Techniques in Teaching Vocabulary. Teaching Techniques in English as a Second Language by Virginia F. Allen PDF

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Techniques in Teaching Vocabulary. Teaching Techniques in English as a Second Language by Virginia F. Allen Review by: John F. Lalande, II The Modern Language Journal, Vol. 68, No. 4 (Winter, 1984), pp. 382-383 Published by: Wiley on behalf of the National Federation of Modern Language Teachers Asso...

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Techniques in Teaching Vocabulary. Teaching Techniques in English as a Second Language by Virginia F. Allen Review by: John F. Lalande, II The Modern Language Journal, Vol. 68, No. 4 (Winter, 1984), pp. 382-383 Published by: Wiley on behalf of the National Federation of Modern Language Teachers Associations Stable URL: http://www.jstor.org/stable/328185 . Accessed: 11/12/2014 03:55 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp

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MLJ Reviews Editedby DIANE W. BIRCKBICHLER gestions, and basic methodological truths. These chaptersare typicalofothersin the book; The MLJ strives to review books, monoare so well-writtenthat their activities they graphs,computersoftware,and materialsthat: could be carriedout by studentsin a foreasily 1) presentresultsof researchin - and methods methods course. However, the eign language and of- second language teaching learning; 2) text does more than acquaint the reader with are devoted to matters of general interestto ideas. It discusses criticalissues charpractical membersof the profession;3) are intendedpriacteristic of various levels of vocabulary learnmarilyforuse as textbooksor instructionalaids For example, where the elementarylevel ing. in classrooms where second languages, literais concerned, Allen discusses such selected tures,and culturesare taught; 4) convey inforas whybasic vocabulary may be difficult topics mation from other disciplines that relates to learn, how one creates in students a sense learndirectlyto second language teachingand of need for a word, how teachers ought to ing. Reviews not solicited by the MLJ can handle textbooklistsofvocabulary, how to use neitherbe accepted nor returned. Unsolicited student helpers and visual aids, etc. books and materials that are not reviewed in Chapters fivethroughseven treatthe interthe MLJ cannot be returnedto the publisher. level and enumerate differencesbemediate Reviews of books contraryto this policy, but tween vocabulary learning at the elementary solicitedpriortoits adoption, will appear occaand intermediatelevels. In chapter seven the sionally in the MLJ. line between vocabulary learning and culture learning becomes precariously thin. If, for example, a student'svocabulary has expanded to the pointthata primarygoal has become the VIRGINIA F. in VocabuALLEN, TechniquesTeaching of social meanings from native learning in as a Second LanTechniques English lary.Teaching then has not the student perhaps speakers, New York: 1983. Oxford Univ. Press, guage. a entered domain beyond thatof mere vocabuPp. vii, 136. $4.95, paper. the intermediatelevel? Unlike at lary learning the excellent activities suggested elsewhere, those in chapter seven seem at times a bit conThis slender volume, devoted mainly to practrived. It may constitutethe weak link in an tical ratherthan theoreticalaspects of second otherwise strong succession of chapters. language teaching, contains a wealth of techWritten The teaching of vocabulary in advanced of for the teaching vocabulary. niques classes receivestreatmentin chapterseightand in a concise, easy-to-followstyle,the book prenine. The book concludes with a chapter on sents information applicable to second lanthe book basic considerationsthatteachersshould enterother than English. Although guages tain beforeand afterteaching, such as how to contains ten chapters, it essentiallyfeaturesa choose the words most importantforstudents tripartitedivision among elementary, interto know and how to test vocabulary. of instruction. levels and advanced mediate, of the last nine chaptersconcludes with Each on the reasons one Chapter speculatesbriefly section. Here, users of the book an in activities been the has past, neglected whyvocabulary may reviewand occasionallyimplementactiviacquaints the reader withthe goals ofthe book, ties suggestedin the related chapter. The book and posits reasons for the alleged resurgence also containssix appendixes, some ofwhichare of interestin vocabulary teaching. Chapters of rather dubious value, viz: ten picturable two throughfour,with a focus on the elemenactions, an introductory crossword puzzle, tarylevel, presentnumerouspracticaltips, sug-

MLJ REVIEW

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Reviews: MLJ, 68 (Winter1984) questions for conversations, and correspondence with native speakers. Taken as a whole, the text appeals on the basis of its clarity,plethora of useful and truly practicalideas, and itsuncannyknack to anticipate the questions so oftenposed by young and prospective teachers. Moreover, it provides answers to those same questions--answers whose import is easy to digest and examples thatillustrateclearlyand convincinglyitsmajor points. The followingcriticismsare minor in comparison withthe success of thisbook in achieving its stated goals of presentingand exemplifyingpractical techniques for the teaching of vocabulary. First,I fearthatmany ofthe activities are too time-consumingforthe all too often crammed syllabi of college-level language courses. Undoubtedly, the book would serve elementary and secondary school teachers betterthan it would those at the college level. Second, the distinctionbetween "active" and "passive"vocabularyis virtuallyignored.Third, its use of the term"communication"left,in my opinion, somethingto be desired. Is one learning language foruseful,communicative purposes when engaged in performingteacher-oriented commands (a la total physical response, such as in "Touch the floor!")? Finally, it seems to me thatno text,regardlesshow avowedly practical its intentions,can be excused foromitting any bibliographyor list of worksforadditional reading. But, as stated earlier, these criticisms pale in comparison withthe greatserviceAllen has performedforthe language teaching profession; with this highly recommended book, a criticalneed in our professionhas finallybeen met. JOHN

F.

LALANDE

II

of Illinois University

TheForeignLanguageClassroom:New Techniques. Ed. Alan Garfinkel.Lincolnwood, IL: National Textbook Co., 1983. Pp. xiii, 114. $8.95, paper. This reportof the 1983 Central States Conference on the Teaching of Foreign Languages is explicitlynot about language teaching theory. Rather, it strivesto be a practical volume that

383 will interest foreign language teachers at all levels of instruction.In general, it meets this goal. The conferencethemewas "Language Learning: Gateway forGrowth."The volume begins with a superb essay by Mary Finocchiaro in which she outlines her perception of the state of the art. Her essay, actually the keynoteaddress fromthe 1982 conference,is a trenchant commentarytouching on ESL versus foreign language instruction,bandwagonism, the procedures and contributionsof the researchcommunity,and models forforeignlanguage curricula. The remainderofthe papers rangefromnear psycho-babble: "The real value of learning another language may lie . . . [in] learning about oneself, learning to communicate with others, and learning to recognize and respect others' ideas and values. While the linguistic aspects of language may not be retained, the experiences that emerge throughcommunicative and creative use of language will always remain a part of the individual's personal reality"(Snyder and DeSelms, p. 31) to traditional, data-orientedstructuralism:"Ifreflexive pronouns have already been presented. . . the explanation could state that Spanish direct objects are the same as the reflexivepronouns withthe exception ofthe third-personsingular and plural. The latterare identical to the definite articles,except forlo"(Ozete, p. 64). Fortunately, the vast majority of the papers falls comfortablybetween these two extremes. Readers seeking "Monday morning ideas" will not be disappointed. Carton's "passport lesson" can be used at any level, and in activities farbeyond merelydesigningand fillingout the original form. Walker's simulation of ACTFL/ETS "superior-level"communicative functions(persuading, negotiating) is lucidly detailed. Oates and Hawley recommend ways to introduce language students to "real language," focusingon gettingtheminvolvedwith native speakers, even in areas where native speakers are scarce. Other articles outline desiderata forseveral instructionalareas. Sacco and Marckel provide a helpfullook at the problemof"visual literacy" and make valuable suggestionsabout utilizing "real life" sources of "authentic, natural language." Mellgren'scall forthe use of microcomputers in language classes is mostlyjust that.

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