As a global language, English has long become one of the most important academic and professional tools (Schutz, 2006). This is evident as English is the second language in Malaysia and is a compulsory subject that has to be taught in all schools. Moreover, the ability to converse in English fluently is also one of the essential criteria in job interviews. Thus, it is important to equip our pupils with sufficient knowledge in English so that they would be prepared to use the language effortlessly when the need arises. However, in order to be competent in English, one has to possess sufficient vocabulary skills first. Vocabulary skill is an element that links all four skills such as listening, speaking, reading and writing together. This is
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It seems that the classroom is the only place where the pupils get the opportunity to use or be exposed to English. As a result, most pupils tend to have difficulties in understanding the instructions given and content taught in English. In addition, the lack of vocabulary also indirectly affects the pupils’ interest, motivation and confidence to learn and use English. Therefore, it is vital to improve the pupils’ vocabulary in order to help them understand and use the language both inside and outside the classroom. However, teaching English vocabulary to young learners is not similar as to teaching it to the adults. The adults have both interest and motivations in terms of academic and career opportunity in mind when they learn English. Thus, the traditional method of drilling and then asking the pupils to copy the vocabulary into their books might not be effective for the pupils as they lack the motivation and …show more content…
Since my first practicum only lasted for a month, I was unable to identify the skill or issue that pupils had problems with. Nevertheless, I did notice the technique used by the English teacher to teach new words. The teacher wrote the new word, its definition and an example of sentence using the vocabulary on the white board and explained it to the pupils. Then the pupils were asked to copy them into their exercise book. The pupils were not provided the opportunity to practice using the vocabulary learned. Hence, during lesson, I noticed that the pupils seldom use the new words or remember their
It seems that the classroom is the only place where the pupils get the opportunity to use or be exposed to English. As a result, most pupils tend to have difficulties in understanding the instructions given and content taught in English. In addition, the lack of vocabulary also indirectly affects the pupils’ interest, motivation and confidence to learn and use English. Therefore, it is vital to improve the pupils’ vocabulary in order to help them understand and use the language both inside and outside the classroom. However, teaching English vocabulary to young learners is not similar as to teaching it to the adults. The adults have both interest and motivations in terms of academic and career opportunity in mind when they learn English. Thus, the traditional method of drilling and then asking the pupils to copy the vocabulary into their books might not be effective for the pupils as they lack the motivation and …show more content…
Since my first practicum only lasted for a month, I was unable to identify the skill or issue that pupils had problems with. Nevertheless, I did notice the technique used by the English teacher to teach new words. The teacher wrote the new word, its definition and an example of sentence using the vocabulary on the white board and explained it to the pupils. Then the pupils were asked to copy them into their exercise book. The pupils were not provided the opportunity to practice using the vocabulary learned. Hence, during lesson, I noticed that the pupils seldom use the new words or remember their