The vocabulary

Размещено на http://www.allbest.ru/

Introduction

The basic reason for learning foreign languages that all people have in common is communication - communication in any mode. It is a two-sided process, which requires the ability to understand each other, to be able to code a message that someone wants to convey to someone else in a way, which will be comprehensible to the receiver and also appropriate to a concrete situation and status of all participants. Vice versa the person should be able to interpret a message that someone else is conveying to them. To acquire a good skill of communication in foreign language it is necessary to be familiar not only with vocabulary (single words and their meanings, collocations, phrases and phrasal verbs etc.) but also with language structures and above all with strategies for using them in right context according to concrete situations. Learners can generally communicate well, having learnt all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropriately in a wide range of situations. Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognize the item and recognize its meaning. Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention. At this stage we are concerned not only with students understanding the meaning of words, but also being able to use them appropriately, taking into account factors such as oral / written use of the language; degree of formality, style and others. Vocabulary is the knowledge of words and word meanings. "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. There are four components of an effective vocabulary program: - wide or extensive independent reading to expand word knowledge -instruction in specific words to enhance comprehension of texts containing those words -instruction in independent word-learning strategies, and -word consciousness and word-play activities to motivate and enhance learning Nowadays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors argue that vocabulary should be at the center of language teaching, because `language consists of grammaticalised lexis, not lexicalized grammar'.



1. The importance of teaching vocabulary

vocabulary language teaching colour

New words have to be introduced in such a way as to capture the students' attention and place the words in their memories. Students need to be aware of techniques for memorizing large amounts of new vocabulary in order to progress in their language learning. Vocabulary learning can often be seen as a laborious process of memorizing lists of unrelated terms. However, there are many others much more successful and interesting ways to learn and teach vocabulary in the ESL classroom.

If vocabulary is taught in an uninteresting way such as by drilling, simple repetition and learning lists, then the words are likely to be forgotten. Teachers need to teach vocabulary so that the words are learned in a memorable way, in order for them to stick in the memory of the student. Indeed, learners need to retain large amounts of vocabulary in their long-term memory.

Teaching vocabulary - the basis for forming four main skills To know a language means to master its structure and words. Thus, vocabulary one of the aspects of the language to be taught in school. The problem is what words and idioms pupils should retain. It is evident that the number of words should be limited because pupils have only 2-4 periods a week; the size of the group is not small enough to provide each pupil with practice in speaking; schools are not yet fully equipped with special laboratories for individual language learning. The number of words pupils should acquire in school depends wholly on the syllabus requirements. The later are determined by the condition and method used. For example, experiments have proved that the use of programmed instruction for vocabulary learning allows us to increase the number of the words to be learned since pupils are able to assimilate them while working independently with the programme.

We know the following fact that

I - words used in reading, II - words used in auding, III - words used in speaking, IV - words used in writing.

The main aim of teaching vocabulary is assimilation of the meaning, form of the words and its usage in oral and written speech - that is formation of lexical habits. People can have many aptitudes, but without a large and precise English vocabulary to express them, they cannot take full advantage of these abilities. Unlike aptitudes, vocabulary is not a natural ability; it can be improved if one is willing to make the effort to do so. Building vocabulary is a powerful way to enhance your life and career. Learning how to build a better vocabulary can be a pleasurable and profitable investment of both your time and effort. At least fifteen minutes a day of concentrated study on a regular basis can bring about a rapid improvement in your vocabulary skills, which in turn can increase your ability to communicate by writing, conversing, or making speeches. Acquiring a large vocabulary can benefit you in school, at work, and socially. It will enable you to understand others' ideas better and to have the satisfaction of getting your thoughts and ideas across more effectively. Of course, you already know thousands of words, and you will continue to learn more whether you work at it or not. The fact is that many of the words you know were probably learned simply by coming across them often enough in your reading, in conversation, and even while watching television. But increasing the pace of your learning requires a consistent, dedicated approach. If you learned only one new word a day for the next three years, you would have over a thousand new words in your vocabulary. However, if you decided right now to learn ten new words a day, in one year you would have added over three thousand to what you already know, and probably have established a lifetime habit of learning and self-improvement.

1.1 Vocabulary is a vital part of language teaching

Word cards.

Teachers can use devices for vocabulary teaching such as simple flash-cards or word-cards. The teacher writes the English language word on one side of the card and a sentence containing the word, its definition, its synonyms and pronunciation on the other. Word cards can be excellent methods of memory aid. This is also a handy way for students to carry their new vocabulary around with them to look at whenever they have the opportunity.

Word association/

Another successful method of vocabulary teaching is the word association technique. If words are stored individually, they are more difficult to remember as they have no context. But if the words are stored together in commonly used phrases and sentences, they are more readily absorbed. Putting words with collocational partners in this way helps the students to relate connected words together.

Visual techniques/

Teaching vocabulary can become easier with the use of cards with pictures, diagrams and liberal colour coding for grammatical clarity. In this way, words are remembered by their colour or position on a page or their association with other words, pictures or phrases. Images can link to a word; words can also be linked to other words, for example, a student might link the word `car' with `garage' and with `mechanic'. This idea of engaging the other sense can also help with developing a kind of semantic map where words are listed which relate to each other, which creates a situation where one word reminds the student of another.

Brainstorming/

When teaching new vocabulary, the method of delivery needs to be fresh and interesting for the students or else they will not remember the words. Ways in which to liven up the introduction of new vocabulary could include brainstorming around an existing word in the students' vocabulary knowledge. This key word should be written up in the middle of the board and the new vocabulary relating to it can be written around it. Use colourful pens if writing on a whiteboard to emphasize different words.

Matching columns/

Once the new vocabulary has been taught, a useful way to test if students have understood the meanings of this new vocabulary is to ask them to match new words from one column with definitions from another column. The new words are numbered in column one, and the definitions are mixed up and lettered in column two. Students can also make up sentences using this technique, matching the beginning of the sentence or phrase from column 1 with the end of the sentence or phrase from column 2.

What is it to know a word?

Teachers need to ask what is it to know a word? There is more to teaching a word than simply translating it or even using it in a sentence as an example. Knowing a word means knowing not only the meaning, but knowing the contexts in which that word is used, the words which are related to it and where to use the word. It also requires knowing hidden implications that could be connected with the word.

Idioms/

Alongside chunks of language and fixed phrases and expressions, teachers should include in their vocabulary lessons these kinds of idioms of the English language. Idioms are common features of everyday language and are an important part of advanced language use and a major step towards fluency. Idioms can be introduced to the ESL classroom through authentic reading materials such as informal text from magazines, low-brow newspapers, letters, comic strips, dialogue from radio or television dramas and soaps.

Collocations/

Grammatical collocations are when a noun, verb or adjective occur (usually) alongside a preposition. For example: `on purpose', `by accident', `in case'. Lexical collocations are made up of combinations of lexical items such as nouns, adjectives, adverbs and verbs. Examples of lexical collocations are: dripping tap, hopelessly addicted, cook dinner.

Lexical phrases are good for teachers to include in lessons as another way of improving the natural sound of the students in speaking the language. Phrases such as `thanks very much', `don't mention it', `have a nice day', `sorry about that', are all useful in conversation; more idiomatic phrases such as `practice makes perfect', `it's a high mountain to climb', `it glides like a knife through butter' are good for fluency and understanding commonly used similes.

In addition there are lots of idiomatic and phrasal verb collocations such as:

putting something off

coming down with a cold

feeling under the weather

striking up a conversation

bumping into someone

getting out of something

butting in on a conversation

giving in to something or someone

In telephone calls, we talk about

being put through

cutting someone off

Words with multiple meanings

Sometimes single words in English have different meanings, for example, the words `drive', `pool', `stroke', `bottom', `fence', `catch', `strike', `match'.

Prefixes and suffixes/

Prefixes can make a word negative, for example, adding `un-', `a-` or `dis-'. These inflections are vital for students' understanding of words and can increase their vocabulary substantially simply by inflecting words they already know. Suffixes work in this same vocabulary enhancing way, by adding endings such as `ing', `less' and `ly'.

Teaching the prefixes and suffixes appropriate to new vocabulary can help students to guess what a new word might mean by reference to words they already know. In this way, prefixes and suffixes can help to introduce many new words easily. For example, knowledge of the word `friend' can help a student to guess the meanings of the words `friendly', `unfriendly' or `friendless'. Teaching students the common prefixes and suffixes of the English language can help students to increase their vocabulary greatly by recognizing these other derived words.

Connotations and Appropriateness/

Teaching vocabulary involves teaching the connotations of a word and its appropriate usage. The connotations of a word are the feelings it strikes up such as positive or negative, and more specific ones for certain words. Related to this area of connotation is appropriateness, such as whether or not a certain phrase is acceptable in polite conversation with a stranger, or if it would be taboo, if a word is rare or old fashioned, if it is a funny word, or more commonly used in written text, formal or informal or dialect. These issues are important in vocabulary teaching in order for the student to feel confident using the new vocabulary in new situations.

Polysemy and Homonymy/

When teaching vocabulary, there are subtle differences between similar words that needs to be communicated to the students in order to avoid causing confusion. Teaching polysemy enables the student to distinguish between the different meanings of a word with closely related meanings; teaching homonymy distinguishes between the different meanings of a word with distinct meanings.

Register/

Register is the relationship between the content of a message, the receiver, and how the message is communicated. Knowledge of these things helps students to distinguish between levels of formality and the effects of certain topics on the listener.

Practice, Presentation and Production/

The Practice, Presentation and Production teaching method is a popular and effective way in which to teach new vocabulary. Browse the site for more information on all areas of English language teaching, including this popular PPP technique.

The use of dictionary/

Using a dictionary is another technique of finding out meanings of unfamiliar words and phrases. Translation can be very effective during the lesson. Firstly it saves precious time. Secondly in the languages of the same family some words look the same (or very much alike), but their meanings do not exactly coincide.

For example the French verb “marcher” looks like “to march” in English, but its meaning is “to walk”, the verb “demander” means “to ask”, not “to demand”.

In this case teacher should make sure the learners do not continue using their mother-tongue.

A learner who makes good use of a dictionary is able to continue learning outside the classroom, which encourages autonomy. Also, when a learner reads a text he cannot always guess the exact meaning of a word from the context. A dictionary can be used to help the learner to choose the right concept or confirm his guessing. An example of using a dictionary can be:

Can you find the feminine forms of the words? Use your dictionary.

masculine feminine

man woman

baron duke

count king

peer widower

prince

1.2 The techniques of teaching vocabulary in the classroom

Perhaps the most important factor in a successful vocabulary-building program is motivation. It will be very difficult for you to study words month after month without a strong feeling that it is worth doing, that a larger vocabulary will help you in school and on the job, and that it can well lead to a more exciting and fulfilling life. For the first according to the topic of our research paper we identify four basic steps to a better vocabulary:

1. Be Aware of Words

2. Read

3. Use a Dictionary

4. Study and Review Regularly

While there are not any magic shortcuts to learning words, the larger your vocabulary becomes, the easier it will be to connect a new word with words you already know, and thus remember its meaning.

1. Be Aware of Words

Many people are surprised when they are told they have small vocabularies. “But I read all the time!” they protest. This shows that reading alone may not be enough to make you learn new words. When we read a novel, for instance, there is usually a strong urge to get on with the story and skip over unfamiliar or perhaps vaguely known words. But while it is obvious when a word is totally unknown to you, you have to be especially aware of words that seem familiar to you but whose precise meanings you may not really know. Instead of avoiding these words, you will need to take a closer look at them. First, try to guess at a word's meaning from its context--that is, the sense of the passage in which it appears; second, if you have a dictionary on hand, look up the word's meaning immediately. This may slow down your reading somewhat, but your improved understanding of each new word will eventually speed your learning of other words, making reading easier. Make a daily practice of noting words of interest to you for further study whenever you are reading, listening to the radio, talking to friends, or watching television.

2. Read

When you have become more aware of words, reading is the next important step to increasing your knowledge of words, because that is how you will find most of the words you should be learning. It is also the best way to check on words you have already learned. When you come across a word you have recently studied, and you understand it, that proves you have learned its meaning. What should you read? Whatever interests you--whatever makes you want to read. If you like sports, read the sports page of the newspapers; read magazines like Sports Illustrated; read books about your favorite athletes. If you are interested in interior decorating, read a magazine like House Beautiful--read it, don't just look at the photographs. Often people with very low vocabularies don't enjoy reading at all. It's more of a chore for them than a pleasure because they don't understand many of the words. If this is the way you feel about reading, try reading easier things. Newspapers are usually easier than magazines; a magazine like Reader's Digest is easier to read than The Atlantic Monthly. There is no point in trying to read something you simply are not able to understand or are not interested in. The important idea is to find things to read you can enjoy, and to read as often and as much as possible with the idea of learning new words always in mind.

3. Use a Dictionary

Most people know how to use a dictionary to look up a word's meaning. Here are some pointers on how to do this as a part of a vocabulary-building program:

* Have your own dictionary

Keep it where you usually do your reading at home. You are more likely to use it if you do not have to get it from another room. At work, there may be a good dictionary available for your use. At home, most people do not have a big, unabridged dictionary; however, one of the smaller collegiate dictionaries would be fine to start with.

* Circle the words you look up

After you have done this for a while, your eye will naturally move to the words you have circled whenever you flip through the dictionary. This will give you a quick form of review.

* Read the entire entry for the word you look up

Remember, words can have more than one meaning, and the meaning you need for the word you are looking up may not be the first one given in your dictionary. Even if it is, the other meanings of the word will help you understand the different ways the word is used. Also, the word's history, usually given near the beginning of the entry, can often give a fascinating picture of the way the word has developed its current meaning. This will add to the pleasure of learning the word as well as help you remember it.

4. Study and Review Regularly Once you have begun looking up words and you know which ones to study, vocabulary building is simply a matter of reviewing the words regularly until you fix them in your memory. This is best done by setting aside a specific amount of time each day for vocabulary study. During that time you can look up new words you have noted during the day and review old words you are in the process of learning. Set a goal for the number of words you would like to learn and by what date, and arrange your schedule accordingly. Fifteen minutes a day will bring better results than half an hour once a week or so. However, if half an hour a week is all the time you have to spare, start with that. You may find more time later on, and you will be moving in the right direction. Teaching a word does not cause its automatic learning by the students. That is one of the first things teachers realize when they start teaching. It would be wonderful if finishing a unit of the course book meant that the students master all the words in it. Unfortunately, a lot of work (recycling, vocabulary notebooks keeping, memory techniques ...) has to be done before students thoroughly know a word. The activities which follow have been tested on students and provide a practical suggestion for a systematic approach to vocabulary learning.

Working alone

-Super memo. Ss use the cards to learn the verbs systematically, at fixed time intervals, using boxes. Taking into account the forgetting curve, Ss have to plan their learning and relearning in such a way that the forgetting is minimized. They can use small boxes, or a box with different slots in it. You put all the verbs you have to learn in slot number 1. When each verb is learnt it goes to slot number two and so on until the last slot. All forgotten verbs are returned to the start. Working in groups

Playing cards. Two packs. One pack is English face up, a pile on the table. The other is given out to all the players ( they read the L1 ). In turn, they take one card from the pack and keep it, if they have the matching one. Then they discharge the matching pair. If they don't have the matching one, they leave it on the table for someone else to match. They can pick a card either from the table or from the pack.

Working in pairs - One pack of cards. Ss spread the cards on the table, English face down. In turn they keep one and translate. They check by reading and saying the verb. They keep the card if it is correct. If they don't know any of them they say “pass». Winner is the one with the most cards.

- Use your transparent folder. Ss keep all these cards in transparent folders ( sort of slide folders A4 format ). They place one - empty, without cards - on the desk. Aim of the game is to go from top to bottom and vice versa, or from left to right or vice versa by placing verbs and saying them (if they place the L1 they have to say the English.

Working with the whole class

- Bingo. Ss choose 9 cards, put them down in a sort of bingo grid, English face up. T with a list calls them out. T can call either L1 or L2

- Bingo with definitions. Ss choose 9 cards, put them down in a sort of bingo grid, English face up. T gives definitions.

Teaching Active and Passive Vocabulary Learners need to have both active and passive vocabulary knowledge. That is, English words the learners will be expected to use themselves in original sentences, and those they will merely have to recognize when they hear them or see them written down by others. Teaching passive vocabulary is important for comprehension - the issue of understanding another speaker needs the listener to have passive vocabulary, that is, enough knowledge of words used by others to comprehend their meaning. This is also called receptive knowledge of English. Teaching active vocabulary is important for an advanced student in terms of their own creativity. This is because in order to create their own sentences, students need active vocabulary. Active vocabulary contains the words a student can understand and manipulate in order to use for their own personal expression. This is called productive knowledge.

Sample Activities There are several games and other fun activities you can do with students to help them to learn new vocabulary. For example, you can encourage students to participate in Dictionary Races. Give each student a series of words to look up in the dictionary and a copy of a dictionary. Have the students look up the words and write down the definitions. The first student to find and write down all of the definitions wins. Students can then be encouraged to come up with creative sentences for the words they looked up in the dictionary races. You can ask each student to select a word and write a sentence on the board with that word. If you gave the students a series of related words, you can also have these sentences tie together as a story. Ask one student to begin the story using the first sentence containing a vocabulary word, and go around the room, having each student build upon the story using the next word on the list. These activities will help students learn to use the dictionary, and will provide two exposures to the words within a brief context of time. You can then ask the students to identify prefixes, suffixes or roots contained in the words they looked up. Of course, before doing this part of the game, you will need to ensure that each student knows exactly what a prefix, suffix or root is. You can turn this into a contest as well, awarding a prize to the student who can identify the most prefixes or suffixes from your word list within a given period of time. You can play this series of games repeatedly with different word lists, mixing in some of the old words each time with some of the new words. With repeated exposure to the existing words and a fun and engaging atmosphere in which to learn new words, students will be able to commit the words to memory more quickly and will have fun in the process. Students can keep these lists of words, sentences and prefixes/suffixes in a special vocabulary notebook which they review periodically. This will allow them to build upon their knowledge of vocabulary and to slowly learn new words throughout the course of the year.

1.3 Components of vocabulary instruction

Direct and indirect methods of vocabulary instruction.

Intentional vocabulary teaching

Specific Word Instruction

Selecting Words to Teach

Rich and Robust Instruction

Word-Learning Strategies

Dictionary Use

Morphemic Analysis

Cognate Awareness (ELL)

Contextual Analysis

Explicit instruction of vocabulary is highly effective. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. To deepen students' knowledge of word meanings, specific word instruction should be robust. Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning. Such instruction often does not begin with a definition, for the ability to give a definition is often the result of knowing what the word means. Rich and robust vocabulary instruction goes beyond definitional knowledge; it gets students actively engaged in using and thinking about word meanings and in creating relationships among words.

Research shows that there are more words to be learned than can be directly taught in even the most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class. Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful.

Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis. For ELLs whose language shares cognates with English, cognate awareness is also an important strategy. Dictionary use teaches students about multiple word meanings, as well as the importance of choosing the appropriate definition to fit the particular context. Morphemic analysis is the process of deriving a word's meaning by analyzing its meaningful parts, or morphemes. Such word parts include root words, prefixes, and suffixes. Contextual analysis involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it. Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues.

Fostering word consciousness/

A more general way to help students develop vocabulary is by fostering word consciousness, an awareness of an interest in words. Word consciousness is not an isolated component of vocabulary instruction; it needs to be taken into account each and every day. It can be developed at all times and in several ways: through encouraging adept diction, through word play, and through research on word origins or histories. "If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest."

Multiple exposures in multiple contexts/

One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often. Students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.

Restructuring of vocabulary tasks/

Intentional instruction of vocabulary items is required for specific texts.

Repetition and multiple exposures to vocabulary items are important.

Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured as necessary.

Vocabulary learning should entail active engagement in learning tasks.

Computer technology can be used effectively to help teach vocabulary.

Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction.

Dependence on a single vocabulary instructional method will not result in optimal learning.

It is often assumed that when students do not learn new vocabulary words, they simply need to practice the words some more. Research has shown, however, that it is often the case that students simply do not understand the instructional task involved. Rather than focus only on the words themselves, teachers should be certain that students fully understand the instructional tasks. The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition, especially for low-achieving or at-risk students. "Once students know what is expected of them in a vocabulary task, they often learn rapidly."

Incidental vocabulary learning/

The scientific research on vocabulary instruction reveals that most vocabulary is acquired incidentally through indirect exposure to words. Students can acquire vocabulary incidentally by engaging in rich oral-language experiences at home and at school, listening to books read aloud to them, and reading widely on their own. Reading volume is very important in terms of long-term vocabulary development. Reason that extensive reading gives students repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts. Providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students.



2. Teaching Vocabulary in Colour

Many students consider learning vocabulary a tedious job. They try studying lists of words, with their spelling, pronunciation, meaning, synonyms, etc. only to realize a few hours later that their results are hardly satisfactory. They start blaming their poor memories. They say they are discouraged by the number of words in English and their complex usage. They come to rely on incidental learning, finding intentional studying boring and inefficient. Some authors writing about human motivation seem to support such students' opinions. They say that learning words is a task which cannot possibly be intrinsically motivating. Teachers, however, keep looking for ways to substitute rote repetition with more effective techniques and to make learning vocabulary easier and more pleasant. They develop various mnemonic strategies employing action, music, drawing and fantasy. To make the process of presenting new vocabulary more effective teacher has to attract learners' attention. And one of the best and easiest ways for that is colouring. Colour is an important tool in visual thinking, it captures and directs attention. The teacher might highlight the new words in the text he wants his students to concentrate on. The teacher may use colouring to: practice pronunciation of a word and its spelling (highlight double letters, the initial/final sound/letters that are likely to cause difficulty, stressed and secondary stressed syllables, etc.), to teach the word's grammar (use different colours for different parts of speech, for countable/uncountable nouns, transitive/intransitive verbs, mark word's gender), teach the semantic categories and word differences (use specific colours for the words connected with a given topic, for adjectives with positive/negative meaning, for synonyms/antonyms, etc.), to teach morphology (colour all prefixes and suffixes in a passage of a text to try to find out what they mean, highlight the stems of words that is the same like in prolong, longitude, longing, long, prolongation, oblong, etc.). Colours have a tremendous influence on human health and psyche. Lack or overabundance of certain colours can cause physical or emotional disorders. Exposure to colour vibrations is used in the treatment of a number of diseases and mental problems. The colour of the classroom walls, curtains or even the teacher's clothes can either soothe or irritate students. Colour is also an important tool in visual thinking. It separates ideas so they can be seen more clearly; it stimulates creativity and aids the memory. Colour captures and directs attention. Even conventionally outlined notes can benefit from colour coding; maps, cluster maps, mandalas, and most expressive drawings are considerably more effective in colour. It is not unimportant, however, which colours we use to stimulate students. To benefit from using them, we should know what possible power they have over our students. Then, we will not expose learners to calming vibrations if we expect them to be active, or to intellectual vibrations if we expect them to use their imagination. Experimenting with ways to make my classes more interesting and lively, I tried using coloured paper for handouts (students in our college do not have regular handbooks for studying English and learn from materials prepared by their teachers). For the whole year students received handouts in six different colours and could choose the colour they preferred. From the very beginning the reaction was enthusiastic. Some students knew at once which colour they wanted and they were ready to fight tooth and nail with their colleagues to get their favorite color as soon as possible. Other students held a handful of pages for some time, trying to decide what mood they were in and what colour would suit them best that very day. Usually, lively students chose lively handouts, and quiet ones preferred pale, mild shades. If they happened to receive the colour they did not desire, they worked slower and concentrated less than when working with their favourite shades. Soon, almost all students bought coloured copybooks for their personal notes and commented that it was easier for them to remember words written on colourful pages than on white paper. When asked about their favourite colours for handouts. The results show that students preferred the colours which had a positive influence on their psyche and were pleasant for the eyes. The colours may also have improved their intellectual abilities, although not so much their imagination and creativity. This again illustrates that learning vocabulary is perceived as a task requiring concentration and good memory more than fantasy.

2.1 Influence of color

Color plays an important role when you want to decorate a child's room. It's important to choose the right colors to stimulate children's development, because color has an effect on psychological development of children. Color can be used as a means of communication with children because the language makes it easier to respond. Children can learn to distinguish colors from six months earlier. Color can help stimulate the children, especially for children with attention deficit disorder. With color, children learn to express themselves and when they are allowed to choose colors to decorate your room or choose the color of clothing, they become more confident and open up more creativity and expression. `Color your life' or `paint your life' is a technique used by psychologists and psychotherapists to help children differentiate and express various emotions on paper. This technique helps to determine whether the child happy, sad, excited, scared or even angry. Department of Child Development at California State University Fullerton has also done studies on color and the association of children's emotional. In the study, children aged between 5 to 6 years were asked to choose your favorite color from 9 colors that are given randomly according to their feelings at that time. 69 percent of the children chose bright colors to express happiness and excitement like pink, blue and red. Some choose black, gray and brown that show negative emotions such as sadness.

Here are some kinds of colors and their meanings:

White

White contains the entire light spectrum. It is strengthening. It is very cleansing and purifying to the entire energy system of the individual. It can awaken great creativity. When in doubt as to what color to use, you can seldom go wrong with white light. It is Also beneficial to begin and end the healing session with white to stabilize the person's energy system and to give it an overall boost. It amplifies the effects of any color with which it is used.

Black

Black also contains the entire color spectrum. It is a color that is shrouded in confusion. Many individuals shy away from using black in color therapy and healing, but I have found it beneficial at times. Black is a protective color, and it can be used to ground and calm extremely sensitive individuals. It activates the feminine or magnetic energies of the body, strengthening them. It should be used sparingly, as too much black can cause depression or aggravate such emotional and mental conditions. Black is most effective when used in conjunction with white, which balances the polarities of the individual, especially in cases where the individual seems to be losing control. It can activate that level of the subconscious which can put life and its craziness into proper perspective. It should never be used by itself, but always in combination with another color.

Red

Red is a stimulating color. It will energize the base chakra. It warms and activates. It awakens our physical life force. It can be used for colds, poor circulation and mucus ailments. Red strengthens the physical energy and the will of the individual. It can stimulate deeper passions, such as sex and love, courage, or hatred and revenge. Too much red can over stimulate and aggravate conditions. High blood pressure is an indication of too much red energy within the system. Red can be used to raise the body's temperature and to energize the blood.

Orange

Orange affects the second chakra center. It is the color of joy and wisdom. It stimulates feelings of sociability. It is tied to our emotional health and to the muscular system of the body. Too much orange affects the nerves and should be balanced with shades of green-blues. Orange can assist in healing conditions of the spleen, pancreas, stomach, intestines, and adrenals. Individuals experiencing emotional paralysis or depression can be helped with this color. It can be used to help re-vitalize the physical body and assist with food assimilation. It makes a good tonic after a bout of illness, for it is good for the elimination system.

Yellow

Yellow affects the solar plexus chakra most strongly, and it is stimulating to the mental faculties of the individual. It can be useful for depression. It helps re-awaken an enthusiasm for life. It can be used to awaken a greater confidence and optimism. It can be used for digestion problems. It is beneficial to the stomach, the intestines, the bladder and the entire eliminative system of the body. It helps to balance the entire gastrointestinal tract. The golden-yellow shades are healthful to both the body and the mind.

Green

Green is the most predominant color on the planet. It balances our energies, and it can be used to increase our sensitivity and compassion. It has a calming effect, especially for inflamed conditions of the body. It is soothing to the nervous system. The brighter greens, leaning toward the blue spectrum, are powerful in healing most conditions. Green can be used to awaken greater friendliness, hope, faith, and peace. It is restful and re-vitalizing to over taxed mental conditions. Green strongly affects the heart chakra, and it is balancing to the autonomic nervous systems. It can be applied beneficially in cardiac conditions, high blood pressure, ulcers, exhaustion and headaches. It should NEVER be used in cancerous or tumorous conditions or anything of a malignant nature, as green also stimulates growth.

Blue

Blue is cooling to our system and it is relaxing. It is quieting to our energies, and it has an antiseptic effect as well. It is strengthening and balancing to the respiratory system of the body. It is excellent for high blood pressure and all conditions of the throat. It is effective in easing childhood diseases, along with asthma, chicken pox, jaundice and rheumatism. It is one of the most healing colors for children. It is beneficial to venous conditions of the body. Blue can also be used to awaken intuition and to ease loneliness. Blue us very effective when combined with warmer colors that are in its color range and when combined with colors in the red-orange spectrum. It can be used to awaked artistic expression and inspiration.

Indigo

Indigo and the deeper shades of blue are dynamic healing colors on both spiritual and physical levels. This color activates the brow chakra of the body and it is balancing to all conditions associated with it. it is strengthening to the lymph system, the glands, and to the immune system of the body. It is an excellent blood purifier and can assist in detoxifying the body. It is a color that is balancing to the hemispheres of the brain and the nerve synapses between them. It is effective in treating all conditions of the face (including eyes, ears, nose, mouth and sinuses). The color indigo also has a sedative effect. You can use the color Indigo when you are meditating in order to achieve deeper levels of consciousness. It can awaken devotion and intuition. It can be used for problems in the lungs and for removing certain obsessions. Too much indigo can cause depression and a sense of separateness from others.

Violet

Violet is a color that affects the skeletal system of the body. It is very antiseptic, cleansing, and purifying on physical and spiritual levels. It helps balance the physical and spiritual energies. Violet is good to use for cancerous conditions of the body. Arthritis can be eased by violet light that leans more toward the blue shades. Violet is also strengthening to the body's ability to assimilate and use minerals. Violet can be used to stimulate inspiration and humility. Violet assists in stimulating dream activity as well. In meditation. Violet can help open us to our past lives. Whether we are aware of it or not, the meaning of colors influences us in many ways. It is very much part of the mind body spirit connection.

Color is energy. It is the reflection of light split into different wave lengths and vibrating at different frequencies. We don't really see the color, we see its absence. We experience the color blue for example because the object we are looking at absorbs the energy of all other colors except blue. Colour is very symbolic and has meaning on all levels - physical, mental and spiritual. Think of how you felt that last time you saw a lush green pasture or gazed out over a tranquil blue lake. These are images that tend to soothe and inspire us. The color pink makes us think of soft things, like babies and little girls. Red and green are the colors of Christmas and that combination of colors alone, even apart from anything Christmas related, evokes memories of the holidays, in North Americans at least. Color is used in healing, in showing the world who we are and in creating harmony in our environment. Color therapy, using either colored lights or color baths, has been used successfully to provide our body with the colour energy it needs to correct emotional and physical imbalances. If you have too much red energy, you may feel agitated or hot headed. Taking a walk in the woods or taking a green energy bath helps to balance the hot energy of red with the cooling and calming energy of the color green. We can't imagine our lives without color, even if we tend to not notice its impact much of the time. Color can be divided into two basic groups. The meaning of colors that fall into the red-orange-yellow group is vibrancy and excitement, while the blue-green colors have a more passive or calm influence. The impact of color on various aspects of our lives and our emotions has been studied for years. Research has shown that people who prefer the warmer red-orange-yellow color spectrum tend to be extroverted, while a blue-green color preference indicates a more introspective, quiet and detached personality. Yellow tends to be a color selected by intellectuals while artistic types are more drawn towards purple or violet. More well-balanced individuals tend to pick greens. You will see as you read the individual meaning of colors linked below that each color has positive qualities and is good used in certain circumstances, as well as negative qualities which mean that it will be a negative influence if used under some circumstances. "The future will provide us with so much - we shall begin to understand more and more about the importance of colour in our homes, in public institutions, and in our private lives... holistic teachings will help us understand that not only is the relation between our body and soul dependent on each other, but we are dependent on our surroundings, our surroundings are dependent on the ecological balance, the ecological balance is dependent on the cosmic balance, which is dependent on a power that... I call divine power." The meaning of colors is an integral part of the mind body spirit connection.

The color red is one of the most vibrant colors in the spectrum. Red color has the longest wavelength in the visible color spectrum. It is also the visible light nearest to infrared in the electromagnetic spectrum. Infrared waves produce heat and objects that are very heated eventually become visibly red. It comes as no surprise then to learn that red is associated with fire, burning, heat and warmth. Being the color of blood, red is also connected to life and that which sustains life. It is associated with living life at to its fullest. Generally the positive sides of the colour red include action, courage, a strong will, honesty, confidence, spontaneity, vibrancy and gratitude. Everything is in balance in our world, so just as there are positive aspects of the meaning of red, there are negatives associated with this color as well. Red is associated with danger. Stop signs, stop lights and fire trucks are red. The color red is associated with selfishness, self-centeredness, anger and a temper. It is related to aggressiveness, a war-like attitude and conquest. Red color is connected to nervousness, abruptness, instability and fickleness of feelings. People who exhibit these negative personal attributes may have an excess of red energy and need to take time to be quiet and introspective, or to do for others in order to get outside of themselves. Although meditation is an excellent practice for anyone who has an excess of energy from the color red, you may find it especially difficult to quiet the mind, as red energy is quite vibrant and active. Add Some Red To Your Life: When you are experiencing a lack of energy or are very tired. The high energy level of a red color can perk you up. When you are feeling physically cold or are beginning to get a cold. If you have poor blood circulation. If you are feeling fearful, anxious or insecure and need a boost of self-confidence or courage. If you feel a lack of interest in life in general or a lack of enthusiasm. If you want to add energy to a space (e.g. children's playroom or a workspace). Be mindful though that red also increases aggressiveness and passion. Don't add red: If you are feeling out of balance emotionally. If you are feeling angry. If you want peace and contentment to prevail in that space.

The color orange is a power color.

Although the color red is associated with fiery, burning heat, orange color is softer and is more connected to the warmth of the sun. Orange is still an active, vibrant color and associated with movement, but it does not carry with it the connection to passion and extremes that the color red does. It marries the vitality of red with the stability of endurance. Orange color stimulates creativity. People who love orange are often curious and love exploring new things. They are thought of as sincere and thoughtful. Orange is thought to be the best emotional stimulant and can be helpful if you are depressed, bored or lonely. It helps to bring out the joy we have inside us. If you favor the color orange, you are considered to be a social person who is able to get along with many types of people. You exhibit a sincere desire to like people and also want people to like you. An orange lover is seen as loving freedom and is always looking to expand his or her interests and to succeed in life. Preference for an orange colour can also indicate someone who has a desire to be successful in whatever you do. The meaning of orange indicates an optimism about the future and a natural enthusiasm about life and living life to the fullest. An orange colour in the room or in clothing can increase the craving for food. That's great if you want to put on weight, but not so great for the rest of us. If you notice yourself craving food more when you wear orange, you may want to cut down on wearing it. If your kitchen is painted orange and you notice this issue comes up with you, you may want to get out the paint can and repaint. Because the meaning of the color orange is a toned down physical energy and includes a fondness for food, it is a good color to have in a dining room or a room where you want to host family and friends. The color orange also activates intellectual vibrations and is a good color for a room where you may want to study or read intently. Overall, the positive aspects of the color orange include a joy in living, enthusiasm for life and new activities and interests. It indicates a sociable nature, high energy, self-assuredness and creative thinking and ideas. Orange is spontaneous, independent and indicates a fondness for food. As with all things in life, there is a yang and a yang, a positive nature as well as negative aspects. The negative qualities associated with the color orange include aspects of a destructive nature, including food issues and a misuse of alcohol. Excessive orange in a person's aura can indicate someone who feels self-pity or is fickle in their friendships. As I indicated above, orange can also increase cravings for food, a negative for many people.

...