Málfríður - 15.09.1999, Qupperneq 21

on top of another, adding new vocabulary
with earlier learned word elements.
Though I only taught for 2 weeks, the
results of the quizzes showed that the stu-
dents had definitely learned and under-
stood an array of new vocabulary words
that they would not usually encounter in
other daily exercises but contained elem-
ents that were a common denominator in
many other vocabulary words.
To assess if the students actually under-
stood the word elements, I used new
words on the quizzes that used elements
which they had already learned in other
words. For example if the students had al-
ready learned that derma- had to do with
the skin, the quiz question would have
gone something like: “If epi-is a word el-
ement meaning “on”, and someone had
an epidermal disease, where would the ill-
ness be?”
The quizzes were set up to be chal-
lenging but not difficult. It was more like
a “figure-out-the—riddle” type of exercise
that was intentionally parallel to my goal
of making these training exercises as inter-
esting and as fun as possible. It was also
my goal to stimulate an awareness of ety-
mology and hopefully instill a true inter-
est in the origins of words. I sincerely
believe this can be done through a good
program of vocabulary training in this
manner.
As mentioned, I was teaching students
at the secondary school level, some of
them getting ready to graduate. Many of
them would be going onto the university
level to study English textbooks in health,
technology, social, or natural science areas.
The value of a solid foundation of good
language skills, especially vocabulary, is in-
valuable for a student entering the higher
levels of education, but there is no doubt
in my mind that the earlier this type of
vocabulary training is begun, the more
benefit it will have in English language
learning. The earlier the student can be
awakened to the wonders of etymology
and the often simple techniques of fig-
uring out the meaning of a word, the ear-
lier he will enjoy English language learn-
ing and be able to increase his skills in all
of the language learning areas of listening,
speaking, reading, and writing.
As I mentioned earlier, it is not diffi-
cult to find 10-15 words per chapter or
unit that would serve as excellent building
blocks for increased vocabulary and to
open up to the students the world of ety-
mology. Ideally though, I would like to see
a whole semester where the emphasis is
focused on this area. I also feel that it is
important to introduce vocabulary and
etymology as soon as possible in English
classes. Preferably, it could become part of
the curriculum at the primary school
level, but if not, then I feel it would be
most appropriate to install it as one of the
first courses in the English department at
the secondary school level.
The students’ intrinsic motivation for
language learning increases substantially
with a solid foundation in vocabulary and
the skills, knowledge, and techniques in
building their vocabulary in the logical
manner involving Greek and Latin word
elements. The earlier such a program
could be installed within the curriculum
of English language learning, the better.
And just for the fun of it, here is the
bonus question from the final test that I
gave the students in 403. Can you guess
what it is?
If cephalo- is a Greek word element
meaning “head” and pod- is a Greek word
element meaning “footed”, what is a
cephalopod?
Margo Renner
It is important
to introduce
vocabulary and
etymology as
soon as possible
in English
classes.
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