|Published online: January 28, 2015||$US5.00|
Research shows that creating naturally occurring situations, motivating heterogeneous groups, using materials that are interesting to the learners, and developing tasks based on a rationale are essential conditions for explicit teaching of vocabulary. The paper follows the taxonomy of teaching vocabulary suggested by Nation (1990) and introduces a novel way of motivating the learners in English as a Second language context. It uses information about the companies that visit the campus for recruitment where the study was conducted. The information was used in material designs, and also while incorporating collocations for increasing the vocabulary level of the participants. The study was conducted in India in early 2014 for placement training. The participants in the study were members of a heterogeneous group of Engineering students in the age group of 21-22 years, with both males and females included. The principles of the Content and Language Integrated Learning were followed in material design and task development to save participants’ time. The effectiveness of the strategy was tested through feedback based on questionnaires given to the participants and to the other trainers. Classroom observations and participants’ feedback led to the interpretation that the strategy was very effective. The objectives of the study that are to expose the participants to materials that they needed to go through to face the interviews during the campus placement process and also to increase their knowledge of job related collocations through the materials found to be highly receptive to those involved in the study. The incorporation of job-related collocations highly motivated the learners in completing the tasks. The study re-establishes the findings of the researchers in the area of vocabulary teaching that the learners get motivated when materials relate to their immediate needs, and adds to the existing knowledge that the incorporation of collocations based on topic areas helps to sustain the interest of the advanced learners of English in Second Language Learning context. The study is very useful to material developers and to those involved in placement training.
|Keywords:||Collocations, Placement Training, Vocabulary Teaching, English for Science and Technology, English Language Teaching, English as a Second Language|
The International Journal of Humanities Education, Volume 12, Issue 3-4, January 2015, pp.11-23. Article: Print (Spiral Bound). Published online: January 28, 2015 (Article: Electronic (PDF File; 451.774KB)).
Professor, Department of English, Sathyabama University, Chennai, Tamil Nadu, India