[Using pictures, examples and modeling with ell first graders students to foster greater acquisition and retention of common English vocabulary words. Self-created picture flip cards, 1st graders will improve vocabulary]

By



[December 2010]

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

There are various types of pictures to be used for language learning, practicing and organizing. They differ regarding their size, form and origin, which make them fit for a number of activities depending on their type. For several reasons, they help students remember the words better and they help the teacher to make the lesson more interesting and beneficial. My goal is to show how pictures can be employed in lessons as well as to reach conclusions on why they work and in what way exactly they help retaining the memorized words. I believe, where the answers to the questions raised in the beginning of this introduction can be found, supported by theories specified in the theoretical part. I would also like to turn the reader's attention to the appendices in the back of the thesis. Although it was not exactly my goal, the lesson plan and activities can be put to immediate use in the classroom with their help.

CHAPTER 1: INTRODUCTION

Vocabulary functions as a cornerstone without which any language could not exist. Speaking would be meaningless and perhaps impossible having only structure without vocabulary. The word “vocabulary” generally represents a summary of words or their combinations in a particular language. Vocabulary teaching is one of the most important components of any language class. The main reason is the fact that it is a medium, which carries meaning; learning to understand and express the meaning is what counts in learning languages. There has been increased focus on teaching vocabulary recently, partly as a result of “the development of new approaches to language teaching, which are much more 'word-centred'.” (Thornbury 2004: 06)

What does teaching vocabulary actually involve? Is it enough for the learner to know the form of the word and one or more of its meanings? In fact, teaching vocabulary is more of a complex matter: Ur (2000: 60-62) and Harmer (1993: 156-157) agree in listing the fundamental features, which need to be included within vocabulary teaching: Besides knowing the form of the word, learners also need to be familiar with its grammar. Learners need to know e.g. irregular forms of verbs or plural nouns, the position of adjectives etc.

Another aspect in teaching vocabulary is the word formation. Learners should know how to change a word form and when to use it (gerund, the past ...