft of my dissertation research proposal and expect to complete it this week. I’ll contact you later. Thank you for taking the initiative

It is notoriously difficult to do a comparative study of the effectiveness of different methodologies.

I don't want to jump to conclusions, but I agree that employing more than one method is time consuming, and I must say it is quite hardship for a beginner researcher like me.

 

[jutfrank]

Okay, all the best with your research.