Vocabulary Scenario

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Vocabularyacquisition can be described as the process or art of learning oracquiring knowledge on words of a certain language. It tends to be anintricate issue among many individuals and requires lots of practiceand care. Lack of proper vocabulary can limit one from expressinghimself. By looking at Jacob’s case, this paper will illustrate thedifferent strategies utilized in enriching vocabulary.

Generally,young children tend to acquire vocabulary in different ways.Additionally, vocabulary acquisition tends to differ when learning anative language and a second language. Vocabulary acquisition alsodiffers with age i.e. a 2 year old will learn new words at adifferent rate from a 17 year old. Whereas a 2 year old can acquire aword per day, a 17 year old can learn over 10,000 new words per year.In Jacob’s case, three strategies can be utilized to ensure heachieves his goals i.e. direct instruction, semantic feature analysisand graphic organizers [ CITATION Ric101 l 1033 ].


Thisstrategy involves visual aspects of teaching a language. Someexamples include word webs, story maps and matrix. Word webs entailuse of visual diagrams to assist learners define and recall crucialvocabulary words. Word webs can be of different varieties. One usingsynonyms whereby a teacher provides a word and asks the learner toprovide the synonyms as well as antonyms. Another aspect of word webinvolves a teacher providing a new word and asking the student todescribe it in various ways [ CITATION Pau04 l 1033 ].

Storymaps is another means. This one involves using visual diagrams toassist students recall key elements of the story. Students have tofill in requested information while reading in order to complete astory. Story matrix can also be utilized in vocabulary acquisition.Learners can complete a grid to connect the essential elements of agiven story hence improving their comprehension on the same.

Usingthe above mechanism, Jacob can improve his vocabulary acquisition.The teacher can adopt word web, story matrix as well map to helpJacob acquire the words with ease. This process tends to be the mostappropriate since most children learn much faster utilizing thevisual aspects.


Thismechanism needs a teacher to directly indulge the student and teachdefinitions of fresh words and their pronunciation. The teacher isalso directly involved in teaching comprehension strategies. Theteacher has to model whatever he/she wants the student to acquire,providing independent and guided instructions and encouragingfrequent feedbacks. This mechanism incorporates pre-teaching newwords before a passage is read. By teaching the words within thecontext of the passage i.e. defining them, providing examples andreviewing the words, students can grasp them more effectively.Students in this case Jacob can then review and practice the words toattain fluency. They are also encouraged to model words and thinkaloud i.e. speaking the words aloud. Teachers can encourage thestudents to practice the same while correcting them whenever theymake a mistake. Generally, this strategy entails a step by stepapproach to achieve redundancy. Continuous repetition can assistJacob grasp the new words [ CITATION Pau04 l 1033 ].

Semanticfeature analysis

Thismechanism involves linking a learner’s previous knowledge withfresh words. A relationship between the new words is described withina particular topic. A teacher designs a step of processes i.e.selecting a topic, list of words in a grid form and guide thestudents through the matrix. Students can also suggest additionalwords to fill the grid. Finally, the teacher and students can discussthe words and their relationships. This procedure will ensure Jacobgets close attention and is practically involved in grasping newwords [CITATION Pau04 l 1033 ].

Jacob’sparents can assist mostly through graphic organizers. To be precisestory maps will suit both parents and Jacob. During bed time, theparents could be reading a story and let Jacob participate in thesame. Jacob could be filling spelling out new words with assistancefrom the parents. By actively involving reading of story books, thenvocabulary acquisition would be made easier for Jacob.


Baker, S. K. (2009). Vocabulary Acquisition: Synthesi of the research. Vocabulary Acquisition: Synthesi of the research, 1-30.

Carnine D, S. J. (1997). Direct instruction reading. Direct instruction reading.

Nordquist, R. (2010). Vocabulary Acquisition. Retrieved from Vocabulary Acquisition: http://grammar.about.com/od/tz/g/Vocabulary-Acquisition.htm

Paulsen. (2004). Comprehension and Vocabulary: Grades 3-5. Comprehension and Vocabulary: Grades 3-5, 1-21.

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