Teaching Francophone learners English Vocabulary without Resorting to the Use of L1 and L2

Teaching Francophone learners English Vocabulary without Resorting to the Use of L1 and L2

Michael Owusu Tabiri

This article sought to propose proper pedagogical means of teaching vocabulary without resorting to the use of L1 (Francophone learners⿿ Mother Tongue) or L2 (French language) when teaching Francophone learners English Language at all levels. It was revealed that adopting context clues or explanation techniques as well as concrete techniques in explaining new words or expressions was the most effective methodological approach in teaching vocabulary. Also, it has been uncovered didactically and pedagogically that the more senses are used to comprehend a word, the greater the likelihood of learning being successful. Thus if learners see a word, (as real pictures), feel the word (touching the thing), taste the word (by the way of eating) as well as hear it used in a sentence to show meaning, it would lead to retention and memorization of the vocabulary. In short, teachers and lecturers of all academic …

Elsevier

2016

https://scholar.google.com/citations?view_op=view_citation&hl=en&user=c6aHdPkAAAAJ&citation_for_view=c6aHdPkAAAAJ:qjMakFHDy7sC

English