, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1 What is explicit vocabulary learning, and how does it differ from implicit vocabulary
learning?
Explicit vocabulary learning, often referred to as direct or intentional learning, involves conscious
and deliberate activities where learners focus their attention on the form and meaning of new words
(Schmitt, 2008). This approach includes formal instruction, dictionary use, word lists, and specific
exercises designed to commit lexical items to memory. The learner is aware of the learning process
and actively engages in memorisation and practice.
This method contrasts sharply with implicit vocabulary learning, which occurs incidentally and as a
by-product of other cognitive activities, such as reading for comprehension, listening to a story, or
engaging in meaningful communication (Nation, 2001). In implicit learning, the primary focus is on
the message or the task, not on the words themselves. Vocabulary acquisition happens passively,
without the learner's conscious intent to memorise specific items. While explicit learning offers
efficiency and precision, implicit learning provides depth of contextual understanding and is more
sustainable over time (Ellis, 1994).
1.2 Identify two vocabulary games and describe how a teacher can use each in the classroom to
develop learners’ vocabulary.
Game 1: Vocabulary Bingo
This game is an effective and engaging way to reinforce recognition of word meanings. The teacher
provides learners with blank bingo cards and a list of target vocabulary words. Learners fill their
cards with any nine or sixteen words from the list, writing one word in each square. The teacher then
reads out definitions, synonyms, or example sentences with a blank for the target word. Learners
must identify the corresponding word on their card and mark it (Wright, Betteridge, & Buckby,
2006). The first learner to mark a complete row or column calls out "Bingo!" and must correctly
recall the definitions of the words in their winning line to claim victory. This game develops
vocabulary by linking form to meaning in an enjoyable, competitive context.
Game 2: Word Association Chain
This game promotes deep lexical processing by encouraging learners to connect new vocabulary to
known concepts. The teacher begins by saying a target word, for example, "ocean." The first learner
must say a word that is related to it, such as "blue" or "fish." The next learner then says a word
associated with that previous word (e.g., "scales" if "fish" was said), and the chain continues. The
teacher can set rules, such as disallowing repetitions or limiting the time to respond (Hadfield, 1998).
This activity develops vocabulary by activating the learner's semantic network, making connections
between new and known words, thereby strengthening memory and recall through associative
learning.
, 1.3 Define the term ‘context clues' as it is used in vocabulary learning and illustrate your answer
with an example.
In vocabulary learning, context clues are bits of information or hints found within a text—such as a
sentence, paragraph, or passage—that a reader can use to deduce the meaning of an unfamiliar word.
These clues can take various forms, including definitions, examples, synonyms, antonyms, or the
general sense of the surrounding text (Nagy & Anderson, 1984). They are a critical strategy for
independent vocabulary acquisition as they allow learners to infer meaning without interrupting their
reading to consult a dictionary.
Example: Consider the sentence, "The new CEO was a parsimonious leader, always refusing to
approve budgets and insisting on reusing paper clips." In this context, the phrase "always refusing to
approve budgets and insisting on reusing paper clips" acts as a context clue. This clue allows the
reader to infer that the word "parsimonious" likely means excessively frugal or stingy.
1.4 Illustrate how word building (e.g., using affixes) can help learners decipher unfamiliar
words.
Word building, specifically through the use of affixes (prefixes and suffixes), is a powerful
mnemonic and decoding strategy that helps learners break down unfamiliar words into their
constituent parts to determine meaning. This morphological awareness empowers learners to deduce
the meaning of new words by recognising familiar roots and the grammatical function or semantic
shift indicated by the affix (Nation, 2001).
For instance, consider the word "unpredictable." A learner can break this word down into three
morphemes: the prefix un- (meaning 'not'), the root predict (meaning 'to say or foretell what will
happen'), and the suffix -able (meaning 'capable of or worthy of being'). By understanding these parts,
the learner can deduce that "unpredictable" means 'not capable of being foretold' or 'not able to be
predicted.' Similarly, if a learner knows the root "act" and the suffix "-ion" (which transforms a verb
into a noun indicating a state or result), they can decipher "action" as 'the process of doing
something,' and with the prefix "re-" (meaning 'again'), they can decipher "reaction" as 'the act of
acting again or in response' (Graves, 2006). This systematic approach builds learner autonomy by
transforming unknown words into understandable composites.
Question 1
1.1 What is explicit vocabulary learning, and how does it differ from implicit vocabulary
learning?
Explicit vocabulary learning, often referred to as direct or intentional learning, involves conscious
and deliberate activities where learners focus their attention on the form and meaning of new words
(Schmitt, 2008). This approach includes formal instruction, dictionary use, word lists, and specific
exercises designed to commit lexical items to memory. The learner is aware of the learning process
and actively engages in memorisation and practice.
This method contrasts sharply with implicit vocabulary learning, which occurs incidentally and as a
by-product of other cognitive activities, such as reading for comprehension, listening to a story, or
engaging in meaningful communication (Nation, 2001). In implicit learning, the primary focus is on
the message or the task, not on the words themselves. Vocabulary acquisition happens passively,
without the learner's conscious intent to memorise specific items. While explicit learning offers
efficiency and precision, implicit learning provides depth of contextual understanding and is more
sustainable over time (Ellis, 1994).
1.2 Identify two vocabulary games and describe how a teacher can use each in the classroom to
develop learners’ vocabulary.
Game 1: Vocabulary Bingo
This game is an effective and engaging way to reinforce recognition of word meanings. The teacher
provides learners with blank bingo cards and a list of target vocabulary words. Learners fill their
cards with any nine or sixteen words from the list, writing one word in each square. The teacher then
reads out definitions, synonyms, or example sentences with a blank for the target word. Learners
must identify the corresponding word on their card and mark it (Wright, Betteridge, & Buckby,
2006). The first learner to mark a complete row or column calls out "Bingo!" and must correctly
recall the definitions of the words in their winning line to claim victory. This game develops
vocabulary by linking form to meaning in an enjoyable, competitive context.
Game 2: Word Association Chain
This game promotes deep lexical processing by encouraging learners to connect new vocabulary to
known concepts. The teacher begins by saying a target word, for example, "ocean." The first learner
must say a word that is related to it, such as "blue" or "fish." The next learner then says a word
associated with that previous word (e.g., "scales" if "fish" was said), and the chain continues. The
teacher can set rules, such as disallowing repetitions or limiting the time to respond (Hadfield, 1998).
This activity develops vocabulary by activating the learner's semantic network, making connections
between new and known words, thereby strengthening memory and recall through associative
learning.
, 1.3 Define the term ‘context clues' as it is used in vocabulary learning and illustrate your answer
with an example.
In vocabulary learning, context clues are bits of information or hints found within a text—such as a
sentence, paragraph, or passage—that a reader can use to deduce the meaning of an unfamiliar word.
These clues can take various forms, including definitions, examples, synonyms, antonyms, or the
general sense of the surrounding text (Nagy & Anderson, 1984). They are a critical strategy for
independent vocabulary acquisition as they allow learners to infer meaning without interrupting their
reading to consult a dictionary.
Example: Consider the sentence, "The new CEO was a parsimonious leader, always refusing to
approve budgets and insisting on reusing paper clips." In this context, the phrase "always refusing to
approve budgets and insisting on reusing paper clips" acts as a context clue. This clue allows the
reader to infer that the word "parsimonious" likely means excessively frugal or stingy.
1.4 Illustrate how word building (e.g., using affixes) can help learners decipher unfamiliar
words.
Word building, specifically through the use of affixes (prefixes and suffixes), is a powerful
mnemonic and decoding strategy that helps learners break down unfamiliar words into their
constituent parts to determine meaning. This morphological awareness empowers learners to deduce
the meaning of new words by recognising familiar roots and the grammatical function or semantic
shift indicated by the affix (Nation, 2001).
For instance, consider the word "unpredictable." A learner can break this word down into three
morphemes: the prefix un- (meaning 'not'), the root predict (meaning 'to say or foretell what will
happen'), and the suffix -able (meaning 'capable of or worthy of being'). By understanding these parts,
the learner can deduce that "unpredictable" means 'not capable of being foretold' or 'not able to be
predicted.' Similarly, if a learner knows the root "act" and the suffix "-ion" (which transforms a verb
into a noun indicating a state or result), they can decipher "action" as 'the process of doing
something,' and with the prefix "re-" (meaning 'again'), they can decipher "reaction" as 'the act of
acting again or in response' (Graves, 2006). This systematic approach builds learner autonomy by
transforming unknown words into understandable composites.
