Covenant University, Ota

College of Leadership and Development Studies

Department of Languages and General Studies

COURSE COMPACT

Program: General Studies

Course Code: GST 111
Course Title: Communication in English 1
Units: 2
Coordinator: Dr. E. C. Onwuka
Session: 2018/2019
Semester: Alpha
Time: Thurs 12-2pm
Venue: Lecture Theatre 1
Office/Inter A402B/ 2215

Brief Overview of Course

GST111 Communication in English 1 introduces students to the various language
skills required to effectively engage their primary task in the University of studying to
achieve excellence in their various disciplines. In other words, the course offers
students invaluable skills to optimize their residency in a world-class university like
ours. These skills are all connected with a functionally effective use of English in
formal and informal settings as a tool of communication. These skills include study,
listening, note-taking, comprehension and summary, vocabulary development, writing
and oral skills.
Course Objectives
At the end of the course, students should be able to:
i. Organize their study time effectively
ii. Listen to lectures effectively and properly manage lecture notes
iii. Develop effective reading habits and increase in their reading speed
iv. Apply effective methods of summarizing reading materials
v. Develop a wide range of vocabulary for a successful academic career

Method of Lecture delivery/Teaching Aids

Guided instructions, interactive sessions; group works/projects.
Multimedia-assisted power-point presentation will be used.

Course Outline
Module A: ELEMENTS OF STUDY SKILLS
Week 1 Preparing for Academic Success
Week 2 Tools and Facilities for Effective Study
Week 3 Challenges to Effective Study Habits

Module B: LISTENING SKILLS/NOTE TAKING

Week 4 Conditions for Effective Listening
Week 5 Nature of the Lecture
Week 6 Aspects of Effective Note taking

Module C: EFFECTIVE READING SKILLS

Week 7 Overcoming Poor Reading Habits

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Week 8 Increasing the Speed of Reading
Week 9 Types of Reading Materials and Note-making
Week 10 Understanding and Summarizing Reading Materials
Week 11 Further Works on Summarizing

Module D: ASPECTS OF VOCABULARY DEVELOPMENT

Week 12 Sources of English Vocabulary
Week 13 Ways of Increasing the Vocabulary
Week 14 Revision
Week 15 Examination

Structure of Programme/Method of Grading

Continuous Assessment 30%
Examination 70%

Ground Rules
Students are to be seated at least 5 minutes to the time of lecture. Lecture door closes
10 minutes after the commencement of lecture. Students are to attend lectures with
relevant materials and texts. No form of misconduct would be permitted in class.
Side-talks, rude language, improper dressing, eating etc, will not be tolerated.

Topics for Assignments/Students Activities

(i) Group project works (topics to be decided) will test language and study
skills
(ii) Other assignment topics will be decided by lecturers at the various study
groups

Alignment with Covenant University Vision

As part of the vision of Covenant University with regard to raising a new generation
of leaders in Nigeria and beyond, this course is intended to produce competent
communicators, especially where language skills are of utmost importance. This
course is especially designed to equip students with advanced skills in listening and
reading.

Contemporary Issues/Industry Relevance

There is an ever increasing need for highly qualified personnel with corporate skills in
oral and written Communication. The products of this course are expected to satisfy
the needs for placement in the academia, the mass media – the corporate world and
indeed all other fields where a high degree of proficiency in English, Communication
and language skills are required.

Recommended Reading
Ogbulogo, Charles (2004). Problem Areas in English Grammar & Usage. Lagos:
Sam Iroanusi Publications
Akere, Funso. (1990) English Across Disciplines. Lagos: Pumarks Nig. Ltd

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 LECTURE NOTES

Module A: Elements of Study Skills

(i) PREPARING FOR ACADEMIC SUCCESS

• Purpose (right choice of Courses)
• Time Management
• Effective use of the Library
• Friendship with teachers/Mentors
• Active use of the four basic language skills
• Effective note taking/note making
• Team work – project participation/extra-curricular activities
• Have the I CAN attitude

(ii) TOOLS AND FACILITIES FOR EFFECTIVE STUDY

An effective study is usually enhanced by procuring relevant tools/facilities that
are need. Such tools include:
• Text books
• Reference books (dictionaries, commentaries, encyclopaedia, charts, atlas,
thesaurus, graph books, yearbooks etc. Other materials/publications like
newspapers, magazines, abstracts etc. may be useful)
Study Tools
• Journals
• Personal PCs with Internet resources
• Stationery
• Files
• Other peculiar course requirements
• Note: you are supposed to acquire at least two text books for every course.

(iii) CHALLENGES TO EFFECTIVE STUDY HABITS

Most challenges to effective study arise as a result of a student’s inability to organise:
• Their time
• Their environment or location for study
• Their learning resources
• A systematic and coherent approach
• The records and notes they keep for future reference.

Organizing your Time

One of the best ways of organizing your time is to draw out a time-table of your
waking hours for the whole day/week. Then fill in those times taken up with eating,
lectures, fellowships, relaxing or resting. Then you will be left with times for:

• Private study period between lectures

• Time after breakfast or dinner
• Time during weekends

In our context, a student should be prepared to commit some 12-15 hours per week to
studying and assignment production. Your schedule should have at least the
following 4 main types of times:

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 • For writing up your notes at the end of each day
• For accessing reference books in the library and for doing research
• For extended uninterrupted periods to do assignments
• For leisure/recreation/rest

Module B: Listening Skills and Note Taking

(i) CONDITIONS FOR EFFECTIVE LISTENING

Language skills
 Receptive Skills (Listening & Reading)
 Expressive Skills (Writing & Speaking)

Listening & Hearing

Hearing – (a biological) process by which sound waves are received, modified and
relayed along the nervous system – done effortlessly - (passively) perceiving sounds.
Listening – Psychological) (conscious) processes of selecting sounds – concentrating
and getting desired information from sound frequencies. It is active (the first and the
most important language skill). It involves the application of your following:
 language skill
 general knowledge
 cognitive reasoning
 evaluation skills

Types of Listening
Types of information being anticipated and the context, determine the appropriate
listening type.
 Attentive listening – basic for all types of contexts–full concentrating/attention
e.g. lectures
 Critical/analytic listening – requires evaluating a message/information using
explicitly stated points. You listen objectively-questioning points in the light
of existing information
 Reflective listening – listening with positive thinking; reflecting on main
points of the message, their implication –their general impact etc. e.g. sermon.
 Appreciative listening – engaging in feelings/emotion in listening able to
identify the mood of the speaker in the event - how the speaker use words to
add effect to meaning-forming image of certain expressions
 Empathic listening – identifying with the mood of the speaker – i.e.
responding to his/her feeling

Conditions for Effective Listening

 Take a convenient sitting position
 Concentrate – discipline your mind – avoid distractions, mind wandering
or day dreaming
 Pay attention to the speaker’s verbal performance appreciate his/her use of
language (if you can) - note his/her voice modulations.
 Stay alert to speaker’s pauses or falls of speech rhythm for position
response, interposing, or follow-up questions
 Repeat keywords or phrases in your mind in order to retain them,
especially names, items, dates etc.

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  Look at the speaker’s face, posture and gesture interpret NVCs correctly
 Be ready to ask questions or remark that will provide further
explanation/amplification of information
 Provide regular feedback responses
 Give appropriate NVC (non verbal communication) feedbacks to reinforce
the speaker’s confidence, establish rapport and strengthen confidence e.g.
smiles, especially actions that will reduce breakdown, indifferences or
tiredness
 Take notes for future reference

Poor Listening
Poor listening is characterized by:
 Intermittent dozing
 Mind-wondering or day dreaming
 Distractions, such as talking, or doing something else during lectures
 Feedback responses that communicate tiredness or resentment
 Actions, such as intermittent gazing at the wrist watch, tapping the foot on the
floor or hissing, which imply that the speakers is not wanted
 A negative opinion of the speaker and his or her message thereby giving a
negative responses

(iii) NATURE OF THE LECTURE

A lecture is a body of information, which may consist of instructions, procedures,

processes or practice on any aspect of human knowledge. Generally a lecture mirrors
what is on the mind of the lecturer to offer to his students or learners. Most academic
lectures are instructional and some are interactive, generally aimed at equipping the
learner with certain skills and requisite knowledge. Some train the learner to be able
to perform certain assignment or jobs in order to practice certain professions.
Therefore a lecture is NOT just about passing academic examinations; rather it is for
imparting knowledge, skills and values for a successful living. Here in Covenant
University (or Landmark University) our goal is to produce capacity-based new
generation of leaders that will be entrepreneurially self-reliant, intellectually robust
and visionary oriented.

What to expect from a lecture

 Life- applicable knowledge or information
 Procedures for performing certain knowledge-based activities
 Results of proven processes and procedures
 Precaution against possible failures (i.e. how not to perform/approach certain
activities) etc.

Right Attitude to a Lecture

 An inquisitive mind
 A question (s) to be answered in the lecture
 An attentive heart and ears
 A positive attitude towards the lecture and the lecturer
 Active participation in class
 A sense of alertness and vigilance
 A determination to leave the lecture with a new knowledge

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Structure of a Lecture
Every lecture has a topic and consists of key points and goals/objectives, which
lecturers often share with their students at the beginning of the lecture. Lectures are
usually organized sequentially and logically. Ideas are sometimes presented in a
chronological order, transiting from one level to another. Most lectures are divided
into three segments namely:

 The introduction: comprising a summary of what the entire lecture is about.

Some introductions define key concepts and purpose of the lecture
 The Body: comprising the content of the lecture. Here main ideas and key
points are explored, illustrated and exemplified. Subordinate ideas are also
explored.
 Conclusion: comprising a summary of the lecture. Students are reminded of
the key points of the lecture. Sometimes practical demonstrations of certain
main points are carried out here.

Identifying key points in a Lecture

A student must watch out for guides to new points at the point of transitions. Words
such as next, firstly, secondly or thirdly, moreover are good guides to new ideas. As
you will find in the next lecture on note-taking, words that indicate cause and effects
relationship (e.g. therefore) and contrast (e.g. on the contrary) are also very helpful.
You must participate in practical demonstrations and applications and pay attention to
models or examples.

Lecture paragraphs are usually tied together coherently by certain discourse markets
or cohesive devises such as although, similarly, in addition, etc are also good guides
to key points in the lecture.

Identifying patterns of Lecture Organization

You may begin by asking yourself the following questions about the lecturer and the
lecture, particularly about how the lecture is organized.
 Does s/he order, list or itemize facts?
 Does s/he narrative events sequentially?
 Does s/he relate cause to effect?
 Does s/he make a general statement followed by examples?

Being able to recognize the organization of a lecture aids understanding and note-
taking

Conclusion
Lectures should therefore not leave you the way they met you. There is always
sometime new to learn. It is always good to prepare for a lecture by:

 reading ahead (with the course outline of the lecture, you can begin to read
around the topic)
 arming yourself with relevant questions
 providing study materials e.g. relevant texts and writing materials
 Approaching a lecture with a ready mind in order to have your questions
answered.

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(iii) ASPECTS OF EFFECTIVE NOTE TAKING

Recording frees your mind from the stress of the memory

Mike Murdock
Human beings forget more than half of what they hear within 24 hours
Research findings

Consider these Realities:

 There is a great mass of new information to the assimilated in the university
 There are urgent mental tasks competing for time.
 Lectures must be complemented by personal reading.
 Assignments and projects are tied to deadlines
 Success is indexed on completion of assignments and the fulfilling of
requirements
 Non-compliance leads to frustration

Note-Taking
Note-taking involves the following related activities:
 Listening attentively to lectures;
 Reading carefully through a passage, a part of a book or the entire book
 Making amend of the major point heard or read; and
 Organizing these points for easy understanding.

Note-taking can also be used as a plan of:

 What to say as a speech, or
 What to write as a text, an essay or an examination answer

Uses of note-taking
Note-taking has been found to be useful in the following areas:
 Research – involving review of relevant sources on specific topics
 Examination preparation – with good points from our lectures and relevant
books
 Memory help.

Achieving Success in Note-taking

 Find out the subject of the lecture or the text and make it the title of your notes
– e.g. The Core Values of Covenant University
 Identify the main points of the lecture or the text
 Look out for the logic of the text or the speech
 Follow specific markers as guides such as listing, sequencing and time
relatives e.g. first, next, lastly, then, which etc. Or
 For indicating a cause and effect relationship – so, because, therefore, since,
thus, etc.
 For contrast – but, nevertheless on the contrary, on the other hand, although,
yet etc.
 For summing up – to sum up, to conclude, in other words, finally.

It is advisable when taking notes from a text to start with a quick survey of the text.
This is followed by another quick reading within which to make a mental note, and

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bearing in mind the connectivity between the points. It is important to understand the
whole text before taking notes. Emphasis should be placed on the paragraph, rather
than on the sentence. You may use abbreviations to represent information, e.g. e.g.,
i.e., c.f. pp. dt. esp. etc.

Forms of the note

There are a variety of ways of taking notes. While some of them are highly
personalized others are quite standardized. Most of the personalized ones occur as
diagrams, charts, designs. The standard methods are the outline, and the summary in
connected sentences.

Summary as a form of note-taking

The summary is an advancement of the outline. The points jotted are used in writing
connected and co-ordinated sentences. These sentences must be cohesive and
coherent. To achieve success in summarizing, the following guidelines should be
adopted:
 Select relevant points
 Present the points briefly and accurately.
 Write the points in short sentences and in your own words
Conclusion
Reading and listening to lectures will not achieve the desired result without note-
taking. Students who take notes concentrate better, create records for future use and
enhance their memory. These are requirements for becoming great students in a
world-class university.

Module C: Effective Reading Skills

Reading makes a man – Francis Bacon
Today a reader, tomorrow a leader - Fusselman

(i) OVERCOMING POOR READING HABITS

Reading of relevant texts and materials complement lectures as an important study

skill. Active reading helps solve the problems associated with poor reading habits.
Active reading therefore must involve:
 Reading with a purpose
 Reading with a focus
 Reading with guide questions
 Adopting a flexible reading speed
 Employing memory enhancing devices
 Having attitudinal adjustments

The general reading process involves:

 The eyes and the mind decoding encoded information
 The mind absorbing the ideas stated or implied

Types of Reading
 Intensive reading – painstaking

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  Extensive reading covering wide areas of knowledge
 Skimming – general overview
 Scanning – for specific information
 Detailed reading for general information

Techniques for Effective Reading

SQ3R
 Survey
 Question
 Read
 Review
 Recall

(ii) INCREASING THE SPEED OF READING

 Skimming – very fast – surveying for general impression
 Fairly rapid reading – for review materials/revision/recreation
 The average reading – for leisure
 Contemplative reading – for sake of memorizing

Eye Movements
 The ‘saccadic’ movement followed by a stop
 The regressive or backward movement – eyes go backward - re-read parts to
reinforce memory

Poor Reading Habits

 Reading all materials at the same speed
 Saying word to yourself (vocalizing)
 Moving the lips while reading
 Using a finger or pen to trace words
 Moving the head or shoulder
 Reading word by word
 Reading aloud
Rather:
 Vary your reading speed to suit context
 Read with your mind
 Control backward eye movement
 Read critically
 Let your eyes move and not your head
Conclusion
 Take enough rest
 Eat well
 Plan your reading
 Read with a Focus

(iii) TYPES OF READING MATERIALS

Reading materials include:
 Book (recommended texts)

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  Reference Materials (dictionaries, encyclopedias, year books, journals,
abstracts, indexes, internet resources etc.)
 Newspapers, magazines and other media
 Lecture Notes
 Etc.

(iv) SUMMARISING READING MATERIALS AND NOTE TAKING

To summarize means to reduce the volume or size of a written or spoken passage
while retaining its complete meaning. You generally apply the principles of
summarizing in note making. The general assumption in summarizing and note-
making is that a text exists which can be reduced in length without tampering with the
content or meaning. It is also assumed that the writer of a summary understands
thoroughly the content of the message or information contained in the material. In
summary writing therefore, you are required to:
 Read the passage until you understand it thoroughly. You may have to read it
at least twice.
 Capture the essence and main points of the passage in one or two phrases
 Underline the essential points of the material if necessary (note: Do not
underline library books)
 Identify subordinate points
 Put the main points in your own words; arrange them systematically
 Include only the information in the text. However in note-making you may
compare information from supplementary materials and include important
points to enrich your note.
 Give your summary a title
 Avoid such phrases like ‘the author says that…’ or ‘the writer appears to think
that…’

As a matter of fact, your summary of a material forms your note. It is recommended

that for effective note-making, you read up to three materials on the same subject or
topic before making your note/summary. Certain materials are lengthy because the
author has include some items which are merely there as illustrations or repetition for
emphasis. In your note or summary therefore, you don’t include them. In a nutshell,
do not include:
 Illustrations
 Repetitions
 Detailed explanations
 Comparisons etc.
Conclusion
Re-telling a story or information without leaving out the most important points has
been a very important part of our everyday life. It is a skill worth developing. You
need summary writing skills not only for a fruitful academic career but also for other
endeavours later in life.

Module D: Aspects of Vocabulary Development

(i) SOURCES OF ENGLISH VOCABULARY

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What is known today as the English vocabulary is a product of historical and social
developments.

Historical Developments

Historically, the old English which was the native Anglo-Saxon language was
introduced in England following the conquest of the Jutes and Angles between the 5 th
and 10th centuries. Before this period, the Romans had conquered and occupied
Britain between AD 43 and AD 410. The Danes or Vikings (from modern Denmark)
also plundered and occupied English in the 11 th century. These conquests brought
their cultures and civilization, including language to Britain. Latin was the language
of the Romans and became a national language of Britain. Many English place names
today such as Dorchester, Manchester, Lancaster, Newport, Portsmouth, Oakmont,
Torbridge etc. are of Latin origin. Most words associated with religion are also Latin,
e.g. alms, chalice, altar, angel, anthem, epistle, hymn, litany, cleric, martyr, nun,
minister, organ, pope, priest, psalm, provost, shift, shrine, deacon etc.

The Vikings also introduced places names especially those that end with ‘waite’ (e.g.
Braithwaite), ‘by’ (e.g. Derby), ‘thorpe’ (e.g. Althorp) into the old English. The
French conquered and governed England between the 11 th and 13th centuries. This
period is known as the Middle English period. French had the dominant influence on
the Middle English vocabulary contributing about 10,000 words associated with
administration e.g. authority, empire authority, crown, liberty, majesty, palace,
parliament etc; Law e.g., accuse, arrest, assault, execute attorney, evidence, crime,
fine, fraud etc. Religion, e.g. cathedral, chaplain, clergy, communion, confess,
convert, prayer, salvation, saviour, sermon, temptation, theology, virtue etc. Military
e.g. ambush, army, besiege, captain, lieutenant, battle, sergeant, soldier, spy, etc.
Food and Drink e.g., beef, biscuit, cream, dinner, feast, fruit, fry, herb, lemon, orange,
plate, pork, appetite etc.

Below are examples of words (or lexemes) with their French and Latin equivalents.
The French and Latin words are today used alongside the old English ones as
synonyms but are often more bookish and formal in their usage.

Old English French Latin

Guts courage -
Clothes attire -
Climb - ascend
Sweat perspire -
Happiness - felicity
House mansion -
Wish desire -
Weariness - lassitude
Rise mount ascend
Ask question interrogate
Fast firm secure
Kingly royal regal
Holy sacred consecrated
Fire flame conflagration

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 (Source: Crystal 2002)

Social Developments
The 19th century to the present time (the period of modern English) has witnessed a
great deal of social changes and developments which have turned out to be important
sources of modern English vocabulary. These include growth in Science and
technology; growth in automobile and transport industry; development of
broadcasting, information technology and computing. Other sources of new words
include borrowings from other modern European languages; creation of words
through self-explaining compounds, prefixes and suffixes; coinages; forming of words
from Greek and Latin elements and slang.

(i) Growth in Science and Technology: In every field of science, there has been a
growth in technical words in the 19th and 20th centuries which have since become part
of everyday usage. In medicine for example we are familiar with terms like Anaemia,
Diarrhoea, Appendicitis, Bronchitis, Bacteriology, Virology, Immunology,
Paediatrics, Orthodontics, etc. AIDS (acquired immune deficiency syndrome) which
has become a household term was unknown in the 19 th century. We can easily talk of
clinics, anti-biotic, paracetamol, aspirin, iodine, panadol, penicillin etc.

In physics and electricity we can easily identify words like relativity, calorie, ultra-
violet rays, light, etc. The development of atomic energy and nuclear weapons
following the World Wars and international conflicts gave rise to words like atomic
bomb, hydrogen bomb, air raid, ballistic missiles, chain reaction, fallout, etc.

Chemistry has given the English lexicon, nitrogen, alkali, biochemical, petro-
chemical etc. Aviation and space science have also contributed terms such as
astronaut, cosmonauts, space craft, space shuttle, countdown etc.

(ii) Growth in Automobile and Transport Industry: Scientific discoveries and

inventions have proved to be an important source of new words. Words associated
with transport technology include trailer limousine, mustang, jeep, Mercedes-Benz,
Ford, Volkswagen, etc. some of the cars are named after their inventors, e.g., Ford or
Mercedes. We have learnt new words with the evolution of vehicles like carburetor,
sparking plug, (American(Ame) spark plug) choke, clutch, gear lever (American -
gear shift), gearbox, steering wheels, differential, shock absorber, chassis, automatic
transmission, radial tyres, spare tyres, convertible, or station wagon etc. And a car is
usually parked in a garage. We now talk of the traffic, speeding, traffic light, petrol
(Ame gas), bus-stop, terminus, ticket, etc. You may supply more examples to illustrate
further how these technical terms have become part of our everyday language.

(iii) Development in Broadcasting, Information Technology and Computing.

Communication and computer technology are other aspects of science development
that have contributed new words to English vocabulary such as broadcasting,
newscaster, aerial, transmitter, transmission, antenna, lead-in, loud speaker, standby,
announcer, reception, microphone, camera, etc. Terms like cable TV, cable network,
teleprompter, video tape, UHL channel, colour programming, digital TV, super thin
TV, VCD, DVD are peculiar to the television. Computer technology introduced terms

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such as RAM (random-access memory), ROM (read-only memory) DOS (disk
operating system), micro processor, byte, gig, modem, software, mouse, keyboard etc.
and with the growth of the internet, we now use terms like www (World Wide Web),
browse, hack, down load, upload, hyper text, browser, search engine, LAN (local area
network, WAN (wide area network), e-mail, yahoo etc.

Other Sources of New Words

 Borrowings from modern European languages. The English language has

further extended its vocabulary with new words like aperitif, chauffeur,
garage etc (French), ciao, vendetta etc (Italian), bonanza, canyon, cantina etc
(Spanish) festschrift, angst, etc (German), troika, vodka, glasnost, perestroika
(Russia), robot, (Czech), loot, thug etc (India), pyjamas (Persia), sake, yen, soy
etc (Japan).

 Forming words through self-explaining compounds. Compound words such

as fire-extinguisher, finger-print etc. (often with hyphens) represent the old
method of creating words in English language. In the 20 th century, it continued
to provide cheap method of forming new words. Words such as know-how,
lip-stick, streamline, hitchhike, e-mail, babysitter, life style, greenhouse effect,
etc. are familiar examples.

 Compounds from Greek and Latin Elements. The suffix scope in telescope,
stethoscope, etc. is from the Greek word meaning water, while ‘tele’ in
telescope, telephone, television etc., is adopted from Greek element meaning
far. The word automobile is from both Greek and Latin. Auto in Greek
represents self while mobile is Latin mobilis meaning moveable. Many
scientific words in the English language can actually be traceable this way
with their roots in Greek or Latin.

 Prefixes and suffixes. Another method for forming words has been by adding
familiar prefixes and suffixes to existing words. Thus in the Modern period,
words such as transatlantic, transcontinental, transformer, transmarine, post
classical, postgraduate, prenatal, counterattack, superman etc. have become
part of the English vocabulary.

 Coinages. Some new words in the language are as a result of deliberate

coinages. Words like Xerox, Frigidaire and Kodak were initially used as
trademarks, but today you can hear someone saying “I would like to Xerox the
whole paper”. Acronym is another method through which new words were
invented. Examples include OPEC (Organization of Petroleum Countries)
ECOWAS (Economic Community of West African States) UNICEF (United
Nations Children’s fund) etc. In some coinages you can guess the combination
that is made. For examples travelogue (travel and dialogue), electrocute
(electricity and execute) etc. Words like travelogue and electrocute are called
blends or portmanteau words.

 Slang. Slang could be said to be common words or expressions that do not

belong to the standard variety but are generally used in some informal
contexts, with some special meaning. Earlier in the history of the English

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 language slang was rejected as vulgar, or ‘vagabond’. But in modern times,
many slang words like joke, boom, slum, fad, scram, buzz, put-down, vamoose
etc are finding their way into formal writing.

(ii) WAYS OF INCREASING THE VOCABULARY

You can develop and increase your vocabulary by making conscious effort to do so.
Develop the habit of reading on specific and general subjects. Encounter new words
or registers through new experiences.

Types of Vocabulary Development

 Recognition vocabulary - meaning derived from contexts (reading/lectures)
(Endeavour to go back to look up the meaning of recognized vocabulary)
 Active vocabulary - stock of words a student actively uses
Procedure
 Mark every new word
 Provide a vocabulary notebook
 Enter each new word in your notebook
 Consult a good dictionary for explanation of new words
 Consult the thesaurus for possible synonyms/antonyms
 Practice creating new words using affixes
 Make sentences with new found words.

Using the Dictionary

A good dictionary provides meaning, a guide to pronunciations and usage of words.
Some words have more than one entry showing different shades of meanings, and
usages based on the context. Some good dictionaries give the etymology (history and
development) of some words, and give insight to their structures and inflections. Most
dictionaries give information on:

 The grammatical contexts of words and their place in usage

 Information on parts of speech,
 Spelling variations
 Whether count or non count (noun), and
 Possible collocations of words

Definitions of words are given with variations of meanings based on the context of
use, e.g. shoot – shoot (sports), shoot (armed forces), shoot (films industry). Context
associated with phrases, clauses, sentences, idiomatic expressions are also listed.
Words are normally arranged alphabetically. So, a dictionary is not all about
meanings of words. But also:

 A guide to good pronunciation of words

 A guide to correct usage
 Insight to register/context variations
 Insight to origin/etymology of words
 Guide to grammatical context/parts of speech.

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  Guide to spelling
NOTE: do not study dictionaries in isolation of application. Do not depend solely on
the dictionary explanation of meaning. Study how certain words are used within
contexts and suggest meanings according to situations. Some big words can easily be
explained without the dictionary if you look at them closely. You may discover that if
you remove the affixes (prefix/suffix), the stem becomes obvious and meaningful e.g.

 Malfunction (function)
 Hypersensitive (sensitive)
 Incomprehensible (comprehend)
 Indefensible (defend), etc.

Note the ‘meaning’ of the following affixes:

 Ante- before (ante-natal, i.e. before birth)

 Anti-against (anti-malaria)
 Demo- of the people (demography)
 Mis- wrong (mismanage)
 Multi- many (multinationals)
 Post- after (post-independence)
 Semi- half (semi-circle)
 Trans- across (trans-Atlantic)
 Pseudo- false (pseudo limbs)
 De- reverse (deforestation)

Try to form nouns from verbs and adjectives: adjectives from nouns: verbs from
nouns e.g.

Verb Noun Noun Adjective

Collect collection attraction attractive
Civilize civilization custom customary
Confuse confusion beauty beautiful
Decide decision affection affectionate
Defend defence industry industrious

Exercises

Form nouns from the following words:

 Accurate
 moral
 mission
 free
 gay
 Persuade
 prosper
 proud
 prove
 pursue

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Form adjectives from:

 law
 learn
 life
 sense
 mourn
 music
 storm
 youth
 nature
 neglect

Form verbs from:

 imitation
 sharp
 force
 friend
 colony
 actual
 creator
 camp
 terror
 trial

Words often misspelt

Parallel occasion coolly

Mischievous description proceed
Precede comparison ecstasy
Rhythm rhyme possesses
Vacuum tyrannise (ze) panicky
Sustenance leisure receive
Superintendent definitely privilege
Tranquility newsstand believe
Pronunciation noticeable argument
Corroborate accessible maintenance
Indigenous committee seize

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