UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education / Department of Language Education, Arts and Culture
⋄
Teaching Language Structures and
Conventions
in English as a First Additional Language
Semester 1 Assignment 03 – 2026
⋄
Module Code: ACI2602
Module Name: Teaching Language Structures and Con-
ventions in English as a First Additional
Language in the Intermediate Phase
Assignment No.: 03
Due Date: 03 August 2026
Semester: Semester 1, 2026
Unique Number: 752855
Submitted in partial fulfilment of the requirements for ACI2602
at the University of South Africa.
,UNISA | ACI2602 Teaching Language Structures – Assignment 03
Question 1: Vocabulary Learning, Context Clues and Word Building
Vocabulary is at the heart of language learning. Without a working vocabulary, learners can-
not read, write, or communicate with confidence. The following questions explore how vocab-
ulary is acquired, practised, and expanded in the English First Additional Language (FAL)
classroom.
1.1 What is explicit vocabulary learning, and how does it differ from implicit vocab-
ulary learning?
Question: What is explicit vocabulary learning, and how does it differ from implicit vocabu-
lary learning?
Answer:
Explicit vocabulary learning happens when a teacher or learner focuses deliberately on a spe-
cific word, studying its meaning, spelling, pronunciation, and use in context (Tahir et al., 2021).
The learner knows that vocabulary acquisition is the goal. A teacher might, for example, write
the word drought on the board, explain its meaning, show pictures of dry land, and ask learn-
ers to construct sentences using it. There is direct attention to the word itself.
Implicit vocabulary learning, by contrast, happens indirectly. Learners pick up new words
through exposure, usually during reading, listening to stories, or taking part in conversation
activities, without the vocabulary being the declared focus of the lesson (Schmitt and Schmitt,
2020). A learner who encounters the word drought repeatedly in a story about farmers and
eventually works out its meaning from the surrounding text is learning implicitly.
The key difference is intentionality. Explicit learning is conscious and goal-directed. Implicit
learning is incidental and is tied to comprehension rather than word study (Kaivanpanah, Ak-
barian and Salimi, 2021). Both approaches have a place in the FAL classroom. Explicit in-
struction is particularly important for learners at early stages of language development, be-
cause it gives them a firm grasp of form and meaning. Implicit exposure then consolidates and
extends what was learned, making the words feel more natural over time.
Key Distinction
Explicit vs. Implicit Vocabulary Learning
Explicit: Teacher-directed; learner is aware that words are being studied; uses defini-
Page 1 of 23
, UNISA | ACI2602 Teaching Language Structures – Assignment 03
tions, examples, and activities focused on the target word.
Implicit: Incidental; learner absorbs words through meaningful exposure to texts or
conversation without direct word instruction.
1.2 What are two vocabulary games and how can a teacher use each in the classroom?
Question: Identify two vocabulary games and describe how a teacher can use each in the
classroom to develop learners’ vocabulary.
Answer:
Game 1: Word Bingo
The teacher prepares Bingo cards with vocabulary words written in each square instead of
numbers. The teacher calls out definitions, synonyms, or uses the words in sentences, and
learners mark the matching word on their card. The first learner to complete a row shouts
“Bingo!” and reads the words aloud to confirm. This game develops word recognition and con-
nects form to meaning in a low-pressure, enjoyable setting. It works well for reviewing a set of
theme-based words taught during the week.
Game 2: Hangman
Hangman is a well-known word-guessing game in which the teacher thinks of a vocabulary
word and draws a blank line for each letter. Learners take turns guessing letters. Each incor-
rect guess adds a body part to a stick figure on the gallows. The challenge is to identify the
word before the figure is complete. This game draws learners’ attention to spelling patterns
and word structure. It can be made more culturally relevant by replacing the gallows with a
South African image, such as filling in pieces of a baobab tree, which also removes the morbid
connotations some parents object to (UNISA, 2023).
1.3 What are context clues in vocabulary learning? Provide an example.
Question: Define the term ‘context clues’ as it is used in vocabulary learning and illustrate
your answer with an example.
Answer:
Context clues are the words, phrases, and ideas that surround an unfamiliar word in a text,
Page 2 of 23
College of Education / Department of Language Education, Arts and Culture
⋄
Teaching Language Structures and
Conventions
in English as a First Additional Language
Semester 1 Assignment 03 – 2026
⋄
Module Code: ACI2602
Module Name: Teaching Language Structures and Con-
ventions in English as a First Additional
Language in the Intermediate Phase
Assignment No.: 03
Due Date: 03 August 2026
Semester: Semester 1, 2026
Unique Number: 752855
Submitted in partial fulfilment of the requirements for ACI2602
at the University of South Africa.
,UNISA | ACI2602 Teaching Language Structures – Assignment 03
Question 1: Vocabulary Learning, Context Clues and Word Building
Vocabulary is at the heart of language learning. Without a working vocabulary, learners can-
not read, write, or communicate with confidence. The following questions explore how vocab-
ulary is acquired, practised, and expanded in the English First Additional Language (FAL)
classroom.
1.1 What is explicit vocabulary learning, and how does it differ from implicit vocab-
ulary learning?
Question: What is explicit vocabulary learning, and how does it differ from implicit vocabu-
lary learning?
Answer:
Explicit vocabulary learning happens when a teacher or learner focuses deliberately on a spe-
cific word, studying its meaning, spelling, pronunciation, and use in context (Tahir et al., 2021).
The learner knows that vocabulary acquisition is the goal. A teacher might, for example, write
the word drought on the board, explain its meaning, show pictures of dry land, and ask learn-
ers to construct sentences using it. There is direct attention to the word itself.
Implicit vocabulary learning, by contrast, happens indirectly. Learners pick up new words
through exposure, usually during reading, listening to stories, or taking part in conversation
activities, without the vocabulary being the declared focus of the lesson (Schmitt and Schmitt,
2020). A learner who encounters the word drought repeatedly in a story about farmers and
eventually works out its meaning from the surrounding text is learning implicitly.
The key difference is intentionality. Explicit learning is conscious and goal-directed. Implicit
learning is incidental and is tied to comprehension rather than word study (Kaivanpanah, Ak-
barian and Salimi, 2021). Both approaches have a place in the FAL classroom. Explicit in-
struction is particularly important for learners at early stages of language development, be-
cause it gives them a firm grasp of form and meaning. Implicit exposure then consolidates and
extends what was learned, making the words feel more natural over time.
Key Distinction
Explicit vs. Implicit Vocabulary Learning
Explicit: Teacher-directed; learner is aware that words are being studied; uses defini-
Page 1 of 23
, UNISA | ACI2602 Teaching Language Structures – Assignment 03
tions, examples, and activities focused on the target word.
Implicit: Incidental; learner absorbs words through meaningful exposure to texts or
conversation without direct word instruction.
1.2 What are two vocabulary games and how can a teacher use each in the classroom?
Question: Identify two vocabulary games and describe how a teacher can use each in the
classroom to develop learners’ vocabulary.
Answer:
Game 1: Word Bingo
The teacher prepares Bingo cards with vocabulary words written in each square instead of
numbers. The teacher calls out definitions, synonyms, or uses the words in sentences, and
learners mark the matching word on their card. The first learner to complete a row shouts
“Bingo!” and reads the words aloud to confirm. This game develops word recognition and con-
nects form to meaning in a low-pressure, enjoyable setting. It works well for reviewing a set of
theme-based words taught during the week.
Game 2: Hangman
Hangman is a well-known word-guessing game in which the teacher thinks of a vocabulary
word and draws a blank line for each letter. Learners take turns guessing letters. Each incor-
rect guess adds a body part to a stick figure on the gallows. The challenge is to identify the
word before the figure is complete. This game draws learners’ attention to spelling patterns
and word structure. It can be made more culturally relevant by replacing the gallows with a
South African image, such as filling in pieces of a baobab tree, which also removes the morbid
connotations some parents object to (UNISA, 2023).
1.3 What are context clues in vocabulary learning? Provide an example.
Question: Define the term ‘context clues’ as it is used in vocabulary learning and illustrate
your answer with an example.
Answer:
Context clues are the words, phrases, and ideas that surround an unfamiliar word in a text,
Page 2 of 23
