Universitatea din Craiova

Facultatea de Litere
Masterat: Studii de limba engleza si literature anglo-americane
Modul: Limba engleza

Teaching Vocabulary to Young Learners

“Every student can learn, just not on the same day, or the same way”
(George Henry Evans)

Curs: Metodologia cercetarii Mateescu Mihaela

Conf.: Nedelcu Carmen An I
 Abstract
The development of English as Lingua Franca has lead to the introduction of English as a
foreign language in many primary schools throughout Europe. The process of teaching young
learners (6-12 year-olds) shows multiple peculiarities given by the special characteristics of this
category of learners. The present paper strives to clarify aspects of young learner characteristics
and vocabulary teaching, as well as to provide a review of the most suitable techniques for
teaching vocabulary to young learners.
Young learners (6-12 year-olds) show characteristics (indirect learning, predisposition to
play, natural curiosity, short memory span, intrinsic motivation, need for support, learning
through all senses, etc.) which need to be taken into consideration when planning teaching
activities for them. In the case of teaching vocabulary, teachers should consider aspects of form,
meaning and use. The process of teaching vocabulary usually follows a three-stage route:
presentation, practice and production. There are numerous activities appropriate for young
learners for each of these stages. Games and fun activities play a distinct role and deserve be
exploited as such.
Introduction
The teaching of English to young learners has become significantly important in the
recent years mainly due to the introduction of English as a foreign language in primary schools
throughout the world. Vocabulary has moved to central stage in foreign language teaching
especially with the advent of the Communicative approach in the 1970s. It may be now
considered the basic element of language and the main tool to understand meaning.
There has been considerable research concerning the mechanisms involved in teaching
and learning of vocabulary. David Wilkins, as quoted in How to teach vocabulary (Thornbury,
2002) summed up the importance of vocabulary learning as follows “Without grammar very
little can be conveyed, without vocabulary nothing can be conveyed” (13).
Many studies have been conducted in the field of teaching young learners: Scott and
Ytreberg (1990), Bruster, Ellis and Girard (1992), Cameron (2001), Linse (2005), Pinter (2006),
Nunan (2011).
Still, teaching vocabulary to young learners shows quite a number of peculiarities which
need to be taken into consideration when selecting the most appropriate techniques and

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materials. As Harmer (2008) points out teachers should be able to understand how their students
think and operate (81).
This paper aims at clarifying the different components of teaching vocabulary,
highlighting the particularities of young learners and reviewing the most common techniques
used in teaching vocabulary for the given category of learners. It also aims at showing how the
teaching process should be adapted according to all the aspects mentioned above. The
conclusions presented rely on the findings of the research studies conducted in the field listed as
references and on the author’s personal experience in teaching English to young learners.
1. Young learners
1.1. Definition
The term young learners, according to Scott Thornbury in An A to Z of ELT “is used to
describe children of pre-primary and primary school age, although it is sometimes used to
include adolescents as well” (250). In the same way Sara Phillips (1993) defines young learners
as “children of formal schooling (five or six years old) to eleven or twelve years of age” (4).
Sometimes the pre-primary stage is referred to as very young learners.
1.2. Characteristics of young learners
There are some special characteristics of young learners, which distinguish them from
other types of learners. It is crucial that teachers know and understand these characteristics and
adapt the teaching process accordingly.
Brown (2001), Thornbury (2006), Harmer (2008), to name just a few, have tackled the
question of children learning characteristics. To sum up their findings, here are some of the most
conspicuous characteristics:
 a relatively limited world knowledge;
 a difficulty in sustaining attention for extended periods of time;
 a greater tolerance for ambiguity;
 constant need for encouragement and support;
 rely on intrinsic motivation;
 predisposition to learning through play;
 a greater dependency on the teacher;
 rely on regular routine;
 often learn indirectly rather than directly;

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  keen on talking about themselves;
 understanding comes from all senses (see, hear, touch).
1.3. Principles for teaching young learners
Taking into consideration the characteristics listed above, authors have come to some
general guidelines when teaching English to young learners:
 Provide opportunities for learning through doing;
 Situate the content of lessons in the world of the learners (personalization);
 Plan short, varied activity cycles;
 Systematically recycle language in different contexts;
 Engage learners in using language with a purpose (games, stories and songs);
 Include physical activities, which involve all the senses;
 Provide plenty of comprehensible input;
 Scaffold the learners’ talk (a framework within which they can express themselves);
 Establish regular routines in class;
 Encourage cooperation rather than competition;
 Train young learners in how to learn: setting learning goals, explaining reasons for doing;
 Use pair-work or group-work, as well as teacher-fronted activities;
Thornbury (2005, 250-251)
2. Vocabulary
2.1. Definition
It is a common approach to think of vocabulary as “all the words which exist in a
particular language” (Cambridge Advanced Learner’s Dictionary Online). However, an item of
vocabulary may be more than a single word, as it is the case of multi-word items and idioms for
example, where the meaning cannot be deduced from an analysis of the components. Ur (1996)
suggests using the term items rather than words (60). Similarly Scrivener (2005) advances the
term lexis instead of vocabulary to incorporate chunks, collocations and idioms (227). Even if
throughout the paper vocabulary is largely used, it is the above reference that the term envisages.
When teaching vocabulary to young learners we mainly consider the following aspects of
“knowing a word”: form (spelling, pronunciation), meaning (what object or idea it refers to) and
use (the patterns it appears in and its collocations).

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 In the job of selecting vocabulary teachers should bear in mind the following principles:
concrete words for beginning levels (table, chair are in front of the children), frequency (how
frequent they are used by native speakers) and coverage (a word is more useful if it covers more
things than if it has only one specific meaning) (Harmer, 1991, 154)
2.2. Learning and remembering vocabulary
Teachers have always been concerned with understanding the basic mechanism through
which vocabulary is learned in order to adopt the most efficient methods and techniques. In How
to teach Vocabulary (2002), Thornbury carefully proposes three major stages for vocabulary
acquisition of second language: labelling (naming things- typically for young children),
categorizing (including new words in the ones they already know) and network building
(constructing a complex web of words). The author emphasizes the lifelong process of learning.
According to him, words in constructing the second language are simply acquaintances which
can be met, known and understood but can be easily forgotten. He claims that it might take a
tremendous amount of time to turn acquaintances into friends, the ones that learners could never
forget (18-20).
3. Teaching vocabulary to young learners
3.1. Stages in teaching vocabulary
The approach many authors follow in teaching vocabulary consists of three stages:
presentation, practice and production (revision or consolidation) (Thornbury, 2002, Gower
2005). The following pages will present these stages and the techniques used accordingly.
Presentation is the first stage of the process and it has the function of introducing new
vocabulary. In this phase teachers should bear in mind that, as we have previously argued,
knowing a word means knowing its form, meaning and use. Words should be therefore carefully
introduced, using an appropriate context, focusing on its pronunciation and spelling, and
supporting meaning with appropriate aids. Some basic guidelines seem to govern the
presentation of vocabulary:
 The learners’ likely familiarity with the words (learners may have met the words before
even though they do not belong to their active vocabulary)
 The difficulty of the words (some words seem more difficult to pronounce)
 Their “teachability” (they are easy to present )
 Learning for production or only for recognition

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  Learners’ capacity (number of words should be carefully considered)
Practice Authors suggest that learners usually need some time for the new words to “sink
in” (Gower, 148). There is therefore a constant need for planning activities to recycle and
reactivate new vocabulary. As “practice makes perfect”, Thornbury (2002) emphasizes the
moving of words from short-term memory into long-term memory. This means that in order to
ensure the long-term retention and recall, words or lexical items need to be put into practice in
many other contexts (93). He suggests that vocabulary need to be subjected to different
operations. Some examples will be later on presented.
Production implies checking comprehension and revision of words. The stage may seem
similar to the second stage but learners are here in the situation of completing high level tasks
namely production tasks.
3.2. Techniques used for teaching vocabulary to young learners
As mentioned above there are different techniques to use for each of the stages in
teaching vocabulary. For each stage we will discuss the appropriate techniques.
3.2.1. Techniques for the presentation stage
For the presentation stage authors usually offer a wide range of activities to be used and
combined for the introduction of new vocabulary (Harmer, 1991, Nation, Thornbury, 2002). The
most frequently quoted are: realia, pictures, mime, contrast, enumeration, explanation,
translation. What should be still noted is that techniques can be combined to reinforce and
support the others, making the presentation of new words clearer and more efficient.
Realia refers to bringing the actual things words refer to into the classroom. Words like
pen, ball, picture, etc. are easily presented this way. The teacher holds up the object or points to
it, says the word and then gets the students to repeat it. This proves to be a very efficient
technique as learners interact and establish bonds with the object and its name.
Pictures are helpful in the case of words whose referent would be impossible to bring in
the classroom (train, park, mountain, etc.) the alternative is to present them by using pictures. By
pictures we understand: drawings, wall pictures, charts, flashcards, magazine pictures, etc.
Pictures are suitable for presenting concepts like in front of or under, as easily as smile or car.
Mime, action and gestures are used to render actions and verbs. Concepts like jumping or
smoking are easy to present using this technique; so are prepositions (towards) and time (a hand
over the shoulder to refer to the past)

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 Contrast leads us towards the field of sense relations between words. Even for young
learners a very efficient technique for presenting the meaning of cold is to put it in contrast with
hot. We may present these concepts with pictures or mime, and by drawing attention to the
contrast in meaning we ensure our students’ understanding.
Enumeration is another sense relation among words displaying characteristics of general
and specific words. For the word clothes we can list different items (skirt, shirt, etc.).
Explanation may be difficult for the first stages in learning English but, as learners
progress and master a greater amount of vocabulary they will benefit from being given
explanations about word form or usage.
Translation seems at first glance a quick and easy way of presenting words. There are
however some problems: not all the words can be properly transferred to another language and
using translations may prevent learners from interacting with the new items. The use of this
technique leads us to the topic of mother tongue use in the classroom.
3.2.2.Techniques for the practice stage
Techniques used in the practice stage aim at moving words into long-term memory.
These types of tasks require learners to make decisions about words and are divided into five
main categories (Thornbury, 2002, 93-98)
Identifying tasks involving tasks of finding words in texts. “Listen then tick” can be one
obvious example of this type. Identification is the first step in recognizing words and requires
learners do easy tasks as counting, ticking or a bit difficult to unscramble words as in anagram.
Selecting tasks are more complex than simple identification tasks. For selecting tasks,
learners will have to do recognizing words and make choices amongst them at the same time.
Finding the odd one out is a common task that teachers may often use in class for checking
comprehension.
For matching tasks learners may need to pair a set of given words to a visual representation,
for example, or to a translation, a synonym/antonym, a definition or a collocate.
By grouping words into different categories, learners are being asked to do sorting tasks.
It should be noted that the categories can be given in advance or learners have o guess what the
categories are.
The most cognitively complex and demanding tasks in this stage are ranking and
sequencing activities. Different form sorting when learners merely putting words into categories,

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in ranking tasks, they may have to put words into unfixed order, often created by learners’
preferences themselves. One clear example can be “what to buy first for an empty flat?”
3.2.3. Techniques for the production stage
For the production stage the same author suggests two main tasks completion and
production of sentences or texts.
Sentence and text completion tasks are generally known as gap-fills (either open or
close). In close gap-fill, words are provided in advance whilst in open gap-fill, learners have to
fill in basing on their amount of lexical items. Multiple choices also correspond well to this
completion task category. For completion tasks, instructions sound as: complete the text by
writing an appropriate word in each space; choose the best word from the list to complete each
sentence; use each word once; or choose words from the text you have just read to complete
these sentences, etc.
In creation tasks learners may not have to produce all on their own, they are sometimes
provided with a set of words from which they would choose to use in their sentences or texts.
Typical instruction for creation tasks are: choose six words from the list and write a sentence
using each one; or write a short narrative (dialogue) which includes at least five words from
the list, etc.
4. Games in teaching vocabulary to young learners
4.1. Reasons for using games
According to Lewis (1999, 18) games are fun and children like to play them. Through
games children experiment, discover, and interact with their environment. Games add variation
to a lesson and increase motivation by providing a plausible incentive to use the target language.
For many children between four and twelve years old, especially the youngest, language learning
will not be the key motivational factor. Games can provide this stimulus. The game context
makes the foreign language immediately useful to the children. It brings the target language to
life. The game makes the reasons for speaking plausible even to reluctant children. Harmer
(2008) says that the ability to speak English fluently is not only knowledge of language features,

but also the ability to process information and language „ on the spot‟. Therefore, to become

a fluent speaker, learner needs so much practice through appropriate and variety techniques
which can help them to process information and language in simultaneous operation (60).

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 Although repetition is boring in some cases, during games it is fun for children. Also
because of the fun involved in the game a massive amount of vocabulary and grammar can be
revised in a short time because it is very difficult for learners to remember vocabulary if they
never use it. Furthermore, the physical movement involved in some of the games also helps keep
children stimulated and alert. Children naturally have a lot of energy and are not good at
attending formal lessons for long periods, and so if they participate in a game involving physical
movements from time to time, they will never get impatient and bored.
4.4. Types of language games
Classifying games into categories can be difficult, because categories often
overlap. Lewis and Bedson (1999) classify language games into 10categories:
 Movement games where t children are physically active and the class need to be closely
monitored.
 Card games-Children collect, give away, exchange, sort and count cards. The cards can
have a meaning or value in a game, or simply serve as symbols for objects or actions.
 Board games mainly involve moving markers along path. Board games can be made by
the children as a fun activity.
 Dice games are incredibly versatile. Dice need not only have numbers on the faces. They
can have numbers, colors, letters of the alphabet, etc.
 Drawing games are special because they span a gap between key functions of brain. On
the one hand, drawing requires creativity and sensitivity towards the world. On the other hand,
children must be able to understand instructions and describe their art. Drawing games are
particularly helpful with shy children who are reluctant to talk.
 Guessing games aim guessing the answer to a question of any kind.
 Role-play games can be seen as simple, guided drama activities. They stimulate a

children’s imagination and are tests of true communication.

 Singing and chanting games often involve movement, but we decided to list them
separately since music plays such important role in early childhood learning.
 Team games can belong to the other categories, but also require cooperative team work.

 Word games make use of children’s enjoyment of playing with words. They are mostly

for older children as they involve spelling and writing.

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 Conclusions
Teaching young learners, as rewarding as it may sometimes be, raises some serious
challenges. They show characteristics (indirect learning, predisposition to play, natural curiosity,
short attention span, intrinsic motivation, need for support, learning through all senses, etc.)
which need to be taken into consideration when panning acting teaching activities for them. In
the case of teaching vocabulary, teachers should consider aspects of form, meaning and use. The
process of teaching vocabulary usually follows a three-stage route: presentation, practice and
production. There are many activities appropriate for young learners for each of these stages.
Games and fun activities play a distinct role and should be exploited as such.
In teaching vocabulary to young learners the key elements prove to be flexibility,
variation, alert pace, personalization, play with the words, routine and repetitions, scaffolding
and modeling, cooperation not competition, use movement activities, etc.
Research in the field of psychology and language learning and acquisition add new
shades to the process of teaching young learners. Teachers need to be aware of all the aspects
that may prompt or hinder learning when teaching young learners
Summary
Procesul predarii limbii engleze la clasele de copii (6-12 ani) prezinta anumite
particularitati impuse mai ales de caracteristicile de invatare ale copiilor. Dintre acestea putem
enumera: invatarea indirecta, predispozitia catre joc, curiozitate naturala, episoade scurte de
atentie, motivatie intrinseca, nevoia de incurajare si sustinere, dependenta de profesor, folosirea
tuturor simturilor pentru invatare, etc.).
Predarea elenetelor de vocabular trebuie sa acopere aspecte legate de forma, semnificatia
si regulile de folosire a cuvintelor. Activitatea de predare-invatare se realizeaza, de regula, in trei
etape: prezentarea, exersarea si producerea. Pentru fiecare etapa exista multiple tehnici adaptate
particularitatilor copiilor. Jocurile ocupa un loc important si pot fi utilizate pentru diferite etape
predarii.
In planificarea activitatilor cu copii profesorii trebuie sa ia in considerare anumite
principii: flexibilitate, varietate, pas alert, personalizare, joc, rutina, modelare, suport, cooperare,
miscare, etc.

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