THE USE OF FLASHCARDS IN TEACHING VOCABULARY TO PRIMARY SCHOOL STUDENTS
Paraschiva Claudia Prode, Școala Gimnazială Jina
Abstract: Teachers use various methods in teaching English. The Communicative Approach focuses on the learners’ ability to use language in a social context well enough to be able to interact whereas the Grammar- Translation Method relies on memorization of grammar rules and native-language equivalents of target language vocabulary. Other methods rely on Presentation, Practice and Production, or on doing certain tasks. The best solution is a combination of methods and approaches, since none of them is really perfect on its own. Learning English depends on the students’ innate ability, aptitude, motivation, and also on their age, personality and learning style. A young learner needs to feel confident and comfortable during English classes, and not forced to learn. When teaching vocabulary, we can rely on flashcards. By integrating vocabulary into fun activities, students will no longer feel the pressure of learning and will actively participate in the lesson.
Keywords: vocabulary, flashcards, activities, Presentation-Practice-Production.
Foreign language vocabulary teaching and learning can be considered as an important component of language acquisition. Although vocabulary has considerably been neglected in the past, vocabulary teaching became the focus of attention of many teachers and researchers over recent years. In learning English as a foreign language, vocabulary items play an important role in the acquisition of listening and speaking, as well as reading and writing skills. As a teacher of English, one of my tasks is to help learners develop a rich and useful vocabulary.
The age of our students is a key factor in our decisions about how to teach English. Young children are those learners who acquire a good knowledge of English through visual displays, games, songs and fun activities. Teaching young learners is an enjoyable and interesting experience. Young learners are interested, enthusiastic and receptive to learning English. They are unique in terms of intellectual, social, emotional, and physical development.
The linguist David Wilkins stresses the importance of vocabulary learning,“ Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”( 111). Indeed, we need to know words in order to communicate in a foreign language. If we just try to reduce a language to only grammar or only vocabulary, a small linguistic chaos could emerge. Therefore, the two are most likely interdependent and in a symbiotic relationship. Vocabulary can be taught to young learners with the aid of flashcards. Haycraft states that flashcards are“ cards on which words and / or pictures are printed or drawn”( 102). They should be big enough to be clearly seen by every student in the classroom. They are a useful and attractive way to teach vocabulary. Flashcards enable learners to make the connection between the visual prompt and the pronunciation of the word. Repetition and multiple vocabulary exposures are crucial to the final result of the class. Translation of the new words should be avoided, but it can be used to check if learners have understood the words.
The successful procedure referred to as PPP, which stands for Presentation, Practice and Production is widely used throughout the world by many teachers of English. Every PPP procedure has a language aim, which students should fulfil by the end of the lesson. The PPP is an effective procedure which can be used to teach vocabulary items. First of all, the teacher introduces a situation which contextualises the language to be taught. Secondly, the language is presented. The learners practise the new language items using accurate reproduction techniques such as choral repetition and individual repetition. Thirdly, the learners make sentences of their own using the new language items.
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