[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-492331-105":59,"doc-detail-492331-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","seven-strategies-for-teaching-vocabulary","Seven strategies for teaching vocabulary","","A classroom-focused discussion evaluates why English vocabulary instruction in Macao often stays at the word level and relies heavily on memorization. It frames four guiding questions about learning vocabulary for reading, listening, speaking, and writing, highlighting issues with sentence meaning, multiple word meanings, collocations, and limited productive use. It then proposes seven practical instructional strategies, including concrete effects and contextual cues, with example classroom dialogues and methods for inference and contrast.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/seven-strategies-for-teaching-vocabulary/492331/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/seven-strategies-for-teaching-vocabulary/492331.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document argue that vocabulary teaching should go beyond word memorization?","Question",{"text":112,"@type":113},"It argues that word-level memorization alone does not help learners use vocabulary properly because meanings shift with sentence placement and multiple meanings exist.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does vocabulary knowledge play in reading comprehension according to the text?",{"text":117,"@type":113},"Vocabulary knowledge is presented as a principal contributor to reading comprehension, because words become recognizable in reading and support both sight vocabulary and later writing.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies are introduced to teach vocabulary more effectively?",{"text":121,"@type":113},"The text introduces seven strategies, starting with concrete effects using authentic visuals or demonstrations, and contextual cue methods that guide students through inference and contrast.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492331,1792449206,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","'book’b-0-0-k book 書本'book′b-0-0-k book 書本'book’b-0-0-k book 書本usually hear the above loud and enthusiasticchants whenever I pass by the classrooms in manyschools in Macao.This is a typical English lesson,orI should say,a typical method the teachers used forteaching vocabulary.  \nSuch a way of teaching vocabulary has the targetmerely set at the word level,and the word only.Teach-ers are\"obsessed\"by helping students memorize listFour questions raised forand list of words in every possible way or by all sortsteachersof means (like using a huge number of worksheets,dictation,tests or quizzes);instructing them toLet me askyou four basic questions about vocabularymemorize the word's spelling,pronunciation (withand vocabulary instruction.Please think about thedifferent variation of sound makeup according to theanswers before you look at my views.proficiency of teachers),meaning,and its equivalentL1 translation.  \nQuestion one:Have you ever asked why ourstudents need to learn vocabulary?  \nThe formula of such an EnglishMy view:I agree with Tompkins(1998)thatlesson in Macao is:vocabulary knowledge is a principal contributorto reading comprehension.However,I wantEnglish lesson =oecnobuzng hndcotonto point out that vocabulary is not just used forcomprehending reading but also for listening,  \nspeaking and writing.We cannotsimply acquire vocabulary withoutusing t for other language skills.Temple and Gillet (1996)reportedthat we usually remember ourexperience better if we are able toput it in words.Therefore,our experi-ence will become richer if we stockup on vocabulary items.Vocabulary  \ninstruction has become important because we canhelp our students to “experience their lives in moreinteresting detail.\"(p.5)  \nQuestion two:Have you ever wondered whyour students are not able to compose a shorttext correctly,and not able to speak and listento English properly when they reach P6?  \nMy view:Memorizing English vocabulary,itsspelling and ts meaning in L1 does not help ourstudents to use it properly.It is because the meaningof the vocabulary can be changed depending onits allocation in a sentence.According to Bromley(1998),more than 70%of the English language hasmultiple meanings.  \nFor example:the word “book”\"Could you pass me the book?\"(noun)\"Could you book a seat for me?\"lverb)“Book sir!May I be excused?”(proper noun)  \nTherefore,learning vocabulary should also includelearning about collocations,associations,and relatedgrammatical patterns as well as meaning.  \nQuestion three:Have you ever lamented thatyour students have a huge amount of vocabu-lary which does not help them in their readingcomprehension and writing?  \nMy view:Jacques Barzun's quotation is inspiring,“Both speech and writing are ultimately copycatexperiences.Words get in through the ears or eyesand come out at the tongue or the end of a pencil.\"(in Broomley,p.255)  \nIf words become part of children's listening andspeaking vocabulary,they are more easily identi-fied in reading and become part of the sight vocabu-  \nlary.The wordsalso then transfermore naturally towriting.  \nQuestion four:Haveyou ever asked thenumber of new words yourstudents should learn before  \nthey enter university?  \nMy view:For the second language learners enter-ing university,Laufer (in Hunt and Beglar,1998,p.2)found that knowing a minimum of about 3,000 wordswas required for effective reading at the universitylevel (because this amount covers a high percentageof the words on an average page of a textbook),whereas knowing 5,000 words indicated likelyacademic success.  \nOur Macau students have already memorizedvigorously approximately a total of 17,280 Englishvocabulary items after they finish twelve years of study(30 itemsx48 weeks×12 years).How could youexpect our students to squeeze more into their alreadyoverloaded heads?How many vocabulary itemscould they retain when the test,quiz or the examina-tion is over?Iwonder!  \n# Seven strategies for teachingvocabulary\n\nIn order to make teaching of vocabular","cbCaibUZMaAbn80d","https://ap.wps.com/l/cbCaibUZMaAbn80d","pdf",1957882,"English","# Seven strategies for teaching vocabulary\n## Strategy 1: Concrete effects\n## Strategy 2: Contextual cue\n### Method 1: Inference\n### Method 2: Contrast","[{\"question\":\"Why does the document argue that vocabulary teaching should go beyond word memorization?\",\"answer\":\"It argues that word-level memorization alone does not help learners use vocabulary properly because meanings shift with sentence placement and multiple meanings exist.\"},{\"question\":\"What role does vocabulary knowledge play in reading comprehension according to the text?\",\"answer\":\"Vocabulary knowledge is presented as a principal contributor to reading comprehension, because words become recognizable in reading and support both sight vocabulary and later writing.\"},{\"question\":\"What strategies are introduced to teach vocabulary more effectively?\",\"answer\":\"The text introduces seven strategies, starting with concrete effects using authentic visuals or demonstrations, and contextual cue methods that guide students through inference and contrast.\"}]","Seven strategies for teaching vocabulary | PDF",1790861456,13]