Development of Supplementary Vocabulary Activities to Enhance the Vocabulary Skills of Bscs College Freshmen in (LCPC) Kll

Abstract

INTRODUCTION

Vocabulary development is fundamental in the collegiate reading program. College students, specifically the freshmen, encounter a considerable amount of content -specific vocabulary that should be understood to help them understand the whole text as well. The technical vocabulary of the field may be new to the readers, and the concepts may be unfamiliar and abstract. Understanding the meaning of words read in content subjects is a major component in learning how to read and reading to learn. It points out that a student should be familiar with the words used in the text to help him comprehend the text.

METHODS

The researcher used the descriptive method as a research design. She conducted interviews with her colleagues to look into the students' vocabulary skills. The assessment took place during the classroom and laboratory instructions conducted by the Information Technology instructors of Lipa City Public College in Lipa City, Batangas. Two hundred out of 500 freshmen students taking up Bachelor of Science in Computer Science were observed. The instructors presented to the researcher their observations in relation to the students' vocabulary skills. She developed the lessons with the schema theory in mind.

RESULTS

The vocabulary activities which embody the following target skills determine the similarity of two words; know the word through its opposite meaning; get the appropriate word based on given definition; match the words; arrange jumbled letters to form a word; get the meaning of the statement through the given clues; guess the word through descriptions or actions; give meaning to a word; determine who or what is being described through the given clues; generate the missing words in the entire text; find the missing letter to complete the word; find the correct word from the set of choices; know the missing letters that will complete the word; and others.

DISCUSSIONS

The study underwent stages like determining or finding out the problem and preparing supplementary material in the hope that this will be of help to a certain extent. During the study, it was found out that vocabulary is not learned in isolation, that it has to be learned and its meaning within a given context and that prior knowledge needs activation not only in reading but also in learning what a word means. Hence, it calls for the improvement of vocabulary instruction, especially at the beginning level of the learning stage.