ACI2602
Assignment 3
DUE : 3 AUGUST 2026
, ACI2602 – ASSIGNMENT 3
Teaching Language Structures and Conventions in English as a First Additional
Language in the Intermediate Phase
Question 1 (15 marks)
1.1 Explicit and Implicit Vocabulary Learning (4 marks)
Explicit vocabulary learning is a deliberate, intentional process where learners are
directly taught word meanings, spellings, pronunciations, and usage. The teacher explicitly
draws attention to target words, explains definitions, and provides structured practice. For
example, the teacher might write a word on the board, discuss its meaning, use it in a
sentence, and ask learners to create their own sentences.
Implicit vocabulary learning, by contrast, occurs indirectly when learners acquire new
words through exposure to rich language contexts without direct instruction. This happens
incidentally during extensive reading, listening to stories, or engaging in conversations
where the focus is on meaning rather than on specific vocabulary items.
The key difference lies in intentionality and awareness. Explicit learning is teacher-directed
and conscious; the learner knows they are studying vocabulary. Implicit learning is
unconscious and incidental; vocabulary is absorbed naturally while the learner is focused
on communication or comprehension. In the Intermediate Phase FAL classroom, both
approaches are necessary: explicit instruction ensures learners master essential academic
vocabulary, while implicit exposure through reading and listening builds breadth and
automaticity.
1.2 Two Vocabulary Games (4 marks)
Game 1: Vocabulary Bingo The teacher prepares Bingo cards containing target words
instead of numbers. The teacher reads definitions, synonyms, or sentences with missing
words. Learners must identify the correct word on their card and mark it. The first learner
to complete a line wins. This game develops vocabulary by requiring learners to match
definitions to words actively, reinforcing both meaning and recognition. It can be adapted
for FAL learners by including pictures alongside words.
Game 2: Word Charades Learners take turns acting out the meaning of a vocabulary
word without speaking, while classmates guess the word. This kinaesthetic approach is
particularly effective in South African classrooms where learners may come from oral
traditions and enjoy physical engagement. It deepens understanding because learners
must internalise the meaning sufficiently to represent it non-verbally, and observers must
retrieve the correct word from memory.
Assignment 3
DUE : 3 AUGUST 2026
, ACI2602 – ASSIGNMENT 3
Teaching Language Structures and Conventions in English as a First Additional
Language in the Intermediate Phase
Question 1 (15 marks)
1.1 Explicit and Implicit Vocabulary Learning (4 marks)
Explicit vocabulary learning is a deliberate, intentional process where learners are
directly taught word meanings, spellings, pronunciations, and usage. The teacher explicitly
draws attention to target words, explains definitions, and provides structured practice. For
example, the teacher might write a word on the board, discuss its meaning, use it in a
sentence, and ask learners to create their own sentences.
Implicit vocabulary learning, by contrast, occurs indirectly when learners acquire new
words through exposure to rich language contexts without direct instruction. This happens
incidentally during extensive reading, listening to stories, or engaging in conversations
where the focus is on meaning rather than on specific vocabulary items.
The key difference lies in intentionality and awareness. Explicit learning is teacher-directed
and conscious; the learner knows they are studying vocabulary. Implicit learning is
unconscious and incidental; vocabulary is absorbed naturally while the learner is focused
on communication or comprehension. In the Intermediate Phase FAL classroom, both
approaches are necessary: explicit instruction ensures learners master essential academic
vocabulary, while implicit exposure through reading and listening builds breadth and
automaticity.
1.2 Two Vocabulary Games (4 marks)
Game 1: Vocabulary Bingo The teacher prepares Bingo cards containing target words
instead of numbers. The teacher reads definitions, synonyms, or sentences with missing
words. Learners must identify the correct word on their card and mark it. The first learner
to complete a line wins. This game develops vocabulary by requiring learners to match
definitions to words actively, reinforcing both meaning and recognition. It can be adapted
for FAL learners by including pictures alongside words.
Game 2: Word Charades Learners take turns acting out the meaning of a vocabulary
word without speaking, while classmates guess the word. This kinaesthetic approach is
particularly effective in South African classrooms where learners may come from oral
traditions and enjoy physical engagement. It deepens understanding because learners
must internalise the meaning sufficiently to represent it non-verbally, and observers must
retrieve the correct word from memory.
