How to Teach Vocabulary Like a Pro - Part 2: Eliciting Techniques

Summary

In this video, Chris Westergard, a TEFL instructor in Prague, explores how to teach vocabulary (lexis) without using translation. He emphasizes the importance of eliciting meaning from students through techniques such as miming, using pictures, realia, props, synonyms, antonyms, hyponyms, context, and definitions. Eliciting allows students to actively engage in the learning process, enhancing their comprehension and retention of new words. Chris explains the role of concept-checking, pronunciation drills, and the need for practice in mastering these techniques. He advocates for a dynamic, participatory approach to teaching, even in classes with language barriers.

Takeaways

• 😀 Eliciting vocabulary is crucial for effective language teaching, especially when you don't speak the student's language.
• 😀 Using miming, pictures, and realia (actual objects) can help convey the meaning of words without translation.
• 😀 Eliciting allows students to actively participate in the learning process, moving away from passive learning through lectures.
• 😀 Listening is an essential skill for both students and teachers, as it helps set the pace and ensures everyone is involved.
• 😀 Different words require different eliciting techniques for efficient teaching; not every technique works for all words.
• 😀 Miming works well for action verbs, adjectives, and adverbs but is ineffective for abstract concepts like integrity or chaos.
• 😀 Pictures and drawings are effective for teaching concrete nouns and some adjectives or verbs but not for abstract ideas.
• 😀 Realia (real-life objects) is a powerful eliciting tool, though it's not always practical for teaching more complex or large-scale items.
• 😀 Synonyms, antonyms, and hyponyms can be helpful but may be challenging to use with beginner students who lack the necessary vocabulary.
• 😀 Context and definitions are excellent for eliciting abstract concepts but should be used sparingly to avoid overloading students with information.
• 😀 Drilling words after eliciting them helps reinforce pronunciation, and using techniques like trailing the word out can help students recall it.

Q & A

What is the main topic of the video?

The main topic of the video is how to teach vocabulary (lexis) to students without using translation, focusing on various eliciting techniques.

Why is eliciting important in language teaching?

Eliciting is important because it allows students to actively participate in the learning process, ensures they are not just passively receiving information, and helps avoid reliance on translation, which can limit learning opportunities.

What are some key techniques for eliciting vocabulary from students?

Key techniques include miming, using pictures and drawings, realia (real objects), props, synonyms, antonyms, hyponyms, context, and definitions.

What is the difference between miming and using realia to teach vocabulary?

Miming involves using body movements to represent words, which is effective for action verbs and adjectives. Realia involves using actual objects to teach vocabulary, which is particularly engaging and clear for concrete nouns.

Why is miming not effective for abstract nouns?

Miming is not effective for abstract nouns because these concepts, like 'integrity' or 'chaos,' do not have clear, visual representations that can be easily depicted through body movements.

What are synonyms and antonyms, and how are they used in eliciting vocabulary?

Synonyms are words with similar meanings, and antonyms are words with opposite meanings. They are used to help students connect a new word to familiar words and expand their vocabulary, though caution is needed for lower-level students and words with multiple meanings.

What are hyponyms, and how do they help in teaching vocabulary?

Hyponyms are specific examples within a broader category. They help students understand the general concept by providing clear, tangible examples, such as 'spoon' and 'fork' as hyponyms of 'cutlery.'

How does using context help in teaching abstract vocabulary?

Using context creates a scenario in which the word naturally appears, helping students understand its meaning. For example, by describing someone feeling indecisive, the teacher can elicit the word 'confused' without directly defining it.

Why might it be difficult to give definitions for certain words in a language class?

It can be difficult because the definition may be too complex for students to understand, especially at lower levels. The language used in definitions can sometimes be beyond their comprehension, making context or other eliciting methods more effective.

What is the purpose of concept checking in language teaching?

Concept checking ensures that students have correctly understood the meaning of a word after it has been elicited. Teachers use specific questions to confirm comprehension and avoid misunderstandings.