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Running Header: Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Kaylie Searight

Texas A&M University


Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Five Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Over the past several years, the number of English language learners (ELLs) has been

rapidly increasing. This is due to the influx of immigrants from all over the world into the United

States. A study conducted in 2006 proved that over the course of the last ten years, the number of

ELLs have in fact doubled, and over four hundred different languages are now spoken

throughout the country (Nichols et al., 2008). With that being said, it is especially important that

educators are equipped and ready to teach a highly diversified classroom. A student’s proficiency

level is a very important element under the diversity umbrella. A very important stage in a

child’s development is their transition out of the concrete stage to the formal stage, also known

as the intermediate level. When teaching vocabulary to students who are learning English, a gap

can be formed. Thus, some ELLs are left behind in the concrete stage and have a difficult time

mastering English. It is the teacher’s job to meet the needs of all students and to implement a

plan that will benefit each one for the rest of their lives. There are several research-based

strategies that can help bridge the gap for intermediate-level ELLs.

The Issue

When trying to effectively teach intermediate-level ELLs vocabulary, an even greater

barrier can be formed that must be overcome in order for students to increase their English

language proficiency. At this level, education factors are often times noted as the main cause of

low test scores for students with low English proficiency (Nichols, et al., 2008). Perhaps this is

because of instructional material that is not appropriate, lack of proper pacing, and instruction

that is not effective in the classroom. Ineffective instruction is a result of a lack of understanding

the uniqueness of linguistics (Nichols et al., 2008).


Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Semantic Mapping

A major issue among ELLs is acquiring meaning from a certain piece of text. For these

students, learning vocabulary is most effective when the student can relate the new words to

previously learned vocabulary. Semantic mapping is a pre-teaching method that students can use

before they come across words in the future. Students can visualize the differences amongst

various vocabulary words in a map or web diagram. In Figure 1, a representation of this method

is shown. The bold face print represents what the teacher presents to the students. The italicized

print represents what an English speaking student and an ELL jotted down while reading the text.

This strategy has students take notes while reading instead of before or after. Through semantic

mapping, students are forming their own clusters of sub-topics that relate back to the main idea

of the text. The purpose of this strategy is to provide the students with “an interactive learning

tool that enables them to discuss and use visual aids and online sources to deepen their

understanding” (Nichols et al., 2008). After the students are finished reading and their semantic

map is completed, the teacher can open up a new discussion that focuses on the new vocabulary

and how it relates to the topic of study (Nichols et al., 2008).

Figure 1. Semantic
Mapping. Visualized
representation of an
example of a
semantic word map
use for a science
classroom. (Nichols
et al., 2008).
Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Contextual Approaches

In order for ELLs to be successful in finding meaning behind a word or phrase, he or she

must have context to use previous knowledge to comprehend the word or phrase. Experienced

readers implement the information they have previously learned as they read a piece of text in

order to comprehend the meaning. They may also use their knowledge of prefixes, suffixes, and

roots when there is not enough context to help establish meaning (Nichols et al., 2008).

However, this has been found to be difficult for ELLs who typically lack the prior knowledge of

morphemic analysis that experienced English speakers have. It is imperative that vocabulary

instruction includes a specific explanation of morphemic analysis (Nichols et al., 2008).

Morpheme Circle Strategy

The morpheme circle strategy is a tool used by educators to break down different parts of

words, such as prefixes, suffixes, and roots. Students will be working in groups and will find four

words that share a word part (e.g. penti-, circu-, and -ology). Then, the student will draw a circle,

as shown in Figure 2, and divide it into four different parts forming four quadrants. A technique

that often helps students is having him or her draw a picture or write a specific word that will

reactivate knowledge of the major word part when they come back to it. Once the circle is filled

out, the teacher can bring the class back together to have a discussion about the word parts and

their meaning. When implementing this tool into an ESL (English as a Second Language)

classroom, it is important to understand that it is best taught through guided practice. When

educators uses familiar examples and models the method. When this type of scaffolding is

presented to a student, it has been proven that the ELLs become highly capable of applying

contextual analysis in vocabulary instruction. This strategy promises great potential when
Useful Vocabulary Strategies for Intermediate-Level English Language Learners

strategic modeling and the teacher verbally explaining the thought process of forming word

meanings is put into action (Nichols et al., 2008).

Figure 2. Morpheme Circle Strategy. A representation


of a morpheme analysis tool that is vital to effective
vocabulary instruction. (Nichols et al., 2008).

Contextual Redefinition Approach

The contextual redefinition approach is a strategy that helps students use approachable

context clues (i.e., word level, syntax, and pictorial). By doing such, students are doing more

than just taking a guess at a word’s meaning. In an ESL classroom, an English-speaking student

is paired with an ELL. The students will use different sources, both print and non-print, to

identify meanings of words. This approach is set up in a chart form. There are five columns and

the labels include; word, word level clues, context clues, predicted word meaning, and actual

word meaning. A way to adapt this is by letting the students find pictures and definitions using

online resources to help broaden their comprehension of the words (Nichols et al., 2008).

The Interactive Read-aloud


Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Typically, teachers reading out loud to their students is an elementary level idea.

However, research has shown that when older ELLs are read to, the process of reading which

includes, fluency and comprehension skills, is modeled for them. While it may seem like an easy

strategy, it is important for teachers to plan an effective instructional plan that specifically

focuses on the read-aloud. During the reading process, teachers can make predetermined pauses

throughout. The frequent stops are beneficial for ELLs because they chunk the text into parts that

are manageable for the students. The stops also allow for checkpoints to see if the student has

understanding of the text. With more difficult pieces of text, teachers can implement an

adaptation to the read-aloud, which is called the read-aloud plus. This adaptation “involves the

teacher reading text aloud to students while adding visual support, periodic paraphrasing, and …

[an] extension” (p. 16, Bolos). First, the teacher can pre-read and identify different vocabulary

terms and concepts that he or she feels the students may not understand. Then, the teacher

assembles different materials such as visuals, photos, objects, or paraphrases that are appropriate

for students. Next, the teacher would convey a purpose for the lesson. This would be done by

providing detailed instructions in a clear manner, followed by reading the text. While the teacher

is reading, he or she should engage the students in order for students to find meaning and to

make connections. When the teacher is finished with the reading, they assess how much the

students have learned in a way that is appropriate. For example, using a visual or by having the

students paraphrase what was read to them, are both excellent ways to assess learning at the end

of a read-aloud plus. Even though the steps to this strategy are highly in-depth, there is one

important consideration that teachers need to make before-hand. Teachers need to make sure

they are using text that fits the academic level of the students and that the text is appealing to the

students as well (Bolos, 2012).


Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Mobile Technology

Since technology is rapidly changing and is becoming a major part of education, teachers

must begin with new and up to date technology to build upon the students’ knowledge. “The

prevalence of the internet makes it more and more important to know how to use internet

resources and services and, as a part of this, to read and write in English” (Ahangar & Isadi,

p.312). Research has shown that a very popular and effective way helping ELLs with vocabulary

is through the use of a smart phone. This is especially helpful for those at the intermediate level,

because most students at that age either have a phone, have access to a phone, or they at least

know how to operate one. A main feature of the smart phones is the access to applications

(apps). The apps range in all levels of proficiency, so it is easy for students to find the one that

best fits them.

Learn American English-Free Word Power

This app is a study too that is made to engage students in speaking English correctly. The

basic version that does not require a purchase, helps users master one hundred commonly used

English words. When using the app, the student views the word, listens to a narrator say the

word, and then the student can record their voice saying the word, which helps with comparison.

Afterwards, the student takes a quiz to assess what they learned and can create an audio word

bank for review. What teachers and students like about the idea of using smart phones for

vocabulary instruction is that they are portable and are sometimes easier for the students to use

than typical vocabulary strategies (Nisbet & Austin, 2013).

When working with several college students who were from all over the world, a lot of

different resources were discussed. A girl from South Korea said that she uses the Google
Useful Vocabulary Strategies for Intermediate-Level English Language Learners

Translate app to help her with English words or phrases that she has a hard time either saying or

comprehending. This app is helpful because it allows students to communicate quickly. She said

it takes her less than twenty seconds to find a word meaning. Went she went into more detail, she

explained that the app allows you to hear the translation and will spell out the translation as well.

She also mentioned that the app is incorrect sometimes, especially with different American

slang. However, this app is accurate for the most part and is a great tool for her to use during

lecture and when speaking with proficient English speakers.

Since ELLs require double the studying time and learning must be double in order to see

sufficient academic success. Because of this, teachers need to be exposing to these new words

through a variety of resources from several frameworks within the curriculum (Alharbi, 2015).

The intermediate level is a crucial time for ELLs so by implementing various strategies into

lesson plans, the students have a better chance of reaching the goals set for him or her. These

strategies can include, semantic mapping, the morpheme circle strategy, the contextual re-

definition approach, interactive read-alouds, and a variety of mobile apps. By using a variety of

methods in order to develop the proficiency levels of ELLs, teachers are providing instruction

that is differentiated and that meets the needs of students.


Useful Vocabulary Strategies for Intermediate-Level English Language Learners

References

Ahangar, A. A., & M. I. (2015). Online text processing: A study of Iranian efl learners'

vocabulary knowledge. International Review of Research in Open and Distributed

Learning, 16(2), 311-327.

Alharbi, A. M. (2015). Building vocabulary for language learning: Approach for ESL learners to

study new vocabulary. Journal of International Students, 5(4), 501-511.

Bolos, N. (2012). Successful strategies for teaching reading to middle grades English language

learners. Middle School Journal, 44(2), 14-20.

Nichols, W. D., Rupley, W. H., Blair, T. R., & Wood, K. D. (2008). Vocabulary strategies for

linguistically diverse learners. Middle School Journal, 39(3), 65-69.

Nisbet, D., & Austin, D. (2013). Enhancing ESL vocabulary development through the use of

mobile technology. Journal of Adult Education, 42(1), 1-7.

Ping, A. M., Baranovich, D., Manueli, M. K., & Siraj, S. (2014). Promoting self-regulation in

vocabulary learning among Chinese EFL learners: A needs analysis. The Asia-Pacific

Education Researcher Asia-Pacific Edu Res, 24(1), 137-146.

Yang, F. O., & Wu, W. (2015). Using mixed-modality learning strategies via e-learning for

second language vocabulary acquisition. Journal of Education Technology &

Society, 309-322.

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