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10.3.1. Lexis (Vocabulary; Chunks Of Language) For Younger Young Learners Let’s now explore how younger young learners typically learn and develop their lexis. The word lexis is used to signify both the teaching of vocabulary and areas of grammar together. Remember: Vocabulary is generally seen as individual words, whereas lexis is a somewhat broader concept and consists of words, phrases, collocations, chunks, and formulaic grammatical expressions. These words, chunks, and patterns are now often called lexical items. Instruction focuses on fixed expressions that frequently occur in dialogues. Younger young learners love learning new words and chunks of language. Remember that they will know lots of meanings of words in their L1. So, they know what a bird is and that it flies. So, there is not always a struggle with meaning. The challenge is to get them to say these words in English. To embed words and meanings in their memory banks and recall them when they need them is dependent on lots of factors, particularly the number of times they hear and come across a word (frequency). This is language recycling: meeting and using a word several times so that eventually it is remembered and recalled naturally. Some reasonably complex concepts are picked up early due to the amount of recycling that goes on. For example, the verb structures is/are and the articles the/a are likely to be remembered and recalled easier than the word meerkat, due to the number of times is/are and the/a are being used daily. Learning and developing lexis is a continuous and dynamic process. Young learners continue to encounter new words and phrases which are explained to them by you and, sometimes, their parents/caregivers, with the young learners sometimes guessing the meaning. When images and sounds accompany meaning, the form and meaning of the words and chunks are better understood, better remembered, and better learned. At this stage, they enter the learners’ short term memory. The final key is usage. When the learners are then provided with lots of opportunities to use the words and chunks, again and again, these words and chunks become embedded in their long-term memory banks. 10.3.2. Teaching Lexis To Younger Young Learners You must introduce lexis to them in meaningful situations and contexts. Remember: Giving them an isolated new word, which is not linked to a context/setting, will not work. The lexis should be concrete and relate to things they can see, feel, play with, and experience daily, e.g., doll, pen, school, door, bag, in the bucket. Stories, songs, chants, and poems are dependable vehicles for teaching them lexis. Use lots of repetition, rhyme, rhythm, and movement, e.g., clapping hands, miming actions. Use lots of realia they are familiar with, e.g., dolls/puppets to act out a dialogue and classroom objects such as a chair to act out sit and stand. Use realia they will be familiar with at home, e.g., an apple, spoon, toothbrush, etc. Younger young learners are easily distracted, so keep trying different types of presentations for learning lexis. Build up their interest, curiosity, and anticipation. To help them grasp new lexis, your approach needs to be dynamic, demonstrating that words don’t stand alone, isolated from other words. Words interlink in different patterns. For example, you need to show them and help them recognise that: words link together, e.g., not just a hat, but a blue hat, a big hat, etc. words can be grouped, e.g., a cow with other farm animals, a lion with other wild animals words can have different meanings, e.g., a blue hat, out of the blue different words can carry much the same meaning, e.g., great, awesome, wonderful different words can have opposite meanings, e.g., cold and hot, good and bad Using a dynamic approach is the route to success. 10.3.3. Presenting Lexis For Learning To Younger Young Learners Your ultimate goal is to ensure the words are embedded in their long-term memory banks. When you present new lexis and chunks of words to learners, it is not useful to simply give them definitions. Give an active presentation of the lexical item, which ensures that learners have a better chance of being more motivated to learn and will increase the chances of them remembering the word. In a beginners’ class, you could convey the meaning of a lexical item visually (using a picture or object) and get the learners to practise the spoken form. Then, you can write the form on the board for reinforcement. 1. Select Appropriate, Relevant And Frequent Lexis In some cases, you will be helped in the selection of new lexical items by the coursebook that you use, if there is one. If there isn’t one, storybooks published in your learners’ native language for their level should give you a fairly good idea. However, to some degree, the selection of the lexis that you will teach will also rest with you and will depend upon the needs and the ages of your learners. Remember: One significant factor in the selection of lexis is the frequency of the word. There would be little point in teaching words to the learners if they were rarely likely to need them or use them. 2. Use A Variety Of Sources Typical sources are storybooks, chats with the learners, songs, chants, rhymes, games, and exercises. A variety of sources and plenty of fun are paramount. 3. Use A Range Of Techniques You should use a range of techniques to help learners learn the meanings of new words and chunks of language. For example, where the focus is on, say, kitchen-related words, cup, tea, teapot, and pour, here are a range of ways this could be accomplished: A little bit of drilling, followed by some of the techniques below Demonstrating new words via actions, using realia, e.g., showing a real cup and pouring tea from a real teapot into the cup Showing the same process via a picture of the action taking place in a tearoom Using a puppet to do the action Singing a song while doing the action, e.g., The Little Teapot 4. Also, Focus On Form You also need to focus on the form of the new word – how it is pronounced and how it is written (later, for those who are literate). Pronunciation can be practised by drilling and simple and repeated questions to the learners (What is this, Li?) until you are sure they have grasped the spoken form. When learners are ready to write these new words, your focus on form will include the word’s spelling, shape, initial and final letters, etc. 5. Keep Translation To The Minimum Translation doesn’t push or motivate the learner to construct meaning, and there is much less chance that the new words will be embedded in their memory banks. The new words may soon disappear from their recall and memory mechanisms. Use this technique only where you must. You may hear the younger learners speaking out the words in their native language. If you know these words in their language, you can acknowledge that they are on the right track, but your demonstration should be based on English. 6. Keep Recycling The Lexis The learners need to frequently use the new words and chunks to enable learning to take place. This recycling of the lexis is critical. Some research indicates that a new word or chunk needs to be encountered at least six times or so for there to be any chance of it being learned and recalled in the future. 7. Plan Additions And Connections Learning opportunities should build on the first encounters of the word and aim to build on new additions and relationships to the word. For example, let’s focus on the word shower, meaning a device that releases drops of water through a lot of tiny holes that you stand under to wash your whole body. After several opportunities to meet the word shower per se, new additions and connections can be made, through time: Take/have a shower A quick shower-not a fast shower A shower, in terms of a small burst of rainfall Related words, such as wash, spray, sprinkle, bathe, bath, etc. You must plan carefully to ensure these additions and connections are made at the right time in terms of the learners’ age and language level and that they are recycled frequently. Embedding the new words in their long-term memory banks This is the next stage in their learning of new words – ensuring the new words are embedded in their longer-term memory banks. This requires careful planning and repeated use of memorising activities to embed the learning in their long- term memory so that the lexis is ‘learned’ and can be recalled and used pretty seamlessly. Memorising activities include: