Presentation is the process of getting the language into the mind of the learners via the didactic text. Presentation
involves spoken forms and written forms. Presentation of spoken forms involves lessons in pronunciation and in systematic imitation of the model (the teacher or recorder materials). These lessons embrace teaching the learners to distinguish the phonemes of English; teaching the learners to recognize the phonemes of English in words and sentences as well as to recognize words and sentences themselves; and imitation.
Interrelated with the presentation of form is the presentation of meaning. Speech is a stream of sounds in which the semantic system is continually interrelated with grammatical and phonological systems. The technique of conveying the meaning of the presented forms is one of the most important issues in the process of teaching. Four kinds of procedures can be distinguished in connection with getting the meaning across:
1. differential,
2. ostensive,
3. pictorial,
4. contextual.
As researchers began to specify more precisely the parameters of vocabulary knowledge, more accurate and consistent estimates of vocabulary size were generated.
Even as methodological improvements in vocabulary research have occurred, one unequivocal finding has remained Students with poor vocabularies know alarmingly fewer words than students with rich vocabularies. One of the most alarming patterns in terms of vocabulary-growth differences between students is that important differences are apparent regardless of how early vocabulary is measured, sometimes as early as when students begin school. Because reading-achievement differences between students also develop as early as first grade, the vocabulary gap widens rapidly. Even if some students are learning as many as seven new words a day, many others may be learning only one or two.
The second area of convergence in the vocabulary literature is that researchers have attempted to identify critical factors that contribute to individual differences in vocabulary development. Although investigators have pursued very different lines of inquiry, they are united by a search for student characteristics that impede adequate growth. It is unlikely that a search for a specific cause of poor vocabulary development will prove fruitful. Instead, causal explanations are likely to be a complex combination of multiple factors. The purpose of this section is to describe recent research investigating individual differences in vocabulary development, which can be grouped into three general categories: generalized linguistic deficiencies, memory deficits, and poor word learning strategies.
Other researchers have investigated whether students with poor vocabularies use different strategies to learn the meaning of words than students with rich another explanation of individual differences in vocabulary development may be that students with poor vocabularies have ineffective strategies for retaining the meaning of words they have learned.
1. Characteristic of the students. Children from the first year of formal schooling (five or six years old) to eleven or twelve years of age. However, as any children''s teacher will know, it is not so much the children''s age that counts in the classroom as how mature they are. Many factors influence children''s maturity: for example, their culture, and their environment (city or rural), their sex, the expectations of their peers and parents.
The child''s learning of a language is not independent of the fact that they are ''professional'' learners who spend most of their day in a learning environment. Therefore, those who argue for an integrated approach to language learning are simply advocating the full exploration of the child''s daily learning context. Equally, thics of good language learners and the way they learn will be highly influenced by the environment, and the way in which they are learning, particularly with very young learners. The belief that learning to learn is fundamental when teaching young learners becomes, therefore, of paramount importance.