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Singaporean Journal of Scientific Research(SJSR)  \nVol.6.No.4 2014 Pp.208-212 [availableat:www.iaaet.org/sjsr](availableat:www.iaaet.org/sjsr)  \n[PaperReceived:17-02-2014](PaperReceived:17-02-2014)  \n[PaperAccepted:10-03-2014](PaperAccepted:10-03-2014)  \nPaper Reviewed by:1 Prof.Dr. Sambandam2. Prof.Dr. A.Karthikeyan  \nEditor:Dr. Rammohan Reddy  \nTEACHING VOCABULARY TO ENGINEERING STUDENTS  \nD.Anjaneyulu  \nAssistant professor/English  \nGRT Institute of Engineering and Technology, Tiruttani, Tamilnadu, India  \nABSTRACT  \nThe present paper deals with learning and acquiring words to enrich the vocabulary. In this paper, the focus is on how to teach vocabulary to engineering students. It emphasizes the usage of terminology in different situations. It also aims at the ways and means of teaching vocabulary to technical students. Vocabulary plays a vital role in science, engineering and technology.  \n1. INTRODUCTION  \nThe importance of learning words in any language cannot be exaggerated. When we say that we know English, we mean that we know the meaningsand usage of a few thousand words in English. Communication in any language is impossible without some mastery of the words used in that language. It is mainly through using words that we compose and express our thoughts to others. A second or foreign language learner of English is required not only to focus upon the sentence structures but also upon the acquisition of words. Often, the learner seeks to learn the words before even attempting to understand and use the sentences. When a new sentence is presented toa learner, he tends to break it into manageable units called words.  \nEveryone intuitively feels what a word is on most occasions. However it is indeed hard to define word, because sometimes two or more “words” may be combined, printed, and used as a single word. Learning words in any second or foreign language program involves not only learning the meanings of the words, but also learning how these words are used appropriately in linguistic, sociolinguistic, and cultural  \ncontexts. Words carry connotations which may be quite different from their literal meanings. The Oxford Advanced Learner’s Dictionary, for example, uses several labels to indicate a particular attitude associated with the use of words: Approving, Derogatory, Euphemistic, Figurative, Formal, Informal, Ironic, Jocular, Offensive, Rhetorical, sexist, slang, and Taboo. Meanings of words often become clearer when they are used in proper linguistic structures and in appropriate social contexts. Some words from the native language of the ESL learner may look alike or share similar meanings in some contexts with corresponding English words. However, they may differ from each other in other more important contexts. Learning words involves learning structures of the language. So, it is important that when a word is learned, students are encouraged to learn not only the words but their grammatical characteristics (usage) .  \n2. QUESTIONS REGARDING VOCABULARY TEACHING  \nThe questions which concern the ENGLISH teacher as regards teaching vocabulary are listed by Allen (1983:6):  \n1. Which English words do students need most to learn?  \n2. How can we make those words seem important to students?  \n3. How can so many needed words be taught during the short time our students have for English?  \n4. What can we do when a few members of the class already know words that the others need to learn?  \n5. Why are some words easier than others to learn?  \n6. Which aids to vocabulary teaching are available?  \n7. How can we encourage students to take more responsibility for their own vocabulary learning?  \n8. What are some good ways to find out how much vocabulary the students have actually learned?  \n3. EXPERIENTIAL VOCABULARY TEACHING/LEARNING  \nIn the classrooms where there is a greater emphasis on experiential learning, teachers may pre","cbCaiajlDE0qxAhk","https://ap.wps.com/l/cbCaiajlDE0qxAhk","pdf",155884,"English","# 1. INTRODUCTION\n# 2. QUESTIONS REGARDING VOCABULARY TEACHING\n# 3. EXPERIENTIAL VOCABULARY TEACHING/LEARNING","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"The paper explains how to teach vocabulary to engineering students and emphasizes the use of terminology across different situations to enrich word knowledge.\"},{\"question\":\"Why is vocabulary learning important for language learning?\",\"answer\":\"Vocabulary knowledge is essential because communication depends on mastery of words, and learners need to learn both meanings and appropriate usage.\"},{\"question\":\"What approach does the paper recommend for experiential vocabulary teaching?\",\"answer\":\"It recommends helping students experience meanings first (e.g., through objects or activities) and then introducing the words, so learners use words they truly need.\"}]","TEACHING VOCABULARY TO ENGINEERING STUDENTS - Vol.6.No.4 - Paper | PDF",1790624217,13]