Vocabulary

When Malcolm X faced the frustration of not being able to express what he wanted in letters especially those to Mr. Elijah Muhammad. He begun his studies in the prison were Bimbo his fellow prisoner would lead in conversations because of his knowledge and vast vocabulary. Since Malcolm couldn’t understand the meanings of the words when he was reading the books he learned that he has to study them from a dictionary and also he wanted to improve his penmanship.

When he realized that studying using a dictionary was a very powerful tool he got motivate to further use teeth of copying in writing the content of the dictionary along with memorizing the new words. As a result he was able to read and understand any book.

He started his education from the teachings of Mr. Muhammad about the history that was “whitened” and had no place for black man. Since then Malcolm was eager to learn more about the history of a black man. He learned that collective white man brought nothing but disadvantages to Black people and people of color in general. Mr. Nonhuman teaching taught him that all races came from Negroes and Whites are just “bleached ‘ Blacks so Blacks are actually a superior nation. The knowledge and a believe in this knowledge has both freed and empowered him. He became independent by the ability to gather and process the information and to apply that knowledge for the good of Black people. The reading changed the direction of what he wanted to do In life and made him “mentally alive. “

If public schools find the way to motivate students and make them crave the Information the students will study the subjects that they are Interested In with effortless ease.

On my opinion introducing students to the purpose of learning a certain topic will set up their mind to want to find out more Information about It and understand It In order to use this information In life.

I think the he Is taking one sided uncompressed position about Whites. He Is generalizing the Idea about a broad topic and I don’t think that the general opinion should be considered as the truth. He Is holding an aggressive position of “battling the white man” which Is as bad as the White man behavior towards Blacks.

I can see his motives for Internal hostility of racial Injustice but I don’t hint that acting from this position would solve that problem. It Is Just create more anger and can lead to the contention between people. I know that a lot of white people are ashamed of their race because of the history of cruel acts towards Blacks. Learning to read by Malcolm answers By extendibility’s he wanted to do in life and made him “mentally alive. “

If public schools find the way to motivate students and make them crave the information the students will study the subjects that they are interested in with effortless ease. On my opinion o want to find out more information about it and understand it in order to use this information in life.

I think the he is taking one sided uncompressed position about Whites. He is generalizing the idea about a broad topic and I don’t think that the general opinion should be considered as the truth. He is holding an aggressive position of “battling the white man” which is as bad as the White man behavior towards Blacks. I can see his motives for internal hostility of racial injustice but I don’t think that acting from this position would solve that problem.

A individual ‘s vocabulary is the set of words that they are familiar with. It normally grows and evolves with age and serves as a utile medium for communicating and geting linguistic communication. One ‘s working vocabulary may non be representative of one ‘s entire cognition of a linguistic communication. Vocabulary can be improved by exposure to new linguistic communication information. In mundane conversation we speak of vocabulary in the singular ; we speak of a individual ‘s vocabulary. This is really an simplism. The American Heritage Dictionary defines vocabulary as “ the amount of words used by, understood by, or at the bid of a peculiar individual or group. ” Harmonizing to Nation ( I. S. P. Nation 2001 ) , vocabulary acquisition includes three procedures, viz. detecting, retrieval, and originative ( productive ) usage.

Statement of the Job

For the first five old ages or so of their childhood, kids are involved in the procedure of geting a significance or unwritten vocabulary -words that they understand when they hear them and that they can utilize in their address. During this period, kids basically do non hold literate vocabularies. Most kids get reading and composing accomplishments upon come ining school. So, for really immature kids, their significances of vocabularies are much larger than their literate vocabularies. Therefore this survey is an effort to look into vocabulary acquisition among kids between one to five old ages old.

Aims

The aim of this survey is:

To determine vocabulary acquisition among 1-5 old ages old kids with different background.

Research Inquiries

What are the differences between the two kids in term of their vocabulary acquisition?

How does the kids ‘s background act upon their English vocabulary acquisition?

Does a bilingual kid perform better in their vocabulary acquisition?

Review of Literature

Children Vocabulary Acquisition

Broad definition of vocabulary is the cognition of words and word significances. Longman Dictionary of Contemporary English defined vocabulary as all words that person knows or uses. Vocabulary acquisition is lingual accomplishment that is truly of import and complex acquired by kids and grownups. For the first five old ages of kids ‘s lives, they are involved in the procedure of geting a significance or unwritten vocabulary which contain words that they understand when they hear them and they can utilize in their day-to-day address ( Pikulski & A; Templeton, 2004 ). From a survey done by MacWhinney ( 1998 ), it appeared that babies learned to go to to and bring forth linguistic communication with easiness, but to get a linguistic communication is non an easy undertaking ( Phythian-Sence & A ; Wagner, 2007 ). Before kids can larn to pass on with words, their gestures signal an apprehension of linguistic communication. A kid is said to hold acquired vocabulary when he or she non merely merely link spoken sounds with objects and events in the environment, but besides understand that words mention objects and constructs ( Phythian-Sence & A; Wagner, 2007 ). Leung ( 1992 ) in her survey explored vocabulary acquisition in unwritten contexts utilizing a repeated read-aloud with kids in kindergarten and first class. She found that read-aloud influenced kids ‘s acquisition of words for familiar constructs, but did non significantly act upon the acquisition of words stand foring unfamiliar constructs ( Phythian-Sence & A ; Wagner, 2007 ) . In short, we can state that kids get new words with and without direct direction with environment influence their acquisition.

Parents and Economic Background

Parents play an of import function in kids ‘s vocabulary acquisition. Parents help their kids learn about objects and actions through day-to-day conversation. At this point of clip, kids already exposed to a scope of vocabulary. Although research clearly stated that parents influenced the vocabulary acquisition of the kids, there are differences whether this occurs across households that vary in instruction and economic background. Hart and Risley ( 1995 ) in their survey found that, kids from lower income households used vocabulary that deficiency of rich content. In that survey, they besides stressed on the differences in kids ‘s vocabulary size due to socioeconomic position and other hazard factors. The consequence in their survey indicated that, kids who have from parents of professionals had a cumulative vocabulary of about 1,100 words, those from working category households had about 650 words, and those from welfare households had merely over 400 words ( Hart & A ; Risley, 1995 ). Many research found that kids from low-income environments score more ill on steps of phonemic consciousness and vocabulary during preschool and simple school.

Raz and Bryant ( 1990 ) found such a strong association between household income, phonemic consciousness, and reading that they concluded that ascertained differences among SES groups in simple school could be explained by differences in consciousness and sensitiveness to phonemes in preschool as cited by Rush ( 1999 ). Research by Dickinson and Tabors ( 2001 ) has shown that kids reared in lower-SES conditions develop vocabulary and linguistic communication usage more easily than kids from higher-SES families ( Sinatra, 2008 ). New research done by Rowe and other research workers suggested that the income and instruction degrees of parents are connected to a babe’s accomplishments with gesturing, which in bend can bespeak whether a kid will develop strong linguistic communication abilities. Their findings showed that during the first session, the kids from high-income families gestured 24 times, compared to 13 gestures from childs in low-income places. Then both groups were tested for vocabulary, the childs from the high-income households scored 117, compared to 93 in the other group ( 2009 ).

Bilingualism and Vocabulary Acquisition

There are two major beginnings of informations about optimum conditions for L1 vocabulary development: surveies of the place environments in which kids typically get big vocabularies and surveies of instructional patterns that support vocabulary ( Snow & A ; Kim, 2007 ) . These types of informations are of import in back uping the vocabulary acquisition in first linguistic communication. Hart and Risley ( 1995 ) indicated that the best forecasters of immature kids ‘s vocabulary acquisition in L1 are the measure of address heard. Pearson and Fernandez ( 1994 ) suggested that these same characteristics of anticipation in efficient lexical acquisition to be used in bilingual and monolingual kids. Their findings are concerned about the importance of the place linguistic communication environment in bilingual babies ‘ vocabulary development ( Snow & A; Kim, 2007 ). Apart from that, vocabulary acquisition is thought as holding two constituents which are larning new constructs and larning new phonological signifiers. So, an L2 scholar who has get many lexical points in L1 has the advantage that he or she needs to larn merely the new signifiers in the L2 while a kid who is monolingual has to get both of the constituents in larning lexical points of L2 ( Snow & A; Kim, 2007 ).

Bilingualism provides the advantages for kids ‘s vocabulary acquisition. Peal and Lambert ( 1962 ) are one of the earlier research workers to happen out the positive effects of intelligence for bilingualism. They conclude that bilingualism consequences in greater mental flexibleness and abstract thought. They besides suggested that bilingualism is nondoing ‘confused believing ‘ but its improved thought ( Steinberg & A; Sciarini, 2006 ). Quay ( 1992 ) in his survey showed that a Spanish-English bilingual kid acquired a figure of tantamount words in both linguistic communications and so about ever used the words right by linguistic communication context. His survey reported that the bilingual kid used words for which she knew a interlingual rendition equivalent ( that is, words with tantamount significances in the two linguistic communications ) in the appropriate lingual context as cited in ( Nicoladis & A; Secco, 2000 ). As cited in Thordardottir, Weismer and Smith ( 1997 ), Garcia stated that, larning is to be facilitated under a bilingual status compared to a monolingual status in his research sing Empirical surveies of L2 vocabulary acquisition in minority kids geting English ( 1983 ).

Methodology

Subjects

The topics for this survey were two kids of 5 year-old. We managed to acquire a brace of kids which was a male child and a miss from the same cultural, Malay. These kids were the pupils of Makmal Taman Asuhan ( MTA ) which located following to Sultan Abdul Samad Library of Universiti Putra Malaysia. They were the pupils from the eventide session. Their background inside informations were stated as below:

Muhammad Haqeem bin Erman  (Subject A)

He was born on April 2, 2005 at Putrajaya. He lives at Bandar Baru Bangi. His male parent ‘s name is Erman bin Subri and he is Sarawakian. His female parent is Musliyana binti Mansor and she is a Johorian. His male parent works on his ain while his female parent is a science officer at Institut Biosains UPM. He loves watching televison and his favorite nutrient is egg curry. He is the lone kid in his household. Besides that, he speaks 2 linguistic communications, viz. Malay and English at place and even in schoolroom.

Nuradilla Umaira binti Dalha ( Subject B )

She was born on April 17, 2005 at Kajang, Selangor. She lives at Balakong. Her male parent is Dalha bin Abdul Halim while her female parent is Yammah binti Ahmad Ramlan. Her male parent works a clerk at Pejabat Pendaftar UPM. Her female parent is a full-time homemaker. Umaira has three siblings and she is the lone girl in the household. She is rather chatty among her friends. She merely speaks one linguistic communication which is Malay whether at place or in the schoolroom.

Instruments

In order to obtain the informations, we have used slide show presentation which consisted of 40 images. We selected simple images to be presented to the kids so it would non be so hard for them to think. The images are runing from household members, animate beings, nutrient, fruits, transit, stationary and so on. Other than that, we besides used narrative book which contained images in it. Our purpose of utilizing the narrative book was non to inquire them to read the narrative, but we wanted to detect how they used the images in it to state a narrative.

Data Aggregation Processs

Permission for carry oning this survey was obtained from Jabatan Pembangunan Masyarakat dan Perkembangan Keluarga ( JPMPK ) of Human Ecology Faculty by make fulling in the application signifier. In a hebdomad clip, we managed to acquire the permission from the section and an assignment was set up with the instructor at Makmal Taman Asuhan to happen a suited day of the month to carry on the survey. We did reference to her that we merely need to detect 2 kids in the schoolroom for our survey.

As our agencies of roll uping informations was through observation, we used digital camera to enter the activity that we did with the kids. The first thing that we did with them was to compose their names on a piece of paper. Then, we put them together to watch a slide show presentation which has been prepared by us. During this session, both of them were asked to state us what image was shown in the slide show. Following, we used the object available in their schoolroom and asked them the name of the objects. Both old Sessionss were done at the same time for the kids where they need to response to the inquiries on the same clip. After that, we continued with the narrative books. In this session, we asked them to state what image was contained in at that place and make a narrative based on the images that they have seen. In the last session, they were asked to sing any vocal that they knew.

Data Analysis

We transcribed the recorded observation into text. We did non transcribe every individual word that the both kids said, but we merely focused on the of import portion. Then, we organized the information into classs which based on the Sessionss that we had with them. There were chiefly 4 classs ; composing ain name, figure of English vocabularies, stating a narrative based on images in the narrative book and numeration Numberss. We analyze the information by utilizing Microsoft Office Excel 2007 and besides we did descriptive analysis.

Findings and Discussion

Effect of Bilingualism

The consequence showed that Subject A had more English vocabularies compared to Subject B. Tracing back to Subject A ‘s background, he is a bilingual kid where he was brought up in 2 linguistic communications environment. He spoke both Malay and English linguistic communication at place and in the schoolroom. This state of affairs would do him had more exposure to English linguistic communication compared to Subject B. In the other manus, Subject B merely spoke Malay whether at place or in the schoolroom. She could be said as non holding adequate exposure to English linguistic communication. This state of affairs made her non competent in that linguistic communication. However, both topics knew about all the objects shown in the slide show presentation, the lone difference laid in the linguistic communication that they used to call the objects ; whether it was Malay or English.

Family background

Based on the consequence, household background did influence kids ‘s vocabulary acquisition. Subject A ‘s parents have higher educational background compared to subject B’s parents as topic A’s parents are both diploma undergraduates, his female parent working as science officer at Institute Biosains UPM while his male parent working on his ain. On the other manus, capable B ‘s male parent is working as a clerk at Pejabat Pendaftar UPM and her female parent is a fulltime homemaker. This showed that parents ‘ educational background has influenced the kid’s vocabulary acquisition as topic A’s parents have the advantages in assisting him to get vocabulary in both linguistic communications. Their educational background has given subject A’s more chance to larn two linguistic communications at the immature age. Subject A was exposed to these linguistic communications, Malay and English, so that he can utilize both linguistic communications in geting his vocabulary. Subject B’s parents educational background is a small spot lower compared to Subject A ‘s parents and they are utilizing merely Malay Language at place, so she did non hold much chance to learn English at place. That ‘s why capable A utilizing Malay Language more when she responded to our inquiries. She had limited vocabulary in English compared to Subject B who was bilingual and had acquired vocabulary in English and Malay Language. Another ground that made topic A has more English vocabulary compared to subject B because topic A is the lone kid in his household, so all the attending will be focused merely on him. He besides socialized with grownups at his place so that he had more vocabulary while capable B’s had 3 siblings in her household and she was the lone girl. Capable B did non acquire much attending like topic A because there are another kids in her household.

Decision

Based on the findings and treatment before, it shows that kids ‘s English vocabulary acquisition is influenced by their background. The parents ‘ instruction degree does play a function in finding their kids ‘s vocabulary acquisition. The parents may supply the exposure to their childs so that they can enrich their vocabulary. Other than that, bilingualism besides contributes to vocabulary acquisition in kids. Childs who are bilinguals seem to hold large vocabulary size and this appears as an advantage to them compare to the other kids who are monolinguals.

Mentions

1. Dotinga, R. ( 2009, February 12 ) . Baby Gestures Linked to Vocabulary Development. U.S.News & A ; World Report.
2. Goh, H. S. & A ; Fatimah Hashim. ( 2006 ) . Use of L1 in L2 Reading Comprehension Among Tertiary ESL Learners, 18, 1.
3. Hart, B. , & A ; Risley, T. ( 1995 ) . Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore: Rupert brookes.
4. Nicoladis, E. , & A ; Secco, Giovanni ( 2000 ) . The function of a kid ‘s productive vocabulary in the linguistic communication pick of a bilingual household. First Language, 20, 3-28.
5. Phythian-Sence, C. , & A ; Wagner, R. K. ( 2007 ) . Vocabulary Acquisition: A Primer. In Wagner, R. K. , Muse, A. E. , & A ; Tannenbaum, K. R. , Vocabulary Acquisition: Deductions for Reading Comprehension ( pp. 1-11 ) . New York, London: The Guilford Press.
6. Pikulski, J. J. , & A ; Templeton, S ( 2004 ) . Teaching and Developing Vocabulary: Cardinal to Long-run Reading Success. Current Research in reading / linguistic communication humanistic disciplines, 1-12. Retrieved from Houghton Mifflin.
7. Rush, K. L. ( 1999 ) . Caregiver-Child Interactions and Early Literacy Development of Preschool Children From Low-Income Environments. Subjects in Early Childhood Special Education, 19 ( 3 ) , 3-14. Department of the interior: 10.1177/027112149901900101
8. Sinatra, R. ( 2008 ) . ‘Creating a civilization of vocabulary acquisition for kids populating in poorness ‘ . Journal of Children and Poverty, 14 ( 2 ) , 173-192. Department of the interior: 10.1080/10796120802336001
9. Snow, C. E. , & A ; Kim, Y.-S. ( 2007 ) . Large Problems Spaces: The Challenge of Vocabulary for English Language Learners. In Wagner, R. K. , Muse, A. E. , & A ; Tannenbaum, K. R. , Vocabulary Acquisition: Deductions for Reading Comprehension ( pp. 123-136 ) . New York, London: The Guilford Press.
10. Steinberg, D. D. & A ; Sciarini, N. V ( 2006 ) . Bilingualism, Intelligence, Transfer, and Learning Strategies. Second ( Ed. ) , An Introduction to Psycholinguistics ( pp. 160-173 ) . Great Britain: Pearson Education Limited.
11. Thordardottir, E. T. , Weismer, S. E. , & A ; Smith, M. E. ( 1997 ) . Vocabulary acquisition in bilingual and monolingual clinical intercession. Child Language Teaching and Therapy, 13 ( 3 ) , 215-225. Department of the interior: 10.1177/026565909701300301

READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST YEAR EDUCATION STUDENTS AT PAMANTASAN NG CABUAYO CABUYAO, LAGUNA: AN ASSESSMENT S. Y. 2011-2012 A Thesis Presented to the Faculty of Pamantasan ng Cabuyao Cabuyao, Laguna In Partial Fulfillment of The Requirements for the Degree of Bachelor of Secondary Education Major in English by: Magallanes, Neressa B. Manago, Annie Vie A. Minor, Ma. Airene M. Sarinas, Mary Grace C. Villanueva, Elsa L. Villanueva, Lyn G. ACKNOWLEDGMENTS The researchers would like to take this opportunity to extend their heartfelt gratitude to those who contributed in the success of the study.

To  our  parents  and  family,  for  loving  and  supporting  us  morally  and  financially. To Dr. Gaudencio L. Lat  for  being  considerate  and  understanding  in  the administration  of the  study. To Professor Honeylie Buitre and Professor Mary Grace Laugico, for giving insights and helping us in the statistical treatment. To Professor  Edwin  Paming  for  allowing  us  to  conduct  the  test  during  his  class. To Professor Michelle Morado, for her competent educational guidance and assistance  from  the  very  start  until  the  completion  of  the  study. To Mr.

Ronnie Batiao for his assistance, valuable advices, and generous support. To  Ms. Annie Vie Manago,  for  letting  us use  her  laptop  for  the  typing  and  editing of  the  manuscript. To Ms. Elham  Kashef  Saberi  and  Ms. Azadeh  Kashef  Saberi  for  their  help, cooperation  and  generous  support  for  the  completion  of  this  study. To  our  teachers,  for  sharing  their  knowledge  and  intelligence  with  the  researchers. To  our  classmates,  for  sharing  ideas,  concepts  and  even  moments  inside  and outside  the  classroom. The Researchers Vocabulary skills, in particular, are important.

Why is it important? What are the advantages one can get from gaining a wide range of vocabulary? How do we learn from reading materials? Is reading materials a significant factor in one’s learning ability? It  is  a  fact  that  reading  materials  helps  in  developing  the  vocabulary  skills of  the  students. They  become  well  informed  by  reading  different  reading materials  such  as  educational  books,  journals,  newspapers,  dictionaries,  and magazines. Most  knowledge  is  transmitted  to  the  printed  page  or  electronically through  the  World  Wide  Web.

However,  based  on the  results  of  the  study,  exposure  to  reading  materials does  not  necessarily  mean  that  you  are  skilled  in  terms  of  vocabulary. There are many  factors  which  needs  to  be  considered  such  as  the  age,  gender,  preferred reading  material,  reading  styles  and  socio-economic  status. The  main  aim  of  this  study  is  to  determine  how  reading  materials  help develop  vocabulary  skills  of  First  Year  Education  of  Pamantasan  ng  Cabuyao. How does their learning styles, age, socio-economic status affects the development of their vocabulary skills? Summary of Findings:

The following are the findings of the study: 1. Majority  of  the  respondents  with  the  frequency  of  38  at  38%  belong  to  17 years of  age. Female  respondents  register  at  a  frequency  of  80  comprising  80%  of  the total  number  of  the  respondents. Most  of  the  respondents  belong  to  the  middle class at  a  frequency  of  55%. 2. The  following  are  the  results  of  a  series  of  tests  which  reveals  that  majority  read books with  weighted  mean  of  3. 81,  which  implies  that  the  students  often  read books  rather  than  magazines,  dictionaries,  journals,  and  newspapers. . In  a  series  of  test  conducted,  it  shows  that  book  is  the  common  reading material  read  by  the  students  which  helps  in  developing  vocabulary  skills. 4. The  comparative  analysis   resulted  in  the  significant  relationship  between  the exposure  to  the  different  reading  materials  and  vocabulary skills  development  of the  respondents. 5. The  results  of  the  series  of  the  tests  revealed  that  silent  reading  is  the  preferred  reading  style  of  the  students  which  helps  them develop  their  vocabulary  skills,  with  a  weighted mean  of  2. 3  and  is  verbally  interpreted  as  the  highest  rank  among  other  reading styles. Summary of Conclusions: Based  on  the  above  stated  results  of  the  investigation,  the  following  conclusion are  drawn: 1. A  typical  respondent  of  the  study  is  a  female   First  Year  Education  student  of Pamantasan  ng  Cabuyao  belonging  to  the  age  of  17. Furthermore, the  results    showed that  more  or  less  half  of  the  respondents  belong  to  the   middle  class  as  to  their  socio- economic  status  with  a  frequency  of  55  (55%). . The  First  Year Education  students  of  Pamantasan  ng  Cabuyao  choose  to  read books frequently  rather  than  magazines,  dictionaries,  journals,  and   newspaper   which could  help  them  in  developing  their  vocabulary  skills. 3. The  common  reading  materials  has  no  bearing  on  developing  vocabulary  skills  of   the First  Year  Education  students  at  Pamantasan  ng  Cabuyao. 4. Different  reading  materials  has  no  bearing  on  developing  vocabulary  skills  of   the First Year  Education  at   Pamantasan ng Cabuyao. 5.

Silent,  oral,  and  extensive  reading  are  the  top  three  that  is  most  preferred  reading styles  of  the  First  Year  education  Students  at  Pamantasan  ng  Cabuyao   that  helps develop  their  vocabulary  skills. Recommendations: Based  on  the  result  and  conclusion  of  the  investigation,  the researchers  hereby recommend  the  following:  1. The  school  must  provide  interesting  reading  materials  appropriate to  the  age  of  the  students . Therefore,  the   reading  materials must  be  of  general  interest  to  all    readers   both  female  and  male.

Reading  materials  that  contains  interesting  facts  and  trivia’s  tend  to  attract  readers  from both  gender. The  results  also  shows  that  most  of  the  students   from  the  College  of Education   belongs  to  the  middle  class,  but   it  does  not  mean  that  those  students    from low,  higher  and  highest  class  should  be  satisfied  with  their  vocabulary  skills. They  are recommended  to  read  more,  especially   English  in  order  for  them  to  improve  their vocabulary  skills  that  will  be  necessary  in  their  future  professions.

It also recommended that the government should provide reading materials in every schools. 2. The school must provide more interesting reading materials in the library and the teachers should require to their students to go in the library to read newspapers, journals, magazines, books, and dictionaries. They  will  be  motivated   to  read  if  the  reading  materials  provided  for  them concerns  the  affective  domain. 3. More  reading  and  vocabulary  exercises  are  recommended  for  further  enhancement  of the  students  vocabulary  skills.

Even  though  the  students  preferred  to  read  books  as  the most  common  reading  materials  which  helps  in  developing  vocabulary  skills,  the   teachers should   promote  and  motivate   the  students  to  read  other  reading  materials. Teachers should also motivate the students to read magazines, newspapers, journals and dictionaries. 4. It is recommended that students and teachers must read more different reading materials and make as a daily habit in order to develop their vocabulary skills.

Also recommended  that teachers  should  consider  the  different  reading  materials  that  will be  used  and  its  significance, they  should  consider  the individual  differences   of   the  students  in  motivating    them  to  read. 5. The reading styles of the students should continuously indulge   themselves  in  reading  for them to  improve  their  vocabulary  skills. Although  some of  the   respondents  got  average  scores  in  the  test, it  is  not  a  reason  for  them  to  be satisfied.

They  are  still  recommended  to  read  newspaper, magazines, journals, dictionaries, and books  so  they  can enhance  their  vocabulary skills  and  become  effective  teachers  in  the  future. TABLE  OF  CONTENTS PAGE TITLE PAGE……………………………………………………………………… i APPROVAL SHEET…………………………………………………………. ii ACKNOWLEDGMENT……………………………………………………… iii ABSTRACT…………………………………………………………………… iv TABLE OF CONTENTS…………………………………………………….. v LIST OF FIGURES………………………………………………………….. vi LISTS OF TABLES………………………………………………………….. vii Chapter I: THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………………… 1 Background of the Study                                                                 Statement of the Problem……………………………………………………3 Hypotheses of the Study…………………………………………………….. 4 Objectives                                                                                         Scope and Delimitations…………………………………………………. …. 5 Significance of the Study                                  Theoretical Framework…………………………………………………….. 6 Definition of Terms…………………………………………………………. 9 Chapter II: REVIEW OF RELATED LITERATURE

Related Local Literature…………………………………………………. 12 Related Foreign Literature                                                               Related Local Studies…………………………………………………………. 17 Synthesis of Related Literature and Studies…………………………….. 19 Chapter III: RESEARCH METHODOLOGY Research  Design………………………………………………………….. 21 Respondents  of  the  Study                                                                Data  Gathering  Tools/Instrument………………………………………….. 22 Data  Gathering  Procedure Statistical  Treatments  of  Data

Chapter  IV:  PRESENTATION,  ANALYSIS,  AND INTERPRETATION Profile  of  the  Respondent………………………………………………… 26 Statistical  Treatment……………………………………………………27 Reading  Styles  of  the  Respondents…………………………………….. 28 Chapter V:  SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION SUMMARY………………………………………………………………32 CONCLUSIONS……………………………………………………………. 33 RECOMMENDATION……………………………………………………. 34 APPENDICES Bibliography Survey  Questionnaire Curriculum  Vitae LIST OF FIGURES FIGURE 1:  CONCEPTUAL PARADIGM LIST  OF  TABLES 1. Table 1. . The percentage distribution of the respondents according to age. Table 1. 2 The percentage distribution of the respondents according to gender. Table 1. 3The percentage distribution of the respondents according to socio- economic status 2 &3. Table 2&3. Kinds of reading materials, common reading materials and frequency of reading that helps in developing vocabulary skills. 4. Table 4. Test of Hypothesis for Pearson Correlation Coefficient Value 5. Table 5. Reading styles of the students which helps them develop their vocabulary skills.

Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Reading  is  the  basic  tool  in  learning  other  subjects  taught  in  school. It   is  also an  instrument  in  understanding  the  different  subject  areas  like  arithmetic,  science, social studies,  English  and  other   subjects  depending  on  the  ability  to  read. Some  students are able   to  sound  words  although  they  do  not  know  what  the   word  means. In  the  real sense  this  is  not  reading,  what  the  students  do  is  nothing   but  word   calling (Galves,2005).

When we read, there must be comprehension, otherwise no learning takes   place. Some of the students nowadays are fond of reading books. Some  understand what  the  author  wants  to  convey  while  others  cannot,  others   just  simply  read  it  without analyzing  the  words   used,  or  simply  for  fun  and  entertainment  only. On  the  other  hand, some would consider it as a habit. Reading  books  affect  the  student’s  or  learner’s  way  of  thinking,  the  way  they act, the  way they  communicate and interact with other people.

It proves that learning is limitless because some are not contented in one reference only. Reading is a good hobby, yet it needs proper parental guidance to prevent the child or youth in reading books  or  any  reading   material  which  is  inappropriate  for  their  age  level . Students  often get  addicted  in  reading,  especially  pocketbooks,  and  tend  to  disregard  their  assignments and  even  their  duties  at  home. Reading  is  a  good,  meaningful  and  relaxing  way  of  spending  your  past time, instead  of  playing  cards ,  window  shopping,  and   hanging  out  with  friends.

By  reading, you  will learn  more,  it  will  broaden  your  mind  and  help  you  understand  what  is  the reality of  life. Sometimes,  it  changes  people’s  perception  or  views  in  life  and  somehow develops  and enhances  good  personality,  because  of  the  ideas  and  knowledge  earned from  what  has  been  read. According  to  Cziko  et  al  (2000)  reading  is  sharing  and  getting  information  and idea  from  the  text. Many  people  think  of  reading  skills  which  is  taught  once   and  for all  on  few  years  of  school.

More often credits (or blame)  for  students  reading  ability goes  to  primary  teachers. Upper elementary and secondary school teachers at grade level only  need  to  teach  new  concepts  relevant  to  their  students  ability  to  comprehend. See this way, reading   process; readers decode each word in a text and then automatically comprehend  the  meaning  of  the  words  as  they  do  their  everyday   spoken   language. Reading   makes   our   mind  active  because  it  is  significant  to  apply    the  acquired knowledge   in  our  daily  lives.

Our   imagination expands    and enhances   our cognitive ability through what the readers have read. Also,  through  reading ,  ability  to  analyze  and evaluate  the  text  to  criticize  or  make  some  conclusion  is  also  developed. In   reading, you   recognize the structure of grammar. A  child  exposed  in    reading  earlier  in  his/her childhood   stage    provides  exercise  in  his/ her  mind. It   also develops their cognitive ability and improves their intelligence.

It  is  for  this  reason  that  the  researchers  will  undertake  this  study  and  use the  first  year  Education  students  as  the   respondents;  the  purpose  is  to  find  out  how students  would  cope  with  their  education  by  means of  determining  the  reading materials   that  could  enhance  the  vocabulary  of  the  students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to:   1. 1     Age 1. 2     Gender 1. 3     Socio-economic status 2. To determine  the  kind  of  reading  materials  being  read  and  the   frequency  of  reading. 3.

To  determine  what  reading  materials  commonly  read  by  the  students  helps  in  developing  their  vocabulary  skills. 4. To  determine  the  significant  relationship between  exposure of  different  reading  materials  and  developing  the  vocabulary  skills  of  the  students. 5. To  ascertain   the  reading  styles  of  the  students  in  developing  vocabulary  skills. Statement of the Problem This  study  will  attempt  to  find  out  on  how  reading  materials  help  in  developing the  vocabulary  skills  of  the  students/learners  particularly  in selected First  Year  Education students  (BSED and BEEd)  at  PnC.

Specifically, the study will be answering the following questions: 1. What  is  the  demographic  profile  of  the  respondents  in  terms  of: 1. 1  Age; 1. 2 Gender; and 1. 2  Socio-economic Status? 2. What kind of reading materials are being read and the frequency of reading? 3. What  are  the  common  reading  materials  read  by  the  students  that  helps  in developing  their  vocabulary  skills:              3. 1 Books; 3. 2. Magazines; 3. 3. Journals; 3. 4. Newspapers; and 3. 5. Dictionary? 4.

Is  there  any  significant  relationship  of  exposure  in  different  reading  materials  and   developing vocabulary  skills  of  the  students? 5. What  are  the  reading  styles  of  the  students  which  helps  them  to  develop  their             vocabulary  skills? Hypothesis of the Study To  be  able  to  answer  the  above  questions,  the  study  divided  the  following hypothesis. Null  hypothesis-  There  is  no  significant  relationship  between  exposure  to  different reading  materials  and  the  vocabulary  skills  of  the  students.

Alternative  hypothesis-  There  is  a  significant  relationship  between  exposure  to different  reading  materials  and  the  vocabulary  skills  of  the  students. Objectives 1. To  determine  the   vocabulary  development  of  the  respondents  when grouped according   to: 1. 1  Age; 1. 2  Gender 1. 3  Socioeconomic  status 2. To determine  the  kind  of  reading  materials  being  read  and  the   frequency  of  reading. 3. To  determine  what  reading  materials  commonly  read  by  the  students  helps  in  developing  their  vocabulary  skills. . To  determine  the  significant  relationship between  exposure  of  different  reading  materials  and  developing  the  vocabulary  skills  of  the  students. 5. To  ascertain   the  reading  styles  of  the  students  in  developing  vocabulary  skills. SCOPE AND LIMITATION This  study  limits  its  coverage  on  first  year  Education  students  at  Pamantasan ng Cabuyao,  Laguna. It’s  main  purpose  is  to  determine  the  effectiveness  of  reading materials  in  developing   vocabulary  skills  of  the  respondents.

In  this  study,  the researchers  limit  the  use  of  English  reading  materials  on  the  following:   educational books,  journals, magazines,  newspapers,  and  dictionary. The  researchers  limits  their  reading styles  in  oral,  silent,  scanning,  skimming,  extensive,  and  intensive  types  of  reading. DELIMITATION This  study  did not cover  other  courses, year  levels, other  reading materials  other  than  educational books,  journals, magazines,  newspapers, and dictionary and  reading  styles  other  than  oral,  silent,, scanning,  skimming,  extensive, intensive  reading  styles of  the  respondents.

SIGNIFICANCE  OF  THE STUDY This  research  study  wants  to  gain  information  on  the  reading materials  in developing  vocabulary  skills  of  selected  First Year  Education  students  at  Pamantasan ng  Cabuyao,  Laguna,  school  year  2011-2012. This  will  serve  as  the   springboard  or basis  to  improve  the  vocabulary  skills  of  the  students. School Administrators. The  result  can  be  used  as  the  basis  for  providing reading  materials  taking  into  consideration  the  needs  of  college  students in developing their vocabulary skills.

School Instructors and Professors. The  findings   of  the  study  could  help instructors  and  professors  to  identify  the  reading  materials  being  used  where  they have  to  apply  certain  techniques  and  strategies  in  relation  of  developing  vocabulary skills. Students. The   result   of   the  study  may  provide  the  concerned  pupils how to  broaden  the  vocabulary  skills. Theoretical framework: Robert  Gagne’s  Information  Processing  Theory  or  Information-processing Approach  (1950).

The  two  theoretical  ideas  considered  fundamental  to  cognitive psychology  and  information processing  framework  were  “chunking”  and  the  test-operate- test-exit  (TOTE). Chunk  is  any  meaningful  unit  of  information  and  is  good  or appropriate  for  the  capacity  of the  short-term  memory,  like  for  example  familiarizing  any digit,  word,  chess  positions,  or  students’  faces. It  implies  that  short-term  memory  could only  hold  5-9  chunks  of  information  either  seven  plus  or  minus  two. TOTE  can  possibly replace  the  stimulus  response  as  fundamental  unit  of  behavior.

Here,  there  is  aconduction  of  testing  cycle  which  is  repeated  for  several  times  to  determine  the  success of  its  operation  until  the  goal  is  achieved  which  can  be  a  good  foundation  for  problem- solving  tasks. Origin  of  information  processing  theory  began  in  cybernetics,  game  theory, communication  theory  and  information  theory  which  gained  its  popularity  when  these things  reach  their  full  development. This  theory  likened  the  mind  to  a  processing  system where  knowledge  is  represented  in  the form  of  symbols.

It  is  important  to  study  information-processing  approach  in  order  to  understand how  information  is  encoded,   processed,  stored,  and  retrieved. In  sensory  registers, information  from  external  environment  is  represented  in  its  original  sensory  form  where there  is  a  separate  register  for  each  sensory  modality  like  visual,  auditory,  tactile, kinesthetic,  or  olfactory  that  can  hold  large  amount  of  information,  yet  only  for  a  matter of  milliseconds. Information  can  be  lost  at  the  end  of  that  time  unless  it  can  be described  during  the  pattern  recognition  process.

Short-term Memory  System (STM)  functions  in  two  important  ways:  1)  it organizes  information  by  integrating  new  information  with  the  existing  information  and  2) it  temporarily  stores  information  for  the  learners’  use  (Kameenui,  Carnine,  Dixon, Simmons,  &  Coyne,  2002). Also  known  as  the  working  memory,  the  short-term memory  system  has  a  smaller  capacity,  but  its  representations  are  more durable. In STM,  we  utilize  different  strategies  and  techniques  to  remember  or  solve  problems.

Limited  pieces  of  information  only  can  be  stored,  and  for  a  short  period  of  time. On the  other  hand,  if  we  do  some  cognitive  operations  on  the  data,  we  can  store  them in  the  long-term  memory (LTM). Data  that  is  stored  at  the  LTM  is  expected  to  be stored  indefinitely,  and  is  labeled  as  verbal  or  visual  information  for  future  use; it includes  the  episodic  and  semantic  knowledge. There  are  several  ways  to develop/strengthen  the  short-term  memory  system  these  are  repetition,  chunking, identification  of  logical  patterns  Brownell (2002).

The  Long-term  Memory  System  (LTM)  is  a  warehouse  of  knowledge. It  is  also known  as  data  bank  that  stores  information  likened  to  a  floppy  disk,  hard  desktop  USB that  stores  huge  amount  of  information. When  we  perceive  something  with  our  sensory modalities,  we  are  able  to  form  and  arrange  information  into  meaningful  order  as  we progressively  make  connections  in  our  brain. The  group  of  neurons  help  us  integrate knowledge,  arrange  it,  and  utilize  it  in  a  meaningful  context  so  we  can  understand  the everyday  occurrences.

For  sensory  input  to  be  effective,  all  our senses  should  be  fully operational. A  student  who  cannot   see  or  hear  better  is  not  in  better  condition  to  attend to  and  process  the  environmental  stimuli. Brownell  (2002)  also  identified  certain  LTM techniques  they  are  association,  categorization,  mediation,  imagery,  and  mnemonics. Aquino (2009). According to Lockhart (2000)  that  in  recall,  you  produce  a  fact,  a  word,  or  other item  from  memory. Fill-  in  -the-  blank  tests  require  that  you  recall  items  from  memory.

In  recognition,  you  select  or  otherwise  identify  an  item  as  being  one  that  you  learned previously. Working  memory  holds  only  the  most  recently  activated   portion  of  long-term memory,  and  it  moves  these  activated  elements  into  and  out  of  brief,  temporary  memory storage  ( Dosher). Conceptual  Framework: Input Process Output Definition  of  Terms The  following  words  are  used  operationally  in  this  study: Communication.

This  refers  in  giving  or  receiving  of  information,  this  can  be  done  by gestures,  writings  and  by  talking. Comprehension. This  refers  to  the  readers  understanding  to  what  the  author  has  written. according  to  the  expert,  it  requires the  fusion  in  meanings  of  separate words   into  chain  of  related  ideas. Decode – Figure out how to pronounce. Education – This refers to the acquisition of knowledge, skills, abilities and attitude, through instruction  and  training. Effectiveness. This  word  refers  to  an expected  response. It  is  synonymous  to  the word   success.

Extensive reading. Comprehensive  reading  of  long  texts  or  books  for  the expres purpose  of  discerning  global  meaning  images  is  the  art  of  extensive reading. It  is  reading  imaginatively,  creatively,  and  critically. Intensive reading. This reading strategy which is  characterized  by deliberate attention and    deep  concentration. It  is  reading  for  details. Learning. This  refers  to  the  psychological  activity  in  development  such  as acquisition   of   symbol  knowledge  or  motor  skills,  and  as  intellectual and   creative  process.

Long  term  memory. Warehouse  of  knowledge  and  also  known  as  data  bank  that  stores information   likened  to  floppy  disk,  hard  disk,  or  USB  that  stores huge   amount  of  information. Reading. Refers  to  the  recognition  of  printed  or  written  symbol,  which  serve as stimuli   for  the  recall. Reading   Interest. This  refers  to  the  pleasure  or  enjoyment  of  someone  when  interprets or understand  a  reading  materials. Sensory   Register. Information    from external environment is represented  in  its  original sensory   form.

Scanning. The research for a specific information or for an appropriate answer to a particular question is referred to as scanning. Skimming. As  a   strategy,  skimming  refers  to  the  method  of  glancing  rapidly through  the  reading selection or text for the purpose of  extracting  the thought , the  gist  or  main  points. Short  term memory. Temporarily stores information for the learner’s use, also known as   the working  memory. It  has  a  smaller  capacity  but  its representations   are  more  durable. Chapter 2

RELATED  LITERATURE  AND  STUDIES The  literature  that  follow  are  taken  from  different  authors  that  enlighten  the researchers  on  angle  and  aspects  of  the  current  study. RELATED  LITERATURE Local  Literature Reading  is  a  dynamic  process  in  which    the  reader  interacts  with  the  text  to construct   meaning. Inherent  in  constructing  meaning  is  the  reader’s  ability  to  activate prior  knowledge  use reading  strategies  and  adapt  to  the  reading  situation. (Ma. Cecilia Crudo 2005) Foreign  Literature

The  importance  of  vocabulary  to  life  success  makes  it  of  practical  importance  for Investigation  (Hoff 2007). Executive  functioning  refers  to  a  variety  of  related  cognitive  skills  that  involve  the ability  to  maintain  task-relevant  information  in  short-term  memory,  as  well  as  the  ability to  manipulate  this  information  through  the  engagement  of  focused  attention  (National Institute  of  Child  Health  and  Human  Development  Early  Child  Care  Research  Network [NICHD ECCRN],  2005;  Wolfe  Bell,  2007).

Among  these  skills  are  working  memory and  cognitive  inhibitory  control,  both  of  which  are  associated  with  frontal  lobe  function. Children  who  are  able  to  engage  in  goal-directed  behavior  by  reducing  their  attention  to distracting  stimuli,  either  internal  or  external,  demonstrate  such  skills. When  in  a  learning situation  with  other  children  or  adults,  increasing  levels  of  shyness  may  be  associated with  a  decreased  ability  to  focus  attention  on  the  task  at  hand.

Exploration  of,  and  engagement  with,  the  environment  fosters  the  development  of vocabulary  (Hart, 2004; Horn & Blankson, 2005;). Family environments provide opportunities for the development of vocabulary. Individuals  who are  reared  in  home  environments  that  encourage  exploration  have  many  opportunities  for the   development  of  vocabulary.

Indeed,   research   has  repeatedly  supported  the proposition  that  opportunities  for  productive  activity—the  extent  to  which  toys  and learning  materials  are  available  in  the  home  environment,  along  with  the  extent  to  which parents  directly  teach  their  child  concepts  and  take  their  child  to  places  and  events  that provide  enrichment–are  positively  related  to  vocabulary  (Bradley & Corwyn, 2005; Bradley,Corwyn, Burchinal, McAdoo, & Garcia Coll, 2001;).

Research  also  indicates  that  engagement  in  productive  activities  is  related  to  attention focusing  and  memory,  both  of  which  are  elements  of  executive  functioning  (NICHD ECCRN, 2005). Swerling  (2005)  opines  that  reading  of  text-such  as  books, magazines  and newspapers,  plays  a  key  role  in  developments  of  reading  fluency  (speed  and  ease  of reading),  vocabulary,  background  and  even  spelling.

Memory  is  the  means  by  which  we  retain  and  draw  on  our  past experiences  to use  that information  about  past  experience( Tulving 2000; and  Craik,2000). As  process, memory  refers  to  the  dynamic  mechanisms  associated  with  storing,  retaining,  and retrieving  information  about  past  experience (Hernandez Blase, 2003). Specifically,  cognitive psychologist  have  identified  three  common  operations  of  memory:  encoding,  storage,  and retrieval(Baddeley,2000).

According  to Lockhart,(2000)  that  in  recall,  you  produce  a  fact,  a  word,  or  other item  from  memory. Fill-  in  -the-  blank  tests  require  that  you  recall  items  from  memory. in  recognition. RELATED  STUDIES Foreign  Studies According  to  Ehri and Rosenthal (2011),  an  experiment  with  different  assignments was  conducted  to   examine  the  effectiveness  of  a  technique  to  acquire  unfamiliar  English vocabulary  words  during  text  reading.

Lower  socio-economic  status,  language  minority fifth  graders  (M = 10  years,  7  months  n = 62)  silently  read  eight  passages  each  focused on  an  uncommon  multi-syllabic  word  that  was  underlined,  embedded  in  a  meaningful context,  defined,  depicted,  and  repeated  three  times. Students  were  grouped  by  word reading  ability,  matched  into  pairs,  and  randomly  assigned  to  one  of  two  conditions. In the  strategy  condition,  students  orally  pronounced  the  underlined  words  during  silent reading.

In  the  control  condition,  students  penciled  a  check  if  they  had  seen  the underlined  words  before  but  did  not  say  the  words  aloud. Results  of  ANNOVAs  showed that  the  oral  strategy  enhanced  vocabulary  learning  (ps ; . 01),  with  poorer  readers showing  bigger  effect  sizes  than  better  readers  in  remembering  pronunciation-meaning associations  and  spellings  of  the  words. In  a  second  experiment,  32  fifth  graders  from the  same  school  described  the  strategies  they  use  when  encountering  uncommon  words  in context.

Better  readers  reported  more  word-level  strategies  whereas  poorer  readers reported  more  text-based  strategies. Our  explanation  is  that  application  of  the  word-level strategy  of  decoding  new  words  aloud  strengthened  connections  between  spellings, pronunciations,  and  meanings  in  memory  compared  to  silent  reading  of  new  words, particularly  among  poor  readers  who  were  less  skilled  and  less  likely  to  use  this  strategy unless   instructed  to  do  so.

According  to  Derakhshan and Shahrzad (2011),  a  solid  body  of  research  findings substantiates  that  most  vocabulary,  in  first,  second  or  foreign  language,  is  learned incidentally  which  is  defined  as  learning  vocabulary  as  a  by-product  of  any  activity  not precisely  geared  to  vocabulary  learning.

Therefore,  the  present  study  mainly  focused  on the  effect  of  teaching  and  intervention  in  deriving  word  meaning  on  incidental  vocabulary learning  in  EFL  context;  secondly,  it  aimed  to  find  out  whether  the  contextualized  words that  appear  with  more  clues  learned  better  and  consequently  kept  longer;  finally,  it sought  to  explore  whether  instruction  could  lead  to  increase  in  incidental  vocabulary learning  in  the  text. To   these  ends,  50  freshmen  Iranian  college  students  from  Teacher Training  University  of  Azerbaijan  participated  in  this  study.

These students enrolled for the reading class in  two  separate  semesters. The results  of  the  TOEFL  and  Vocabulary Level  Test  (VLT)  revealed  that  the  participants  enjoyed  approximately  the  same  level  of proficiency. There  were  two  post-tests  which  were  taken  at  certain  time  intervals. The results  of  this  study  showed  that  the  instruction  in  deriving  word  meaning  had  positive effect  on  students’  incidental  vocabulary  learning. Also  it  was  concluded  that  students should  meet  the  words  in  contextualized  forms  more  frequently  in  order  to  keep  and retain  them  in  the  long  run.

Beck,  McKeown and Kucan, (2002), there  is  tremendous  need  for  more vocabulary  instruction  at all  grade  levels  by  all  teachers. The  number  of  words  that students  need  to  learn  is  exceedingly  large; on  average  students  should  add  2,000   to 3,000  new  words  a  year  to  their  reading  vocabularies. Students who enter school  with limited  vocabulary  knowledge. At  first-grade, high – performing  students,  but  that differential  gets  magnified  each  year, resulting  in igh-performing  12th  grade  students knowing  about  four  times  as  many  words  as  the  low-performing  12th graders(Hart and Risley, 2001). According  to  Hirch(2003), word  knowledge  is  crucial  to  reading  comprehension and  determines  how  well  students  will  be  able  to  comprehend  the texts  they  read  in middle   and  high  school. Comprehension   is far more than   recognizing words and remembering   their meanings. However,  if  a  student’s  does  not  know  the  meanings  of  a sufficient  proportion  of  the  words  in  the  text,  comprehension  is  impossible.

Vocabulary experts  agree  that  adequate  reading  comprehension  depends  on  a person  already knowing  between  90  and  95  percent  of  the  words   in  a text. Knowing at  least  90 percent  of  the  words  enable  the  reader  to  get  the  main  idea  from  the   reading  and guess what  many  of  the  unfamiliar  words  mean,  which  will  help  them  learn  new  words. Readers   do  not  recognize  at  least  90  percent    of   the  words  will  not  only   have difficulty  comprehending  the  text,  but  they  will  miss  out  on  the  opportunity  to  learn  new words.

Piksuki   and  Chard  (2003),  young  children  naturally  learn  to communicate through listening   and   speaking. In order  to  make  the  transition  to  communicating  through  reading and   writing,  they  need  a  large  meaning  vocabulary  and effective decoding   skills. There  is an   abundance  of   research  evidence  to  show  that  an  effective  decoding   strategy  allow student  not  only  to  identify  printed  words  accurately  but  to  do  so  rapidly  and automatically. Juel   at  al. 2003)  showed  that  while  teachers   in  kindergarten spent   considerable time  reading  and   discussing  books   to  children  with  below  average   vocabularies,  these activities  had  minimal  impact  on  the  progress  of  the  children. Only  when  teachers  spent focused  on  time  on  the  vocabulary  did  significant  growth  occur . We  apply  the  term “instructional  read  aloud”   to  read  aloud  events  where,  to  stimulate  an  interest  in  books in  reading,  there  also  a  deliberate  teaching  of  skills  that will  promote  independence  in reading,  such  as  an  increased  vocabulary.

Local  studies According  to Garcia (2006)  if  children  will not  read,  they  are  less  likely  to  develop automatically,  vocabulary  and  concepts  about  the  world  as  well  as  intrinsic  motivation  to read. In  a  book  by  Villamin  et  al,  (2001)  different  levels  of  thinking  was  classified with  interaction  between  the  reader  and  the  text  may  occur,  which  are  literal,  inferential, critical,  and  creative. However,  it  is  in  the  creative  level  of  comprehension  that  the reading,  in  its  fullest  sense,  is  said  to  truly  occur.

Dr. Thomas  C. Barrett  developed  a  taxonomy  now  popular  known as  “The  Barrett  Taxonomy  of  Reading  Comprehension”  to  meet  the  needs  of  teachers and  instructional  materials  developers    who  wanted  a  systematic,  structural  approach  to teaching  reading  skills. (Alcantara  et  al, 2003) Literal  comprehension  is  the  understanding  of  surface  meanings  or  idea  that are  explicitly  printed  in  reading  materials. It  is  merely  determining  what  the  writer  or idea  that  are  explicitly  printed  in  reading  material.

It  is  merely  determining  what  the is  conveying. Comprehending  at  the  inferential  level  involves  determining  relationships and  drawing  from  these  the  writer’s  intended  meanings  which  are  implied  in  the  reading material. Reading  at  the  critical  level  requires  the  reader  to  judge  the  worth  of  ideas presented  and  the  effectiveness of  presentation. Reading  at  the  creative  level  involves  the integration  of   bright  ideas  read  with  prior  knowledge  and  experience  so  that  the  new ideas  and  deeper  insights  are  formed.

This  levels  of  comprehension  follow  an  ascending sequence  of  difficulty   and  complexity  of  thinking – with  literal  comprehension  as  the lowest  level  while  creative  comprehension  at  the  highest. Thus,  comprehension  is  not  just “understanding,”   but  feeling  the  emotional  experience  embedded,  reasoning,  judging,  and creating. This  thinking  processes  may  not  necessarily follow  a  hierarchal  sequence  for  the reason  that  comprehension  may  occur  any  level  of  thinking. All  reading  require  a considerable  amount  of  understanding  the  literal  sense “of  what  is  read.   And  fully  gain  from  the  reading  experience  and enjoy  it  as  well,  the reader  must  go  beyond  the  literal  level  of  comprehension  and  reach  the  heights  of  the creative  level. In  some  classroom,  teachers  are  trying  out  several  techniques  to  see  which would  facilitate  comprehension  –  language  experience,  dimensional  approach,  program instruction,  diagnostic  – prescriptive  method,  semantic  webbing/mapping,  story  grammar etc. The  last  approach  seems  to  offer  possibilities  of  integrating  some  basic communication  skills  that  enhance  comprehension.

A  careful  scrutiny  however,  reveals that  the  grammar  is  not  an  entirely  new  technique. (Alcantara et al, 2003) Assessment  of  Related  Literature  and  Studies The  related  literature  summed –  up  has  significant  relationship  with  the  present study  for  the  reason  of  presenting  the  definition  of  the  word  reading  and  its  significance in  vocabulary  development,  the  importance  of  interests  in  reading  and  it  also  enumerated different  reading  materials  which  is  subject  of  this  present  day.

The  study  conducted  by foreign  and  local  researchers  has  bearing  because  of the  other  similarities  of  other variables  with  the  present  study. The   researchers  of  the  present  study  cleared  that  there is  no  duplication,  the  similarities  are  necessary  to  find  out  if  the  findings  are  true  and valid  in  other  places. Synthesis In reading, one must possess a wide range of vocabulary. A reader’s vocabulary is valuable in reading comprehension. A  reader  with  a  good  amount  of  words  in  his vocabulary  is  able  to  grasp  the  meaning  of  the  words.

One  disadvantage  of  a  poor vocabulary  is  the  reader  will  consume  more  time  in  searching  for  the  meaning  of  a certain  word. Chapter 3 RESEARCH  METHODOLOGY The  objective  of  the  research  would  not  be  realized  without  a  plan  or  strategy. This  chapter  presents  the  method,  instrument  use,  source  of  data,  validation, administration,  and  collection  of questionnaires,  presentations  of  the  respondents  of  the study,  and  the  statistical  treatment  of  the  data. Research  Design

The  researchers  used  the  descriptive  method  of  research  to  elicit  answer  to  the statement  of  the  problem  in  the  study. Descriptive  research  is  defined  by  Arevalo (2005),  as  a  fact  finding  research with  sufficient  interpretation. The  researchers  used  this  research  design  because  the  main purpose  of  descriptive   method  is  to  measure  the  variable  or  factors  in  a  certain  study. Thus,  this  survey  can  measure  the   vocabulary  skills  of  Education  students  at Pamantasan  ng  Cabuyao. Respondents   of the Study

The   subject of   this study  consisted  of selected First  Year  Education  students  at Pamantasan   ng  Cabuyao. Their  total   population   is  equal  to  130. The  proponents  is  able to  select  98  of  its  members 75%  of  their  total  number. In  simple  random  sampling  technique  was  utilized  in  choosing  the  sample members. In  determining  sample  size,  the  Slovin’s  formula  was  used. The  computation  of the  sample  size  was  given  below. N=    = = = 98 Where  n =  sample  size;  N = population  size;  and  e = margin  of  error  (either  0. 01  or  0. 05) Development   of  Research  Instruments

In    preparation   of   the   questionnaire  the  major  research   instrument   used    by  the researchers  is  the  consultation  of  several  knowledgeable  persons and  gathering  of information  through  educational  books. The  researchers  also  make  it  a  point  that  the items  are  sufficient  enough   to  answer  all the  specific  questions  under  the statement  of  the problem. After  the  final  draft  of  the  questionnaire,  the  researchers  submitted  it  to  the thesis  adviser  for  necessary  corrections,  after  which  it  was  finalized. Data  Gathering  Procedure

The  researchers  conducted  this  study  and  gathered  data  by  distributing questionnaires  to  be  answered  by  selected  respondents. Before  working  on  this  research, the  researchers  asked  the  permission  of  the  Dean  of  College  of  Education  at  Pamantasan ng  Cabuyao  to  conduct  the  study  through  the  distribution  of  questionnaire  to  the respondents. After  the  researchers  has  secured  the  letter  of  permission  from  the  Dean,  the researchers  personally  administered  the  distribution  of  questionnaire  to  the  respondents  in their  respective  classroom.

After  the  respondents  had  answered  the  questionnaire,  the  researchers  checked  the answer  sheets. The raw scores were collected and tallied in tables. The results were analyzed and interpreted in the light of the goals of the  study. Validation  of  Research  Instrument For  validation  purposes,  the  researchers  read  several  theses  and  consulted  English teachers  for  the  questionnaire. It  was  validated  through  the  students  of  the  same  level from  other  school  before  it  was  administered  to  the  respondents. Statistical Treatment of Data

After   the  data  gathering,  the  data  were  tallied,  analyzed,  and  interpreted  using statistical  tools. To  determine  if   there  is  a  relationship  between   exposure   to   reading   materials and   vocabulary   skills  of           Selected  First Year  Education  students  at  Pamantasan  ng  Cabuyao ,the correlation   was   established   using   Pearson   Coefficient   of Correlation. (http://davidmlane. com/hyperstat/A51911. html) The formula is Where: N – number of respondents X – first variable Y – second variable r  -relationship The  following  are  the  statistical  treatment  applied  in  the study.

The  frequency  and percent  distributions  were  used  in  presenting  the  reading  materials  in  developing  the vocabulary  skills  of  first  year  education  students  of  Pamantasan  ng  Cabuyao. The percentage  formula  is: %=   x 100% Total  frequency 1. Percentage 2. Weighted  mean 3. Pearson  Value Interpretation  for  Computed  Mean |Weighted  Mean |Interpretation |Symbol | |0. 505-1. 500 |Never |N | |1. 505-2. 00 |Seldom |Se | |2. 505-3. 500 |Sometimes |So | |3. 505-4. 500 |Often |O | |4. 505-5. 500 |Always |A | 4. Test  of  Hypothesis Tc  l = r Decision  rule: At  5%  level  of  significance, If  tc

Unit 204 – Communicate in a business environment-Nvq level 2 in Business and Administration Why do you need to know the purpose of any communication you are sending and its Intended audience (1. 1, 1. 2) In what way does this affect the language you might use when producing written communication or information? (2. 3) The purpose of communication is for human us to be able to understand each other for different reasons. So if we develop our communicative skills we can use this skill as a tool to help me learn or explain something to someone or both.

We also communicate to help one another, listen to each others’ problems, and solve difficulties we face in life, find solutions to obstacles that may come into our lives. If we know the audience, we can more effectively communicate with and persuade that audience. My motivation is to get satisfaction from expressing my ideas and getting recognition from the audience. Colloquial, casual, and formal writing are three common styles that carry their own particular sets of expectations. Style also depends on the purpose of the document and its audience. Colloquial language is an informal, conversational style of writing.

Casual language involves everyday words and expressions in a familiar group context such as conversations with family or close friends. Formal language is communication that focuses on professional expression with attention to roles, protocol, and appearance. It is characterized by its vocabulary and syntax or the grammatical arrangement of words in a sentence. Describe different methods of communication and when you would use them? (1. 3,1. 4) Different methods of communication that I would use in a business environment are: ® Written communication by exchange of letters, emails or faxes.

I would use every day to communicate with customer, colleagues at work and with my supervisors ® Verbal communication when I use the phone or I talk with someone face to face. I would use this when talking with customers by phone and when I talk with my work colleagues and managers face to face or by phone. Communication can be informal, like face to face communication that occurs in general in a daily situation, or formal and It follows proper order, and procedures, and can be recorded to store the outcomes. What are some of the key information sources you may need to refer to when preparing written communication and information? 2,1) The Key information sources I may need to refer to when preparing written communication and information and that can guard me against inaccuracies can be guidelines, policies, procedures, records, meeting notes, specifications, handbooks, directories, service plans, organisation charts and the organisation intranet and I could speak with colleagues or managers. If I am responding to a customer or to a manager I would read them through carefully to check I have addressed all the relevant points. When using email what are some of the key principles you should follow? (2. ) The key principles I should follow when using email are: ® Start the email with a proper greeting as Mr, Mrs. If is acceptable within the organisation we could ‘Hi’ or ‘Hello’. ® We must explain the purpose of the message in a concise manner in the subject line. ® Get to the point of the message as soon as possible. ® Don’t write in capital letters. ® Be careful of sending out email to a large number of people because some people don’t want their email address to be known by estrangers. ® Don’t open an attachment or click in a link in an email from someone I don know as it could end up infecting the computer with a virus. It is not acceptable to use emoticons and abbreviations (like the ones used in mobile text messages). I could look very unprofessional. ® Never use email to discuss confidential information and follow the Data Protection legislation. ® Don’t use work email account to send personal emails. What should you do to ensure that your written communications are organised, structured and well presented to meet the needs of the intended audience? (2. 4) To ensure that my written communications are organised, structured and well presented to meet the need of the intended audience we should start by identifying who will read the message.

We need to think about what they need to know and the vocabulary we need to use. We must think about the tone of the message as well. We should create an outline that will help to identify which steps to take in which order and use simple language. The structure of the document should be “reader friendly”. What are the main ways you can check the accuracy of any written communication you produce? (2. 5) Any written content or communication has to be free of spelling and grammatical errors. It also has to be in the right and professional format. We need to check the points written down: Whatever we write has to be accurate, otherwise it will have disastrous effects and can even ruin the reputation of the organisation, and the organisation can itself get into trouble. ® We need to do a spell check and grammar check. Spell-check is an option available to easily correct typo errors. Sometimes it will not be 100% accurate, because if you had typed a word instead of another, then spell check will not be able to trace it. So it is always best to even read through the document twice before finalising. ® We could use a template.

Every organisation has a different style for documents they produce. As an organisation, documents have to be produce in a standard and professional format. ® We could have our document read by another reader. Sometimes when we read or own work error can be hard to detect What is meant by plain English and why is it used? (2. 7) Plain English sometimes referred to more broadly as plain language is a generic term for communication styles that emphasise clarity and the avoidance of technical language – particularly in relation to official government communication, including laws.

The intention is to write in a manner that is easily understood by everyone and is appropriate to their reading skills and knowledge, clear and direct, free of cliche and unnecessary jargon. Plain English is simple, straightforward, easily understood English, in other words the opposite of the English used by lawyers which uses long words, out-of-date words, technical words and Latin words. Why is it important to ensure that spelling, grammar and punctuation are accurate? (2. 6) The main purpose in the correct use of grammar, punctuation and spelling is ensuring the receiver of the information reads it accurately.

Addition to this when given a task to do, your employer expects you to do it perfectly. When a document has inaccuracies, readers tend to distrust everything, including the statistics, opinions, and facts. This would be relayed back to my employer who would themselves lose confidence in our ability. For progression in my company I need to ensure I carry out all tasks to a certain standard. Why is it necessary to proof read and check written work? (2. 8) Any work that is written has to be proofread and checked because the content that we write is important.

The way a paper or any information looks affects the way others judge it. We all put in so much effort to develop a document and put in all the ideas and skills we have to create a document. So it has to be error free, else it will create a bad impression to the reader, which affects the name of the organisation. So it is always best to create the correct document and make a good impression. As they say, “The first impression is the best impression”. I should proofread virtually any written piece, from emails to minutes.

Just proofreading will have a great effect on the quality of my material, and I am sure that way, I will earn more compliments from people. How do you distinguish between work which is important and that which is urgent? (2. 9) Important communications those that can provide significant value to the organisation This could be reports to managers, partners, emails and letters to staff about developments or changes within the organisation. Urgent communications are those which have deadlines. Urgent task are not necessarily complicated but are usually linked to the organisation targets for response times.

What are the procedures you need to follow for saving and filing written communications in your organisation? (2. 10) The procedures I need to follow for saving filling written communications in my organisation are when I file records, I organise files or records with similar information together. Important documents that need accessing by other departments or member of staff are saved in the shared drive. Any confidential information are kept in personal folders or encrypted with a password. Records may be kept as paper files, or electronically in shared drives, databases, or document management systems.

When speaking with people face to face and over the telephone, what can you do to ensure you are presenting information and ideas clearly and are contributing effectively to discussions? (3. 1, 3. 2) To ensure I am presenting information and ideas clearly when speaking with people face to face or over the phone I should think about what I am going to say before start talking so when I present information and ideas they will be much more concise. Knowing the subject matter by reading about it, doing some research or asking colleagues or managers will help as well.

It is a good idea to write it down so we can organise our thoughts and then express them clearly. We can ask questions to get some feed back and make the other person participate in the conversation. How do you show people you are actively listening to them? (3. 3) To show people that I am actively listening face to face or over the phone I need to use appropriate phrases like I see, I understand, mmmm and ask questions to check my understanding. In face to face communication I can see as well facial expressions of the person I am talking to and they can see mine.

Not being sincere or not showing interest in the other person when talking to them can be notice from our facial expressions and our gestures We should make eye contact with the person we are talking to and show that we are actively listening by nodding our head or saying ‘yes’ or ‘I see’. When talking to people face to face or over the telephone, what are the key reasons you would summarise your conversations with them? (3. 4) When talking to people face to face or over the phone they reasons I should summarise my conversation with them is to reflect back what I have heard and because is not helpful to make assumptions.

It always better to check if we are not sure of something and ask the other person to give us further information. Summarising can improve the quality and accuracy of our conversation. What are the main ways you can get feedback on whether communications with others have been effective and how can that feedback be used to develop your communication skills? (4. 1,4. 2) The main ways I can get feedback on whether communications with others have been effective are asking questions and making sure they understood fully. We should ask colleagues and mangers to give us feed back on how we are communicating with others.

During face to face conversations you can watch the facial expressions, gestures, and posture of the person you’re communicating with and from this determine their level of interest and agreement with your message. I should observe more experience colleagues and ask them what I do well and areas where I can improve. I could collect examples of well constructed email and letters and use them as a reference. I will have to set the example for the team and create an environment of trust that makes it okay to share feedback. I should provide my team with a balance of positive feedback and feedback for improvement and receive them too.

CELTA P/T Karolina Szybinska Assignment 3: Skills Related Tasks -1I decided to use the “Metro” article on Big Brother for my skills related task. I think it is an appropriate text for English language learners, because the article was published in “Metro” – a free newspaper which students will immediately recognise (proven that they have lived in London for more than 2 weeks). I also think that the use of an “authentic” text could be hugely appreciated by the students; the ability to read and understand a newspaper they see daily is an enormous confidence booster for them.

The article deals with contemporary issue, and the topic is not culturally biased as the concept of Big Brother will be known to European students and possibly to other students with a little bit of an interest in the western culture. But, most of all, this article is perfect for a reading activity, as the topic is known to be a very controversial one and would make it a great discussion/ productive skill extension.

I would use it with an intermediate/upper intermediate level students (depending on the individual students too, trying not to match the level to the strongest students, but also making sure the students are not bored or unchallenged because I focus too much on the weaker ones). -2– I think a good starting point for this lesson would be playing a trailer of The Truman Show movie and start from there. Many students will be familiar with the movie already and if they are not, the trailer provides a good explanation of the problem in the movie.

The idea of being invigilated 24/7 is put across quite bluntly in the trailer alone. The trailer is also a good aid to use, should any Assignment 3 P/T Celta Karolina Szybinska 1 students have problems with a sentence in the text “The Truman Show-style concept”. Students could first discuss with partners whether or not they have seen the movie, how they feel about being filmed, do they know any other movies/books/TV programs where this idea is explored . After eliciting Big Brother, ask some additional, personalised questions like “Have you ever watched BB? , “Would you like to be one of the contestants? ”, “Have you ever applied for the show? ”. Then I could move to the first reading activity. -3Although there are plenty of new vocabulary items in the article, I think students would not have any significant difficulties with grasping the overall meaning of the text. I am not a fan of pre-teaching vocabulary, I agree with Jeremy Harmer here, who claims that “by giving them some or all of those words we deny them [a chance to practice tackling authentic texts]” (Harmer, 203) i.

I think that students get the better grasp of the word if they work themselves towards the meaning, e. g. from the context, and in this article I would only preteach key vocabulary, such as contestants, to air sth, to screen sth, pittance. I would use pictures/movies and CCQs to convey the meaning. For the remaining vocabulary issues I would count on the students to try and convey the meaning from the context or give them a matching exercise of words and synonyms to be completed in pairs in the pre-reading stage of the lesson. 4I would use this article to practise skim reading. It is not long, but consists of enough paragraphs to cater for the teacher to set up skimming activities. My activities for practising skim reading through this article would be as follows: ? Match the paragraph with the heading ? Put the scrambled paragraphs in order. Assignment 3 P/T Celta Karolina Szybinska 2 I would remind/explain to the students that skim reading is a skill that require quick reading and ability to choose only important information.

After instructing activity, give them the handout to match headings with paragraphs and give the students quite conservative time limit (2 minutes), as they need the push to read quickly and finish before the time is up, otherwise the students tend to focus too much on unknown vocabulary instead (Riddell, 102)ii. After that, pair and then group feedback. Then give out another handout with scrambled paragraphs and give them another 3 minutes to put them in a correct order, followed by pair and group feedback. For this task I prepared two various copies.

If the group is energetic, I would just ask the students to number the paragraphs from 1-6. If the group is low on energy and needs some kinaesthetic and personalised activities, I would give them scissors, glue and a blank sheet of paper, so they would have to cut the paragraphs up and glue the correct order. -5For the more detailed understanding task, I would use 2 activities, which I think will be suitable. ? a set of questions with multiple choice answer. ? a True/False questionnaire about the article, each followed by “why? so the student can also identify the fragment of the article containing the relevant information. David Riddell says that answering multiple choice and T/F questions required scanning the text for specific informationii but I truly think that this activity could be used as the detailed reading task. Because students would have already skimmed the text by then, additional scanning would supplement the initial task Assignment 3 P/T Celta Karolina Szybinska 3 and together it could form a comprehensive and detailed reading activity. Particularly if the questions were not too easy with an obvious answer. 6For the last part of the lesson I would put pictures of Big Brother contestants engaged in various activities in the house (sleeping, cooking, working in the garden, cleaning, dancing etc. ) around the classroom. I would also play a short clip of Davina McCall reporting from a Big Brother house. Students will be put in pairs and told that they are news reporters broadcasting from outside the Big Brother house and that their producer gave them 10 minutes to prepare the topic and wants them to mention specific items (new vocabulary from the lesson, put on the board).

The students can walk around the classroom and decide what information they would like to include in the broadcast. After ten minutes each pair stands in front of the rest of the classmates and “broadcast” their story on Big Brother. Assignment 3 P/T Celta Karolina Szybinska 4 i Harmer, J. The Practice Of English Language Teaching. 3rd Edition. Longman, 2001. Riddell, D. Teach Yourself Teaching English as a Foreign/Second Language. McGraw-Hill, 2003 ii

The Picture of Dorian Gray Vocabulary List 1 (Q2) Precis (noun): Make summary of. “I know she goes in for giving a rapid precis of all her guests. ” (Pg. 14) Ravelled (verb): To tangle or entangle. “”How horribly unjust of you! ” cried Lord Henry, tilting his hat back and looking up at the little clouds that, like ravelled skeins of glossy white silk, were drifting across the hollowed turquoise of the summer sky. ” (Pg. 15) Candour (noun): The state or quality of being frank, open, and sincere in speech or expression; candidness. All the candour of youth was there, as well as all youth’s passionate purity. ” (Pg. 26) Sovereignty (noun): Rightful status, independence, or prerogative. “It has its divine right of sovereignty. ” (Pg. 35) Hedonism (noun): Doctrine that pleasure or happiness is the highest good.

“A new Hedonism–that is what our century wants. ” (Pg. 36) Staccato (adjective): Shortened or detached when played or sung. “Suddenly the painter appeared at the door of the studio and made staccato signs for them to come in. ” (Pg. 37) Caprice (noun): Sudden, unpredictable change, as of one’s mind or the weather. The only difference between a caprice and a lifelong passion is that the caprice lasts a little longer. ” (Pg. 38) Vermillion (noun): A bright red, to reddish-orange color. “”It is quite finished,” he cried at last, and stooping down he wrote his name in long vermilion letters on the left-hand corner of the canvas. ” (Pg. 38) Panegyric (noun): Formal or elaborate praise. “Then had come Lord Henry Wotton with his strange panegyric on youth, his terrible warning of its brevity. ” (Pg. 40) Wizen (verb): To wither; shrivel up; dry up. Yes, there would be a day when his face would be wrinkled and wizen, his eyes dim and colourless, the grace of his figure broken and deformed. ” (Pg. 40) Divan (noun): A sofa or couch, with no arms or back, often usable as a bed. “The hot tears welled into his eyes; he tore his hand away and, flinging himself on the divan, he buried his face in the cushions, as though he was praying. ” (Pg. 42) Hansom (noun): A low-hung, two-wheeled, covered vehicle drawn by one horse, for two passengers, with the driver being mounted on an elevated seat behind and the reins running over the roof. “Come, Mr.

Gray, my hansom is outside, and I can drop you at your own place. Good-bye, Basil. It has been a most interesting afternoon. ” -Lord Henry (Pg. 48) Indolence (adjective): Disliking work or effort; lazy; idle. “His father had been our ambassador at Madrid when Isabella was young and Prim unthought of, but had retired from the diplomatic service in a capricious moment of annoyance on not being offered the Embassy at Paris, a post to which he considered that he was fully entitled by reason of his birth, his indolence, the good English of his dispatches, and his inordinate passion for pleasure. (Pg. 49) Collieries (noun): A coal mine, including all buildings and equipment. “He paid some attention to the management of his collieries in the Midland counties, excusing himself for this taint of industry on the ground that the one advantage of having coal was that it enabled a gentleman to afford the decency of burning wood on his own hearth. ” (Pg. 49) Cheroot (noun): A cigar having open ends. “When Lord Henry entered the room, he found his uncle sitting in a rough shooting-coat, smoking a cheroot and grumbling over The Times. (Pg. 49)

Facile (adjective): Moving, acting, working, proceeding, etc. , with ease, sometimes with superficiality. “He invented a facile excuse, and having taken the vacant seat next to her, looked round to see who was there. ” (Pg. 57) Liveried (adjective): Clad in livery as servants. “At last, liveried in the costume of the age, reality entered the room in the shape of a servant to tell the duchess that her carriage was waiting. ” (Pg. 65) Expound (verb): To explain; interpret. Some day, when you are tired of London, come down to Treadley and expound to me your philosophy of pleasure over some admirable Burgundy I am fortunate enough to possess. ” (Pg. 67) Cosmopolitan (noun): A person who is free from local, provincial, or national bias or attachment; citizen of the world. “Makes it quite cosmopolitan, doesn’t it? You have never been to any of my parties, have you, Mr. Gray? ” (Pg. 71) Brocade (noun): Fabric woven with an elaborate design, esp. one having a raised overall pattern. “I went to look after a piece of old brocade in Wardour Street and had to bargain for hours for it. ” (Pg. 72)

Chapter 1: Basic concepts and terms This chapter answers the following questions: What is a dictionary? What are the different types of dictionaries? How can we describe a dictionary? What are the elements of a dictionary? What are the different kinds of information dictionaries provide? What is a dictionary? This is the first question one encounters when learning about dictionary skills or reading any book on lexicography (the art of compiling dictionaries). Defining the term “dictionary” is important to distinguish it from other reference books, which may look similar, like encyclopedias.

Etymologically, the word “dictionary” comes from the Middle Latin word “dictionarium,” which means “collection of words and phrases”. This definition relates to the basic function of dictionaries which is listing the words of a language or a particular field of knowledge. This simple fact is the basis of all the definitions proposed for a dictionary. A dictionary is a book used as a reference source which contains lists of words arranged alphabetically or thematically, with explanations of their meanings (semantic information in monolingual dictionaries) or with their equivalents (in bi-, tri-, or multilingual dictionaries).

They may also include more information related to orthography (spelling, alternate spellings), morphology (syllabification, word inflections, derivative forms, morphological paradigm), phonology (pronunciation, stress pattern), etymology (word history and origin), syntax (part of speech, verb type, noun type, etc), pragmatics (usage, frequency of use, style, context), and other semantic information (related words such as synonyms, antonyms). A dictionary may variously be referred to as: word book, lexicon, thesaurus, vocabulary, glossary, and concordance.

However, each one of these is slightly different in scope. For example, a thesaurus (also from Latin, and which means a treasury or a storehouse) presents synonyms and antonyms; a glossary usually gives a list of terms confined to a particular domain of knowledge with definitions. What distinguishes a dictionary from these different types is that none of them provides all the different kinds of linguistic information a dictionary provides. Use thesaurus in a Sentence See images of thesaurus Search thesaurus on the Web Types of dictionaries: Dictionaries vary in coverage, size, and scope.

They can be classified on the basis of different criteria. Knowing the types of dictionaries available is very important to decide which ones to buy or use. The following criteria are used to classify dictionaries: 1) Number of languages: Monolingual dictionaries are written in one language only. Each word is followed by its meaning or various meanings and probably other information related to pronunciation, grammar, or word history. Bilingual dictionaries are written in two languages. Each word is followed by its equivalent or possible equivalents in another language.

Bilingual dictionaries could be uni- or mono-directional; that is, they go in one direction only, from English to Arabic or vise versa. They could also be bidirectional; that is, the dictionary is divided into two parts; the first part is from Language 1 to Language 2, and the second one is from Language 2 to Language 1. Trilingual dictionaries are written in three languages. Multilingual language are written in more than two languages. 2) Age of the users: School dictionaries are intended for school students and they are graded according to children’s age: elementary, middle, and high school students.

They are simplified versions of adult references. They may also be referred to as “children’s dictionaries” if they are intended for very young children. Adult dictionaries, on the other hand, are intended for adults and these are the ones that translators use and they include a variety of dictionary types such as college dictionaries, current language dictionaries, and unabridged dictionaries. 3) Size of the dictionary: This has to do with how fully a dictionary covers the lexicon of a particular language. The number of words is a measure of its relative size compared with other dictionaries in the same language.

According to this criteria, dictionaries can be classified into the following. a) Unabridged dictionaries which are believed to include all the words of the English language (400,000 to 600,000 words). They give full coverage to the lexicon in general use and to specialized lexicon, with examples and all other information any dictionary could give. In other words, they provide complete and authoritative linguistic information. They are impractical for desk use because of their size and expense, but they are available in libraries and are important reference sources.

Examples: Webster’s Third New International Dictionary (NID3), and Oxford English dictionary (OED) which has 20 volumes. Semi-unabridged dictionaries are those which include about 315,000 words such as the Random House Dictionary. b) College dictionaries include from 150,000 to 170,000 words (almost 200,000 words). Examples: The American Heritage Dictionary of the English Language, The Random House College Dictionary, Webster’s New World Dictionary of American English. They are called college dictionaries because they are often used by college students. c) Desk dictionaries include from 60,000 to 100,000 words.

Examples: The American heritage dictionary, Merriam-Webster’s Collegiate Dictionary. They are called desk dictionaries because they are often kept on desks for frequent reference. College and desk dictionaries are often abridged versions of larger dictionaries. Some publishing houses use the term college to refer to both college dictionaries and desk dictionaries. Some other houses use the term concise to refer to desk dictionaries; e. g. Concise Oxford Dictionary, Longman Concise English Dictionary. d) Pocket size dictionaries, which include from 40,000 to 60,000 words; e. g. Pocket Oxford Dictionary. 4) Scope of coverage by subject:

Subject-field dictionaries are confined to a special subject, such as law or medicine. Special-purpose dictionaries are limited to one aspect of language: collocations, slang, pronunciation, etymology, synonyms, usage, offensive and taboo words, spelling, dialect, neologisms, etc. A functional classification of dictionaries: For the purpose of the present course, which ultimately aims at training students to use dictionaries as professional translators, we will adopt the following classification that is based on the functions of dictionaries. Dictionaries are divided into two types: traditional and electronic dictionaries.

I. Traditional (or regular) dictionaries: Traditional dictionaries are printed dictionaries (paper /print dictionaries). They are divided into four main categories: linguistic, visual, picture, and encyclopedic dictionaries. 1) Linguistic dictionaries are dictionaries that are concerned with words and provide linguistic information and may contain some pictures or illustrations. They are further divided into four types: general, learner, children, and specialized dictionaries. a) General-purpose dictionaries deal with the common words of a language and are compiled by language experts. They may be mono- or bilingual.

They may be explanatory and help readers to understand a word meaning, its pronunciation, spelling, usage, etc. They may be translation dictionaries providing word equivalents. Explanatory and translation dictionaries may be unabridged, college, desk, concise, or pocket dictionaries. General-purpose dictionaries could also be production dictionaries (alternatively called activators) which are very useful in writing; they guide you as to which words or expressions to use to express similar or different ideas. They focus on use or meaning in context and on oral usage, rather than explaining their meanings.

The first production dictionary is: Longman Language Activator: The World’s First Production Dictionary (1993), Longman Essential Activator (intermediate level). The lexical information is organized around approximately 1000 key terms that serve as focal points for crucial sets of concepts. b) Learners’ dictionaries are aimed at students learning a language. Examples: Oxford Advanced Learner’s Dictionary, Collins Cobuild English Dictionary, Macmillan English Dictionary for Advanced Learners. c) Children dictionaries are very simplified versions specifically written for children. ) Specialized dictionaries are divided into two types: subject field dictionaries and special purpose dictionaries. Subject field dictionaries are limited to the vocabulary of specific scholarly areas or fields of knowledge such as medicine, law, religion, business and commerce, literature, military affairs and politics, etc. The rapid growth and development, and specifications in all the fields of knowledge has resulted in generating of new words or specialized terms for which the general dictionaries do not provide adequate information.

Therefore, it became necessary to compile subject dictionaries which are devoted completely to specific subject fields. As a result many subject dictionaries and glossaries in Humanities, Social Sciences and Science ; Technology are coming out day-by-day. They are compiled by the experts in the different subject fields. Special purpose dictionaries deal with different aspects of language such as collocations, slang, idioms, phrasal verbs, neologisms, abbreviations, language varieties and dialects, synonyms and antonyms, pronunciation, etymology, usage, grammar, word frequencies, etc. ) Visual dictionaries tend to be complete dictionaries and rely on illustrations and photos or pictures; e. g. Merriam-Webster’s Visual Dictionary Online. 3) Picture dictionaries are often organized by topic instead of being an alphabetic list of words. They include only a small corpus of words because they are often intended for children. They may be mono-, bi-, or multilingual. 4) Encyclopedic dictionaries has encyclopedic features; their concern is not the words of a language but rather with facts about things, objects, or people; e. . The Hutchinson Concise Encyclopedic Dictionary. II. Electronic dictionaries: An electronic dictionary is an electronic reference resource that contains a library of words and their meanings, spellings, and etymologies. They can be 1) portable (or handheld), battery-operated devices; 2) dictionary programs (on CDs) , or software running on PDAs or computers and which allow words or phrases to be input and translated; or 3) web based dictionaries accessible via the internet.

Electronic dictionaries are more convenient than paper dictionaries and much faster to search. Examples of some online dictionaries: AskOxford Compact Oxford English Dictionary of Current English, Cambridge Dictionaries Online Cambridge Advanced Learner’s Dictionary, Dictionary. com Dictionary. com Unabridged v. 1. 1 and American Heritage Dictionary of the English Language, Fourth Ed, Longman Longman Dictionary of Contemporary English, Merriam-Webster OnLine Merriam-Webster Online Dictionary, Oxford University Press Oxford Advanced Learner’s Dictionary Dictionaries

Traditional Dictionaries Electronic Dictionaries Portable devices CDs Online dictionaries Linguistic Visual Picture Encyclopedic General Learners’ Children Specialized Explanatory Production (Activators) Mono, college, desk, concise, pocket

Explanatory Production Translation Explanatory Translation (monolingual) (bilingual) unabridged college or pocket college or desk Terminology (religious, literary, political, scientific, medical, etc) (mono and bi) concise Collocation, slang, idioms, phrasal verbs, common errors, neologisms, abbreviations (mono) pocket Synonyms, antonyms, thesaurus, production dic or activators (mono) Pronunciation, etymologies, usage, grammar, word frequencies, (mono) College, concise, pocket monolingual college or pocket Exercise: Find the following words in your dictionary, if you can’t find them think of a reason to explain that: car cumdump goo gonzo coasthenia (psy) to smell to high heaven abarticulation (med) howitzer gun (mil) schlub action agent (mil) What type should you buy or use?

Dictionaries are used by native speakers, language learners, or translators. Native speakers use dictionaries to help them in writing or in understanding unfamiliar words or phrases. For this purpose they use adult (unabridged or college) monolingual dictionaries. Language learners need learners’ monolingual dictionaries, whether elementary, intermediate, or advanced dictionaries depending on their level of language proficiency. Translators, on the other hand, need both mono- and bilingual dictionaries. They are advised to choose the most recent editions of college or unabridged dictionaries, as the other types of dictionaries are limited in their vocabulary coverage.

They are also advised to have different types of specialized dictionaries of: idioms, collocations, phrasal verbs, usage, specialized terminology (religious, legal, political, medical, literary, military, psychological, scientific, etc). Elements of dictionaries: The elements of any dictionary can be discussed in terms of two levels: the macrostructure and microstructure. The macrostructure is concerned with dictionary features such as the front matter, the end or back matter, entry organization. The microstructure is limited to the structure of entries and the kinds of information they provide. We will discuss these two levels in detail in the following chapter on general monolingual dictionaries.